The 15th Annual Curriculum and Pedagogy Conference November 12-15, 2014 New Orleans, LA curriculumandpedagogy.org Priority Deadline for Proposal Submissions: JUNE 30, 2014 Proposals received by June 30, 2014 are given priority in terms of placement on the program. Because of the peer review and schedule development processes, proposals received after July 31, 2014 may not be guaranteed a spot. The Curriculum and Pedagogy Conference is an annual gathering of diverse individuals seeking academic enrichment and professional engagement who are committed to educational empowerment and social change. The conference opens spaces to advance the ideals of progressive curriculum and democratic leadership in education through dialogue and action. The conference organizers seek to bring together individuals from diverse backgrounds—including academic workers, graduate students, school and district administrators, PreK-12 teachers, and many more cultural and educational workers from community groups and organizations—who hope to analyze, interrogate, and develop theories and practices for educational change and social justice. The conference fosters an open and affirming environment for democratic community building, collective scholarship, and social action. We gather together to deepen our critical insights into the historical, political, personal, aesthetic, spiritual, social, and cultural contexts of our work. We engage this work within a perspective that regards curriculum studies as integral to the fabric of everyday public life and wholly connected to the daily pedagogical practices of/within/about schools, as well in educational phenomena that exist in anomalous, extra-institutional, and diverse spaces and moments. We invite proposals that explore the following questions: • What is some of the most memorable work done in spirit of Curriculum and Pedagogy? How is our current and future work shaped by the past? • How has gathering in New Orleans after Katrina been empowering and/or subjugating, and for whom? • How do notions of power, privilege, and supremacy enable and/or constrain a liberating praxis of curriculum and pedagogy? • Given the current push for science, technology, engineering, and math, what ways have been found to embed art into this curricular and pedagogical design? • How do our modes of inquiry, as both scholars and practitioners, work to re/articulate curriculum, pedagogy, and the notion of education itself? • How do historical and contemporary practices of power, privilege and supremacy through the processes of neoliberal globalization interrelate with efforts toward the decolonization of curriculum and pedagogy, and the potentialities of an oppositional curriculum and pedagogy? • Early Childhood Education – purposefully seek out work (also provided within the CFP)/researchers/practitioners that/who explore/engage with/disrupt/challenge early childhood curricula and pedagogies. • What theoretical mosaics might help us make sense of contemporary school practices and the educative experiences of students, teachers, and administrators? • How are educational powerbrokers, educators, students, parents, and other community members working toward a restructuring of schools and other educational institutions in a way that both accommodates student-centered learning in the community spaces they inhabit and addresses issues of school environment design and interconnectedness of community? • How do we design curricula and implement pedagogies that reveal systemic inequities, avoid student and teacher despair, and move toward advocacy and/or activism? • How do we, as advocates and/or activists, as curriculum workers, teach thoughtfully in a time of standardization and high stakes testing, and work in solidarity with teachers/schools/parents who seek to counter the current moment? How can and do these actions impact our practice as we work with pre-service teachers? • What curricula and pedagogies might enhance civil discourse during a time of increasing polarization? Proposal Submission Process-- Submit proposals electronically at The 15th Annual Curriculum & Pedagogy Conference Proposal Submission Form When submitting your proposal, be prepared with the following information: 1. Author information 2. Title of Proposal 3. Proposal Abstract – 50 word abstract – we will include this brief statement in the online conference program. 4. Proposal - Provide a description, in no more than 500 words, of the proposed presentation (including content such as purpose, methodology, discussion, and conclusion, when applicable). In addition, include references/works cited. 5. Indicate presentation type (note that the term paper refers to scholarly writing, reflective writing, visual representations and/or multi-media.) a. Individual Paper: Individual paper submissions will be grouped together by the program committee (no more than 3 papers in a grouping) to form a more intimate Conversation Centre. Conversation Centres will be the primary venue for individual paper submissions. Conversation Centres will provide for an intense hour of conversations between/with presenters and attendees concerning related and emergent topics. Technology is not provided for Conversation Centre sessions; presenters are welcome to bring their own laptops; wireless internet access is available on site. b. Symposium: A symposium is a proposal consisting of 3 or more papers addressing a related topic/idea outlined by proposers. Symposia are an hour in length. c. Book Talks: If you have recently published a book and would like to share your work, this venue would be perfect for you. Book Talks are an hour in length. d. Workshop/Public Action/Art Exhibition: This year we will have a number of spaces available throughout the program for workshops/public actions/art exhibitions. These types of presentations are intended to foster critical and public dialogue and should be considered spaces for social action and public pedagogy. Presentation time and venue is flexible and dependent on presenter needs with these types of presentations—please be sure to indicate special needs when addressing #6 below. 6. As a result of conversations that emerged out of past C&P Conference gatherings, we invite and encourage proposals that explore and challenge power, privilege, and supremacy embedded in curriculum and pedagogy, educational policies, and schooling practices. As this invitation grows out of the important work of C&P’s Browning Caucus, these proposals will be identified with the Colouring Curriculum and Pedagogy (CCP) designation. Proposals considered for this designation: • Draw from such topics as race and knowledge production, curriculum and the nation, race and the Academy, and/or colonization and schooling. • Theorize, analyze, dream, problematize, deconstruct, and/or challenge the pervading hetero-patriarchal white supremacy of the field and how it manifests in the field of curriculum studies. • Engage with critical race, anti-racist, decolonizing, anti-colonial, decolonizing, post-global, anti-globalization, border thinking, epistemic borders, and/or Indigenous scholarship. Scholars who identify or work with communities of colour and/or who draw on the activist and intellectual traditions of peoples of colour, third world feminism, Indigenous liberation/sovereignty, civil rights, and anticolonial movements are particularly encouraged to submit papers. For additional information please contact Jubin Rahatzad at [email protected] 7. Indicate audio, visual, technology, and/or space/time needs. Please note, technology is not provided for Conversation Centre sessions; Wireless Internet access is available on site. • If you are proposing a workshop/public action/art exhibition please indicate the type of space you need (large room, outdoors, street, etc.), technology requests (audio-visual, projectors, etc.), and time needed for this particular session. • If you are proposing a symposium, we will have a very limited number of laptops and projectors available for use, please indicate technology requests (audio-visual, projectors, etc.). 8. Scheduling Requests - While we cannot guarantee individual requests for scheduling presentations (especially for proposals received after June 30, 2014), we will do our best to respond to extenuating scheduling circumstances. If necessary, please indicate any extenuating scheduling circumstances the program committee needs to be aware of. Mentoring This year, mentoring sessions will be interspersed throughout the program. Sessions may include such topics as: participating in a profession; advice for first time presenters; issues for new faculty; tips for writing/research; writing productive article reviews; online learning and teaching; activism; editing the annual collection. If you are interested in serving as a mentor or being assigned a mentor, please contact Deb Freedman at mentoringcandp@gmail. Please direct any questions about the proposal process to Program Co-Chairs, Laura Rychly & Miryam Espinosa at candpprogram@gmail. All proposals undergo a blind review. NOTE: ALL PRESENTERS MUST BE REGISTERED TO HAVE THEIR NAME APPEAR ON THE PROGRAM. IF REGISTRATION IS NOT COMPLETED BY OCTOBER 6, 2014 YOUR NAME WILL NOT BE LISTED ON THE PROGRAM. Registration Note eRegistration for the 14th Annual Curriculum and Pedagogy Conference will be available in August of 2014. Go to for details. Thank you for your interest and participation.
Posted on: Sun, 13 Apr 2014 16:49:48 +0000
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