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TABLE OF CONTENTS; 1. DISSONANCE, DIVERGENCE, AND DEMOCRACY: An Introduction; REFERENCES; 2. RACE TO DE-DEMOCRATIZATION: The Militarization, Commodification, and Hyper-Politicization of Education; UN-DEMOCRATIC ACTS AS DE-DEMOCRATIZATION; MILITARIZATION; COMMODIFICATION/MARKETIZATION; THE MILIEU OF MORAL UNCERTAINTY; THE MAZE AND THE RUBE GOLDBERG METAPHOR; CONCLUSION; REFERENCES; 3. FROM REACTIVE TO PROACTIVE: Defining One's Own Identity; SETTING THE STAGE: FIVE BRIEF STORIES THAT HELP FRAME THE DISCUSSION; Discounting; Seeing the Other
Who Am I? Who Are They? Who Are We? Drawing Myself to ConsciousnessSelf-Centeredness; Another Great Nephew Murdered; WHERE IS THE JOY? WHERE IS THE LIGHT?; RACE
A LIE; Premise; RACISM AND EDUCATION; PARENTS
EDUTAINMENT? PLEASE SAY NO!; THE POLITICS OF RACE: WHAT WE SAY OR WHAT WE MEAN, AND DO; UBUNTU: A WAY FORWARD; READING; PARENTS AND THE VILLAGE; REFERENCES; 4. GOOD INTENTIONS VS. INTENTIONAL ADVOCACY; INTRODUCTION; THE FRAMEWORK; CHURCH; SCHOOL; ANALYSES; INVISIBILITY; VISIBILITY; INTENTIONAL ADVOCACY; REFERENCES
5. AN UN-AMERICAN HORROR STORY: Reflections of a Writing Center CoordinatorHORROR IN THEIR STORY; STUDENT WRITING; STUDENT MENTORSHIP; CONTEMPLATION; CONCEPTUALIZATION; FINAL THOUGHTS: UNEQUAL OPPORTUNITY; REFERENCES; 6. DEMOCRACY DENIED: Public Education's Most Immoral Act; A DIRECT RELATION: DEMOCRACY AND EDUCATION; NO EDUCATION FOR DEMOCRATIC LIFE?; THE LOSS OF DEMOCRATIC LIFE; SOME EDUCATORS SEEK DEMOCRACY; PLACES OF DEMOCRATIC EDUCATIONAL PRACTICE; HIGHLANDER; FEDERAL HOCKING HIGH SCHOOL; CHANGING TO A DEMOCRATIC DIRECTION; PUBLIC SCHOOLS AS STEWARDS OF DEMOCRACY
DEMOCRACY NEEDS DEMOCRATIC EDUCATIONSOCIAL JUSTICE; CONCLUSION; REFERENCES; 7. (UN)DEMOCRATIC CURRICULUM FOR A DEMOCRATIC EDUCATIONAL WORLD; INTRODUCTION; WHAT IS CURRICULUM?; WHAT CONSTITUTES KNOWLEDGE IN CURRICULAR STUDIES?; HOW DO I KNOW WHICH KNOWLEDGE BASE TO FOLLOW?; WHAT ARE THE MOST IMPORTANT QUESTIONS ABOUT CURRICULUM THAT ARE NOT ASKED?; WHAT ARE THE PRIMARY RESPONSIBILITIES OF CURRICULUM LEADERS?; WHAT PARADOX OF DELIVERY OF DISCIPLINES EXISTS IN K-12 CURRICULA IN THE US?; IN WHAT WAYS DO THE NATIONAL EMPHASIS ON COMMON CORE STATE STANDARDS INFLUENCE AND REDEFINE THE CURRICULUM?
WHAT ARE THE TENSIONS BETWEEN CURRICULUM THEORY AND PEDAGOGICAL PRACTICES?WHAT ARE SOME OF THE MAJOR PROBLEMS WE STUDY IN CURRICULUM?; WHAT IS THE RELATIONSHIP AMONG CURRICULAR PRACTICES, SOCIAL JUSTICE, AND DEMOCRATIC PURPOSE?; WHAT IS IMPORTANT ABOUT CURRICULUM AND INSTRUCTION TO US?; WHERE WILL WE GO FROM HERE?; REFERENCES; 8. FOSTERING DEMOCRATIC PRACTICES IN THE CLASSROOM: An Ontological Model; PREPARING FOR MY JOURNEY IN ONTOLOGICAL INQUIRY; AT THE AIRPORT; ENGAGING IN THE COURSE; EDUCATORS DOING THE WORK; QUESTIONS; REFERENCES; REFLECTION; 9. THE FLAG; INTRODUCTION
CHARLESTON, SOUTH CAROLINA
JUNE 18, 2015
Who Am I? Who Are They? Who Are We? Drawing Myself to ConsciousnessSelf-Centeredness; Another Great Nephew Murdered; WHERE IS THE JOY? WHERE IS THE LIGHT?; RACE
A LIE; Premise; RACISM AND EDUCATION; PARENTS
EDUTAINMENT? PLEASE SAY NO!; THE POLITICS OF RACE: WHAT WE SAY OR WHAT WE MEAN, AND DO; UBUNTU: A WAY FORWARD; READING; PARENTS AND THE VILLAGE; REFERENCES; 4. GOOD INTENTIONS VS. INTENTIONAL ADVOCACY; INTRODUCTION; THE FRAMEWORK; CHURCH; SCHOOL; ANALYSES; INVISIBILITY; VISIBILITY; INTENTIONAL ADVOCACY; REFERENCES
5. AN UN-AMERICAN HORROR STORY: Reflections of a Writing Center CoordinatorHORROR IN THEIR STORY; STUDENT WRITING; STUDENT MENTORSHIP; CONTEMPLATION; CONCEPTUALIZATION; FINAL THOUGHTS: UNEQUAL OPPORTUNITY; REFERENCES; 6. DEMOCRACY DENIED: Public Education's Most Immoral Act; A DIRECT RELATION: DEMOCRACY AND EDUCATION; NO EDUCATION FOR DEMOCRATIC LIFE?; THE LOSS OF DEMOCRATIC LIFE; SOME EDUCATORS SEEK DEMOCRACY; PLACES OF DEMOCRATIC EDUCATIONAL PRACTICE; HIGHLANDER; FEDERAL HOCKING HIGH SCHOOL; CHANGING TO A DEMOCRATIC DIRECTION; PUBLIC SCHOOLS AS STEWARDS OF DEMOCRACY
DEMOCRACY NEEDS DEMOCRATIC EDUCATIONSOCIAL JUSTICE; CONCLUSION; REFERENCES; 7. (UN)DEMOCRATIC CURRICULUM FOR A DEMOCRATIC EDUCATIONAL WORLD; INTRODUCTION; WHAT IS CURRICULUM?; WHAT CONSTITUTES KNOWLEDGE IN CURRICULAR STUDIES?; HOW DO I KNOW WHICH KNOWLEDGE BASE TO FOLLOW?; WHAT ARE THE MOST IMPORTANT QUESTIONS ABOUT CURRICULUM THAT ARE NOT ASKED?; WHAT ARE THE PRIMARY RESPONSIBILITIES OF CURRICULUM LEADERS?; WHAT PARADOX OF DELIVERY OF DISCIPLINES EXISTS IN K-12 CURRICULA IN THE US?; IN WHAT WAYS DO THE NATIONAL EMPHASIS ON COMMON CORE STATE STANDARDS INFLUENCE AND REDEFINE THE CURRICULUM?
WHAT ARE THE TENSIONS BETWEEN CURRICULUM THEORY AND PEDAGOGICAL PRACTICES?WHAT ARE SOME OF THE MAJOR PROBLEMS WE STUDY IN CURRICULUM?; WHAT IS THE RELATIONSHIP AMONG CURRICULAR PRACTICES, SOCIAL JUSTICE, AND DEMOCRATIC PURPOSE?; WHAT IS IMPORTANT ABOUT CURRICULUM AND INSTRUCTION TO US?; WHERE WILL WE GO FROM HERE?; REFERENCES; 8. FOSTERING DEMOCRATIC PRACTICES IN THE CLASSROOM: An Ontological Model; PREPARING FOR MY JOURNEY IN ONTOLOGICAL INQUIRY; AT THE AIRPORT; ENGAGING IN THE COURSE; EDUCATORS DOING THE WORK; QUESTIONS; REFERENCES; REFLECTION; 9. THE FLAG; INTRODUCTION
CHARLESTON, SOUTH CAROLINA
JUNE 18, 2015