those partnerships blossomed into opportunities/challenges that promoted school/student improvement and professional development for both entities. Teach for America: Charity Education in Post Crisis situations - CCP Jessica, Gottlieb, University of Illinois at Chicago, Our research study will explore the impact of the actors ideology, in particular that of Teach For America, on education reform in New Orleans following the 2005 hurricane. The intersection of racial ideology while teaching black children and the prioritization of the neoliberal economic agenda all contribute to a Post-Crisis Education, a form of colonial dominance through a model of education that borrows from charity and charitable giving.
Location St. Ann’s Cottage 1 Ballroom Table 1 Ballroom 2 Ballroom Table 3 Ballroom 4 Ballroom 5 Session S-300 11:30am-12:30pm Session S-301 Curriculums of Difficulty: Teacher Stories of challenge, enlightenment, and growth. Session S-302 “Hey, teacher, leave them kids alone!” case study of a progressive teacher training program in Israel Displacing curriculum and pedagogy in a transmigrating world: humanistic methodologies and global implications Session S-303 Understanding the voice behind The Latino Gangsters What’s a Life Worth?” Posthumous Pedagogical Messages to Black Male Youth from Tupac Shakur - CCP Session S-304 Undocumented Migration from Mexico as an Emergent Space of Public Pedagogical Activity Effects of Digital Divide on the Curriculum and Accessibility of Online Resources for Hispanic College Students - CCP Session S-305 Promoting Culturally Responsive Pedagogy in tomorrow’s Educational Leaders: A Preliminary Ethnographic The Missing Link: Curriculum Design in Higher Education Degree Programs Session S-306 For the Sake of Diplomacy: The Educational (im)Possibility of Teaching Peace by New York City Elementary School Teachers Exploring "Good Pedagogy" to Facilitate Complicated Conversation in the Classrooms in the Post 9/11 Era Forgotten Peoples: An Intervention against the exclusion of Native voices from Canadian History University courses - CCP Council Meeting 12:45pm-2:45pm Council Meeting - TBA
The Missing Link: Curriculum Design in Higher Education Degree Programs Amanda Beirne, University of Southern California, Danielle Louisiana State University, Maylen Aldana, Louisiana State University, A phenomenon in student affairs is the entrance of new professionals into the field with little experience in curriculum design. This paper explores the emphasis placed on curriculum design courses in Higher Education graduate programs and the impact this has on how new professionals engage in designing student development opportunities. Session S-306 For the Sake of Diplomacy: The Educational (im)Possibility of Teaching Peace by New York City Elementary School Teachers Debbie Sonu, Hunter College, City University of New York, Molly Quinn, Teachers College, Columbia University, This presentation on educating for draws from a multi-site qualitative study in New York City elementary classrooms and considers what kinds of togetherness are possible, who dictates the agenda, and who is considered a subject deserved of peace? It describes four models and uses philosophy to push new frontiers. Exploring "Good Pedagogy" to Facilitate Complicated Conversation in the Classrooms in the Post 9/11 Era Merjjena Hemp, New Mexico State University, Teachers are facing major challenges on how to effectively answer questions about terrorism and how to deal with name calling that further escalates problem on bullying, discrimination, racism, and the marginalization of the Arab and Muslim immigrants who are one of the most vulnerable ethnic groups post 9/11. Forgotten Peoples: An Intervention against the exclusion of Native voices from Canadian History University courses – CCP Kelsey Catherine Schmitz, University of Ottawa, , Examining the experiences of native soldiers/veterans following WWI as an anti-racist approach to addressing exclusion, this paper hopes to include the narratives of the racially marginalized people within a given curriculum as only the first step in being a promoter of anti-racism. As such, this intervention includes a discussion of how to eliminate exclusion as much as possible by addressing university history courses and their mandates, government propaganda on native soldiers, and provincial curriculum and schooling practices.