Waiting for superman_division_b_fall2010

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  • 1. The Well-Spring  Division B Newsletter Fall, 2010                            
  • 2. Contents: 3 VP Note William Ayers 7 New & Noteworthy! Website Announcement 7 Waiting for Superman: Approach it with a Critical Eye Rick Ayers 13 Book Review:Flaunt It! Queers Organizing for Public Education & Justice Therese Quinn & Erica R. Meiners Reviewed by: Bill Schubert 15 AERA Resolutions: Honoring the Late Howard Zinn’s Moving Train Joel Westheimer 17 Annual Report William Ayers 19 Awards Outstanding Dissertation Award Outstanding Book Award Human Rights Award Lifetime Achievement Award 21 Membership & Recruitment Update Fran Huckaby and Brian Schultz 22 Announcements Old/New Division Officers Nomination Committee Members Human Rights Award Selection Committee Pre-Conference Seminars 2  
  • 3. Message from the Vice President William AyersArt, Democracy, and Education responsibility to engage and participate with others in the on-going challenge to construct a democratic world, then the artsHigh School Haiku are our strongest ally. It depends.school—take out the “sh” Perhaps that’s what Lawrence Ferlinghettiand it’s cool was thinking when he published a slim volume with the provocative title Poetry asListening to Grace Lee Boogs, Vincent Insurgent Art, or what Picasso had inHarding, Tom Barone, and Patti Lather at mind when he said, “Art is not chaste.our meeting in Denver talk about art and Those ill-prepared should be allowed noeducation, identity and memory, life’s contact with art. Art is dangerous. If it isstruggles and democracy’s dreams is to chaste it is not art.” Add to that Einstein’shear the music that both soothes and famous observation that “Imagination isenergizes. The voices, by turns harsh and more important than knowledge. Forexciting, honest and unruly, wild and knowledge is limited to all we now knowstraight-forward, are powered by love and and understand, while imaginationjoy and justice, forever overflowing with embraces the entire world, and all therelife. I want to hear more. I want to play ever will be to know and understand.”back-up to those voices. Wow! The poet in dialogue with the most famous painter and the most renownedI’m reminded of the great Gwendolyn scientist of the century, and think about it:Brooks, winner of the Pulitzer Prize for they are on the move and on the make,poetry in the early 1950’s and Poet propulsive, dynamic, unsettled and alive—Laureate of Illinois for many years, who of course.asked in her “Dedication to Picasso,” “Doesman love art?” Her answer: “Man visits art Gwendolyn Brooks was a public intellectualbut cringes. Art hurts. Art urges voyages.” and a well-known, fully-engaged resident of Chicago’s storied south side, and she was aExactly. Art often begins in pain and teacher, as well, with a huge following ofhorror, and when it’s good, ends in the both students and admirers. Her notableimaginable; art embraces the entire and most widely-anthologized poem is, “Theterritory of possibility. Art stands next to Pool Players Seven at the Golden Shovel” orthe world as such, the given or the received more commonly, “We Real Cool”:world, waving a colorful flag gesturingtoward a world that should be, or a world We real cool. Wethat could be but is not yet. So if we believe Left school. Wethat the world is perfect and in need of no Lurk late. Weimprovement, or that the world is none of Strike straight. Weour business, or that we are at the end of Sing sin. Wehistory and that this is as good as it gets Thin gin. Weand that no repair is possible, then we must Jazz June. Webanish the arts, cuff and gag the artists— Die soon.remember, they urge voyages. If, on theother hand, we see ourselves as works-in- Has it ever been said more clearly or withprogress, catapulting through a vibrant such compressed precision?history-in-the-making, and if we feel a
  • 4. When Gwendolyn Brooks passed away, an and the entire enterprise of education,all-day memorial was held to celebrate her from several different angles of regard:life and her huge contribution to literature • From the angle of the four or fiveand to humanity. On that day Anthony year old boy, coatless andWalton, one of her students, read a poem wandering…he’d written for the occasion called simply • From the perspective of that ten or“Gwendolyn Brooks (1917-2000)”: fifteen year old on the corner… • From the standpoint of the human Sometimes I see in my cargo on a train destined for the mind’s eye a four- or five- cage…year-old boy, coatless and wandering • From the point of view of an adulta windblown and vacant lot or street in world caught up in other matters,Chicago indifferent in part, and in otheron the windblown South Side. He places guided by its theories and itsdisappears standards, pursuing its well- intentioned, perhaps, butbut stays with me, staring and nonetheless blinding case studies—pronouncing “condescension as self-pity”…me guilty of an indifference more callous • And, suddenly, from that surprisingthan neglect, condescension as self-pity. and hopeful coda: “a young boy she did not have to know to love”…Then I see him again, at ten or fifteen, onthe corner, Much of what we call schooling blinds us tosay, 47th and Martin Luther King, or in a perspective and process and point-of-view,group locks us into well-lit prisons of linear ideas,of men surrounding a burning barrel off forecloses or shuts down or walls us offLawndale, from options and alternatives, and fromeverything surrounding vacant or for anything resembling meaningful choice-sale. making. Much of schooling enacts aSometimes I trace him on the train to hollowed out ethics and presents anJoliet unlovely aesthetic. When schooling is basedor Menard, such towns quickly becoming on obedience and conformity it reminds us that these qualities and dispositions are thenative hallmarks of every authoritarian regimeground to these boys who seem to be throughout history. When schoolingnobody’s suppresses the imagination, it becomessons, these boys who are so hard to love, cowardly, dishonest and immoral. Whenso hard schooling segregates and excludes andto see, except as case studies. isolates—whether along racial and ethnicPoverty, pain, shame, one and a half lines or class backgrounds or ability—itmillion fails as the deeply humanizing enterprise itdreams deemed fit only for the most might yet become. We lose, then, ourinternal capacity for skepticism, irreverence, doubt,of exiles. That four-year-old wandering and imagination. When schooling is simply the wind tunnels of Robert training, all the ingredients for forward Taylor, of Cabrini motion are quashed and sacrificed. Green, wind chill of an as yet unplumbed degree— While many teachers and students long for a young boy she did not have schooling as something transcendent and powerful, we find ourselves too-often to know to love. locked in institutions that reduce learning to a mindless and irrelevant routine of drillHere we see some of the less visible and yet and skill, and teaching to a kind of glorifiedsomehow central dimensions of teaching, clerking, passing along a curriculum of 3  
  • 5. received wisdom and predigested (and discontents, we must re-articulate and re-mostly false) bits of information. This is ignite—and try to live out in our dailyunlovely in practice, and it is unworthy of lives—the basic proposition that all humanour deepest dreams. beings are of incalculable value, and that life in a just and democratic society isThe dominant metaphor in education today geared toward and powered by aposits schools as businesses, teachers as profoundly radical idea: the fullestworkers, students as products and development of all human beings—commodities, and it leads rather simply to regardless of race or ethnicity, origin orthinking that school closings and background, ability or disability—is theprivatizing the public space are natural necessary condition for the fullevents, relentless standardized test-and- development of each person; and,punish regimes sensible, zero tolerance a conversely, the fullest development of eachreasonable proxy for justice—this is what is necessary for the full development of all.the true-believers call “reform.” This core value and first principle has hugeIn this metaphoric straight-jacket, school implications, of course, for educationallearning is a lot like boots or hammers; policy: racial segregation is wrong, classunlike boots and hammers, the value of separation unjust, disparate fundingwhich is inherently satisfying and directly immoral. But this principle has equallyunderstood, the value of school learning is strong meaning for curriculum andelusive and indirect. Its value, we’re teaching, for what is taught and how. Itassured, has been calculated elsewhere by points in the first place to the importancewise and accomplished people, and these of opposing the hidden curriculum ofmasters know better than anyone what’s obedience and conformity in favor ofbest for the kids and for the world. “Take foregrounding and teaching initiative,this medicine,” students are told questioning, doubt, skepticism, courage,repeatedly, day after tedious day; “It’s good imagination, invention, and creativity—for you.” Refuse the bitter pill, and go stand These are central and not peripheral to anin the corner—where all the other losers adequate 21st Century education. These areare assembled. the qualities we must find ways to model and nourish, encourage and defend in ourSchools for obedience and conformity are communities and our classrooms. Andcharacterized by passivity and fatalism these qualities are the precincts of the artsand infused with anti-intellectualism and in their many incarnations.irrelevance. They turn on the littletechnologies for control and In a just and free society teachers wantnormalization—the elaborate schemes for students to be able to think for themselvesmanaging the mob, the knotted system of and develop minds of their own, to makerules and discipline, the exhaustive judgments based on evidence andmachinery of schedules and clocks, the argument, and to build capacities forlaborious programs of sorting the crowd imagination and exploration and invention.into winners and losers through testing and Youth tend to ask the most fundamentalpunishing, grading, assessing, and judging, and essential questions which are, like theall of it adding up to a familiar cave, an young themselves, always in-motion,intricately constructed hierarchy— dynamic, and never twice the same: Who ineveryone in a designated place and a place the world am I? How did I get here andfor every one. In the schools as they are, where am I going? What in the world areknowing and accepting one’s pigeonhole on my choices and my chances? What did Ithe towering and barren cliff becomes the learn that the teacher didn’t know? What’sonly lesson one really needs. my story, and how is it like or unlike the stories of others? What is my responsibilityIf we hope to contribute to rescuing to those others? In many ways these kindseducation from the tangle of its of questions are themselves the answers, 4  
  • 6. the very frame of a forward-looking when their hearts, heads and hands arecurriculum; keeping these questions vital, engaged in improving their daily lives andalive, and fresh is a huge challenge as we their surroundings.search for ways to live within and beyondthe contingent and partial answers, as well Imagine how much safer and livelier andas the setbacks, discovered and more peaceful our neighborhoods andencountered along the way. If we cannot communities would become if wereasonably ask these kinds of questions, reorganized education in a fundamentaland then notice or invent alternatives, we way—instead of trying to keep childrenare not free; if we cannot dwell in isolated in classrooms, envision engagingpossibility, we are not fully alive. them in community-building activities with the same audacity and vision with whichEducators who are today oriented toward the Black Freedom Movement engagedjustice and liberation and enlightenment as them in desegregation work 45 years ago:living forces and powerful aspirations focus planting community gardens, recyclingtheir efforts not on the production of waste, creating alternative transportationthings, but on the production of fully and work sites, naming and protestingdeveloped human beings who are capable of injustices around them, organizingcontrolling and transforming their own neighborhood arts and health festivals,lives, citizens and residents who can broadcasting a radio show, researching theparticipate actively in public life, people local waste system, rehabbing houses,who can open their eyes and awaken painting public murals. By giving childrenthemselves and others as they think and and young people a reason to learn beyondact ethically in a complex and ever- the individualistic goal of getting a job andchanging world. This kind of teaching making more money, by encouraging themencourages students to develop initiative to exercise their minds and their heartsand imagination, the capacity to name and and their soul power, we would tap into theconstantly interrogate the world, the deep well of human values that gives life awisdom to identify the obstacles to their richer shape and meaning.full humanity and to the humanity ofothers, and the courage to act upon Instead of trying to bully young people towhatever the known demands. Education, remain in classrooms isolated from thethen, is transformed from rote boredom community and structured only to prepareand endlessly alienating routines into them for a distant and quickly disappearingsomething that is eye-popping and mind- and hostile job market, we might recognizeblowing—always opening doors and opening that the reason so many young people dropminds as students forge their own out from schools is because they are votingpathways into a wider world. with their feet against an educational system that sorts, tracks, tests, and rejectsAll children need to develop a sense of the or certifies them like products in a factory.unique capacity of human beings to shape They are crying out for an experience thatand create reality in concert with conscious values them as human beings.purposes and plans. This means that ourschools—both within and way beyond the We are mindful of the plea in Gwendolynexisting institutional spaces called Brooks’ “Boy Breaking Glass”: “I shall“school”—need to be transformed to provide create! /If not a note/a hole. If not anchildren ongoing opportunities to exercise overture/a desecration.” But I shalltheir resourcefulness, to solve the real create—the fundamental and primal cry ofproblems of their communities, to imagine the young, and of every human being.and invent. Like all human beings,children and young people need to be of A basic challenge to teachers is to stayuse—they cannot productively be treated as wide-awake to the world, to the concentric“objects” to be taught “subjects.” Their circles of context in which we live andcognitive juices will begin to flow if and work. Teachers must know and care about 5  
  • 7. some aspect of our shared life—our calling their limitations as they stride intoafter all, is to shepherd and enable the adulthood. Emblematic adolescents incallings of others. Teachers, then, invite literature and popular culture are deeplystudents to become somehow more capable, good, acting always with the best ofmore thoughtful and powerful in their intentions and even heroically, but they arechoices, more engaged. More free. More typically uncomfortable with theircreative. More ethical. transformations and surprised by their powers—Spiderman, for example—andToward the end of Amir Maalouf’s dazzling society inevitably misunderstands them—Samarkand, a historical novel of the life of Edward Scissorshands comes to mind. TheOmar Khayam and the journey of the adults feel the implied or explicit criticismRubiayat, Howard Baskerville, a British of our failures, the gaps and deficiencies inschool teacher in the city of Tabriz in old the world we’ve left to them. “You’rePersia at the time of the first democratic hypocrites and liars,” they shout, and werevolution, explains an incident in which can’t stand the sound of it. “We can do ithe was observed weeping in the better,” they insist, and we assume amarketplace: defensive crouch. In The Winter’s Tale Shakespeare wrote: “I would that there“Crying is not a recipe for anything,” he were no age between ten and three andbegins, “Nor is it a skill. It is simply a twenty, or that boys would simply sleep outnaked, naïve and pathetic gesture.” But, he the rest, for there is nothing in between butgoes on, crying is nonetheless important. getting wenches with child, wronging theWhen the people saw him crying they ancestry, stealing and fighting.”figured that he “had thrown off thesovereign indifference of a foreigner,” and Knowing what the game is, we can surelyat that moment they could come to do better. Education is in part a matter ofBaskerville “to tell me confidentially that opening the creative vent, the inventivecrying serves no purpose and that Persia and the productive option, so thatdoes not need any extra mourners and that alternatives can be seen and chosen, sothe best I could do would be to provide the that the destructive can be challenged andchildren of Tabriz with an adequate even closed.education.” “If they had not seen mecrying,” Baskerville concludes, “they would Haki Madhubuti, Gwendolyn Brooks’never have let me tell the pupils that this publisher as well as her artistic son, claimsShah was rotten and that the religious that art is a “prodigious and primarychiefs of Tabriz were hardly any better.” energy source,” and then turns to the connection of art to education: “Children’sTeaching occurs in context, and pedagogy active participation …is what makes themand technique are not the well-springs of whole, significantly human, secure in theirmoral choice. Teaching becomes the own skin…” His poem then becomes apractice of freedom when it is guided by an chant, each line ending with the wordsunshakable commitment to working with “with art” or “through art.” Every teacherhuman beings to reach the full measure of or student, parent or community membertheir humanity, and a willingness to reach can play along and add on:toward a future fit for all, a world we canonly imagine. The fundamental message of Magnify your children’s mind with art,the teacher is: You can change your life! A jumpstart their questions…necessary corollary is this: You must keep their young minds running, jumpingchange the world! and excited…In reality the coming of age of the young is Keep them off drugs, respecting themselvesalways a little scary—the kids are and others, away from war…with art!overwhelmed with the changes going oninside themselves and painfully aware of Your turn. 6  
  • 8. New & Noteworthy! ANNOUNCING http://www.curriculumstudies.netThanks to Brian Schultz ("Brian Schultz" <schultz.brian@gmail.com>) Division B now has its own clearinghouse of information for all things curriculum studies. Here is a place where you can find pertinent, timely announcements and newsletters about the field, both specific to AERA and well beyond.We will keep it current and relevant: a place where you can find calls for job postings, writing opportunities, upcoming conferences, seminars, awards and other important matters; a resource and archive for historical information about the field, including past leaders and awardees with links to their websites and publications.We hope this space will prompt wide-ranging discussions, spotlighting media about curriculumand education, directing readers to recent blogs and articles that might be of interest, and we hope you will help make it a go-to place for learning about and interacting within the field. Please visit at: http://www.curriculumstudies.net Waiting for Superman: Approach it with a Critical Eye Rick AyersSome of the evidence, some of the common • WFS says that lack of money is notsense that the film left out. the problem in education. Yet the exclusive charter schools featuredWhile Waiting for Superman (WFS) has in the film receive large privatemoving profiles of students struggling to subsidies. Two-thirds of Geoffreysucceed under difficult circumstances, it Canada’s Harlem Children’s Zoneputs forward a sometimes misleading and funding comes from private sources,other times dishonest account of the roots effectively making it a highlyof the problem and possible solutions. The resourced private school. Promiseamped up rhetoric of crisis and failure Academy, the Harlem Children’severywhere is being used to promote Zone charter school, is in manybusiness model reforms that are ways an excellent school, but it isdestabilizing even successful schools and dishonest for the filmmakers to saydistricts. A panel at NBC’s Education nothing about the funds it took toNation event was titled “Does Education create it and the extensive socialNeed a Katrina?” Such disgraceful rhetoric supports including free medical careundermines reasonable debate. and counseling provided by the Harlem Children’s Zone. In NewLet’s examine these issues. Jersey, where court decisions 7  
  • 9. mandated similar programs, such as huge social inequities in housing, high quality pre-Kindergarten health care, and income. Income classes and extended school days disparities between the richest and and social services in the poorest poorest in US society have reached urban districts, achievement and record levels between 1970 and graduation rates increased while today. Poor communities suffer gaps started to close. But public extensive traumas and dislocations. funding for those programs is now Homelessness, the exploitation of being cut and progress is being immigrants, and the closing of eroded. Money matters! Of course, community health and counseling money will not solve all problems clinics, are all factors that penetrate (because the problems are more our school communities. Solutions systemic than the resources of any that punish schools without given school) – but the off-handed addressing these conditions only rejection of a discussion of resources increase the marginalization of poor is misleading. children.• WFS implies that testing is a • WFS says teachers’ unions are the reasonable way to assess student problem. Of course unions need to progress. The debate of “how to be improved – more transparent, raise test scores” strangles and more accountable, more democratic distorts strong education. Most test and participatory – but before score differences stubbornly teachers unionized, the disparity in continue to reflect parental income pay between men and women was and neighborhood/zip codes, not disgraceful and the arbitrary power what schools do. As opportunity, of school boards to dismiss teachers health and family wealth increase, or raise class size without any so do test scores. This is not the resistance was endemic. Unions fault of schools but the inaccuracy, have historically played leading and the internal bias, in the tests roles in improving public education, themselves. Moreover, the tests are and most nations with strong public too narrow (on only certain subjects educational systems have strong with only certain measurement teacher unions. In the Finnish tools). When schools focus education system, much cited in the exclusively on boosting scores on film as the best in the world, standardized tests, they reduce teachers are – gasp! – unionized and teachers to test-prep clerks, ignore granted tenure, and families benefit important subject areas and critical from a cradle-to-grave social welfare thinking skills, dumb down the system that includes universal curriculum and leave children less daycare, preschool and healthcare, prepared for the future. We need all of which are proven to help much more authentic assessment to children achieve better results in know if schools are doing well and to school. In fact, even student help them improve. (see teachers have a union in Finland www.fairtest.org). and, overall, nearly 90% of the Finnish labor force is unionized.• WFS ignores overall problems of http://www.thenation.com/article/1 poverty. Schools must be made into 54986/grading-waiting-superman sites of opportunity, not places for The demonization of unions ignores the rejection and failure of millions the real evidence. of African American, Chicano Latino, Native American, and • WFS says teacher education is immigrant students. But schools useless. The movie touts the and teachers take the blame for benefits of fast track and direct 8  
  • 10. entry to teaching programs like While teacher unions are vilified in Teach for America, but the country the film, there is no mention of with the highest achieving students, charter corruption or profiteering. A Finland, also has highly educated recent national study by CREDO, teachers. A 1970 reform of Finland’s The Center for Research on education system mandated that all Education Outcomes at Stanford, teachers above the kindergarten concludes that only 17% of charter level have at least a master’s degree. schools have better test scores than Today that country’s students have traditional public schools, 46% had the highest math and science gains that were no different than literacy, as measured by the their public counterparts, and 37% Program for International Student were significantly worse. While a Assessment (PISA), of all better measure of school success is the Organization for Economic needed, even by their own measure, Cooperation and Development the project has not succeeded. The (OECD) member countries. recent Mathematica Policy Research http://nces.ed.gov/pubsearch/pubsi study comes to similar conclusions. nfo.asp?pubid=2008016 http://www.csmonitor.com/USA/Edu cation/2010/0629/Study-On-• WFS decries tenure as a drag on average-charter-schools-do-no- teacher improvement. Tenured better-than-public-schools The teachers cannot be fired without due Institute of Education Sciences - The process and a good reason: they Evaluation of Charter School can’t be fired because the boss wants Impacts to hire his cousin, or because the (http://ies.ed.gov/ncee/pubs/20104 teacher is gay (or black or…), or 029/pdf/20104029.pdf) concludes, because they take an unpopular “On average, charter middle schools position on a public issue outside of that hold lotteries are neither more school. A recent survey found that nor less successful than traditional most principals agreed that they had public schools in improving student the authority to fire a teacher if they achievement, behavior, and school needed to. It is interesting to note progress.” Some fantastic education that when teachers are evaluated is happening in charter schools, through a union-sanctioned peer especially those initiated by process, more teachers are put into communities and led by teachers retraining programs and dismissed and community members. But the than through administration-only use of charters as a battering ram review programs. Overwhelmingly for those who would outsource and teachers want students to have privatize education in the name of outstanding and positive “reform” is sheer political experiences in schools. opportunism.• WFS says charter schools allow • WFS glorifies lotteries for choice and better educational admission to highly selective and innovation. Charters were first subsidized charter schools as proposed by the teachers’ unions to evidence of the need for more of allow committed parents and them. If we understand education teachers to create schools that were as a civil right, even a human right free of administrative bureaucracy as defined by the UN and open to experimentation and Convention on the Rights of the innovation, and some excellent Child, we know it can’t be charters have set examples. But distributed by a lottery. We must thousands of hustlers and snake oil guarantee all students access to high salesmen have also jumped in. quality early education, highly 9  
  • 11. effective teachers, college and work- district produced no difference even preparatory curricula and equitable according to their measure, test instructional resources like good outcomes for students. school libraries and small classes. A right without a clear map of what • WFS says good teachers are key to that right protects is an empty successful education. We agree. statement. It is not a sustainable But Waiting for Superman only public policy to allow more and more contributes to the teacher-bashing public school funding to be diverted culture which discourages talented to privately subsidized charters college graduates from considering while public schools become the teaching and drives people out of the schools of last resort for children profession, According to the United with the greatest educational needs. States Department of Education, the In WFS, families are cruelly paraded country will need 1.6 million new in front of the cameras as they wait teachers in the next five years. for an admission lottery in an Retention of talented teachers is one auditorium where the winners’ key. Good teaching is about making names are pulled from a hat and connections to students, about read aloud, while the losing families connecting what they learn to the trudge out in tears with cameras world in which they live, and this looming in their faces – in what only happens if teachers have amounts to family and child abuse. history and roots in the communities where they teach. But• WFS says competition is the best a recent report by the nonprofit way to improve learning. Too National Commission on Teaching many people involved in education and America’s Future says that policy are dazzled by the idea of “approximately a third of America’s “market forces” improving schools. new teachers leave teaching By setting up systems of sometime during their first three competition, Social Darwinist years of teaching; almost half leave struggles between students, between during the first five years. In many teachers, and between schools, these cases, keeping our schools supplied education policy wonks are with qualified teachers is distorting the educational process. comparable to trying to fill a bucket Teachers will be motivated to gather with a huge hole in the bottom.” the most promising students, to hide Check out the reasons teachers are curriculum strategies from peers, being driven out in Katy Farber’s and to cheat; principals have book Why Great Teachers Quit: And already been caught cheating in a How We Might Stop the Exodus desperate attempt to boost test (Corwin Press). scores. And children are worn out in a sink-or-swim atmosphere that • WFS says “we’re not producing threatens them with dire life large numbers of scientists and outcomes if they are not climbing to doctors in this country anymore. . the top of the heap. In spite of the . This means we are not only less many millions poured into educated, but also less expounding the theory of paying economically competitive.” But teachers for higher student test Business Week (10/28/09) reports scores (sometimes mislabeled as “U.S. colleges and universities are ‘merit pay’), a recent study by graduating as many scientists and Vanderbilt University’s National engineers as ever,” yet “the highest Center on Performance Incentives performing students are choosing found that the use of merit pay for careers in other fields.” In teachers in the Nashville school particular, the study found, “many 10  
  • 12. of the top students have been lured officer in this war? And when did to careers in finance and that 4th grade girl become a soldier consulting.” It’s the market, and the in it? Instead of this new disproportionately high salaries educational Cold War, perhaps we paid to finance specialists, that is should be helping kids imagine a misdirecting human resources, not world of global cooperation, schools. sustainable economies, and equity.• WFS promotes a nutty theory of • WFS says federal “Race to the learning: that teaching is a matter Top” education funds are being of pouring information into focused to support students who children’s heads. In one of its are not being served in other ways. many little cartoon segments, WFS According to a study by Lawyers purports to show how kids learn. Committee for Civil Rights under The top of a child’s head is cut open Law, NAACP Legal Defense and and a jumble of factoids is poured in. Educational Fund, Inc., and others, Ouch! Oh, and then the evil teacher Race to the Top funds are benefiting union and regulations stop this affluent or well-to-do, white, and productive pouring project. The “abled” students. film-makers betray no http://www.tcrecord.org/Content.as understanding of how people p?ContentID=16149 So the outcome actually learn, the active and of No Child Left Behind and Race to engaged participation of students in the Top has been more funding for the learning process. They ignore schools that are doing well and more the social construction of knowledge, discipline and narrow test- the difference between deep learning preparation for the poorest schools. and rote memorization. The movie would have done a service by • WFS suggests that teacher showing us what excellent teaching improvement is a matter of looks like, and addressing the increased control and discipline valuable role that teacher education over teachers. Dan Brown, a plays in preparing educators to teacher in the SEED charter school practice the kind of targeted featured in the film, points out that teaching that reaches all students. successful schools involve teachers It should have let teachers’ voices be in strong collegial conversations. heard. Teachers need to be accountable to a strong educational plan, without• WFS promotes the idea that we are being terrorized. Good teachers, in a dire war for US dominance in which is the vast majority of them, the world. The poster advertising are seeking this kind of support the film shows a nightmarish from their administration. battlefield in stark grey, with a little http://teacherleaders.typepad.com/g white girl sitting at a desk in the et_in_the_fracas/2010/09/waitingfo midst of it. The text: “The fate of rsuperman.html our country won’t be decided on a battlefield. It will be determined in a • WFS proposes a reform “solution” classroom.” This is a common theme that exploits the feminization of of the so-called reformers: we are at the field of teaching; it proposes war with India and China and we that teachers just need a few good have to out-math them and crush men with hedge funds (plus them so that we can remain rich and Michelle Rhee with a broom) to they can stay in the sweatshops. come to the rescue. Teaching has But really, who declared this war? been historically devalued – When did I as a teacher sign up as an 11  
  • 13. teachers are less well compensated community empowerment and strong and have less control of their evidence, not by ideological warriors or working conditions than other romanticized images of leaders acting like professionals – because of its they’re doing something, anything. WFS associations with women. For has ignored deep historical and systemic example, 97% of pre-school and problems in education such as segregation, kindergarten teachers are women, property-tax based funding formulas, and this is also the least well- centralized textbook production, lack of compensated sector of teaching – in local autonomy and shared governance, 2009, the lowest 10% earned deprofessionalization, inadequate special $30,970 to $34,280; the top 10% education supports, differential discipline earned $75,190 to $80,970. patterns, and the list goes on and on. (http://www.bls.gov/cps/cpsaat11.p People seeing Waiting for Superman should df) By comparison the top 25 hedge be mobilized to improve education. They fund managers took in $25 billion in just need to be willing to think outside of 2009, enough to hire 658,000 new the narrow box the film-makers have teachers. constructed to define what needs to be http://www.huffingtonpost.com/les- done. leopold/why-do-we-save- billionair_b_558213.html Thanks for ideas and some content from many teacher publications, and especiallyWaiting for Superman could and should from Monty Neill, Jim Horn Lisa Guisbond,have been an inspiring call for Stan Karp, Erica Meiners, Kevinimprovement in education, a call we Kumashiro, Ilene Abrams, Bill Ayers, anddesperately need to mobilize behind. That’s Therese Quinn.why it is so shocking that the message washijacked by a narrow agenda that Rick Ayers is a former high school teacher,undermines strong education. It is stuck in founder of Communication Arts anda framework that says that reform and Sciences small school at Berkeley Highleadership means doing things, like firing a School, and currently Adjunct Professor inbunch of people (Michelle Rhee) or Teacher Education at the University of San“turning around” schools (Arne Duncan) Francisco. He is author, with his brotherdespite the fact that there’s no research to William Ayers, of the soon-to-be-releasedsuggest that these would have worked, and Teaching the Taboo from Teachers Collegethere’s now evidence to show that they Press. rayers@berkeley.eduhaven’t. Reform must be guided by 12  
  • 14. Flaunt It!   Queers Organizing for Public Education and Justice Therese Quinn & Erica R. Meiners Reviewed by: Bill Schubert  In the Foreword of Flaunt It! Catherine of protest, resistance, and contestation –Lugg urges the reader to “sit down, settle saying: “We need schools that link us toin, and remember why you became an each other and to the most riotous andeducator” (p. 1). So, that’s just what I did. loving manifestations of our creativeEven though I thought I acted on that selves, through art, craft, and science thatadmonition continuously, Therese Quinn develop learners and creators, not childand Erica Meiners helped me to more fully soldiers” (p. 28).imagine this and its activist implications. In Chapter 2, we encounter publicI recalled an article I wrote early in my educational policies in what Quinn andcareer in academe, when advocacy and Meiners call “the shadow state, andscholarship were separated by a much wherein they show that fairness is notwider chasm than they are today equal to justice via moves to oppose and(Schubert, 1980). In it I argued that overcome an ethos of “your comfort, myprofessors should advocate, charging that silence” vis-à-vis LGBTQ issues in NCATEif we spend immense amounts of time and and AERA. They recount experiencesenergy trying to understand something, (curricula of activist life) that “clarified forthen they should be in a position to say us the conviction that it is seriouslywhat is worth doing, being, and professional and educational to act:overcoming. Recently, when I addressed resisting trivialization and dehumanizationthe relation among love, justice, and and erasure builds communities manyeducation in the spirit of John Dewey ways and this may be the most important(Schubert, 2009), I may have come closer reason of all to challenge persistentto realms of resistance and change. oppression in bureaucracies” (p. 41).Nevertheless I always want to learn and Expanding this impetus in Chapter 3,grow, and toward that end Quinn and Quinn and Meiners provide vividMeiners help me move closer to reform on illustration of challenge to oppression fromthe ground in the face of opposition. Their covenants, privatopias, and other forms ofvibrant call to (and examples of) restricting undesirables – under the title ofthoughtful activism as research for social Redlining for the Lavender Menace. Injustice are alive on every page of Flaunt It! solidarity to queerness (p. 58) the authors reiterate their evolving theme of love, notIn their Introduction, Quinn and Meiners condemnation.let the readers know, “…Our accounts are ofstruggles” (p. 12). The book is an antidote Chapter 4 begins with a powerful quoteto theorizing without example. Beginning from Virginia Woolf’s (1938) Threein Chapter 1, they portray work to Guineas: “Professionals are very queerchallenge the militarization of school things. It by no means follows that a cleverthrough stories, letters, and other artifacts man gets to the top or that a stupid man 13  
  • 15. stays at the bottom.” Quinn and Meiners Recently, I had occasion to reflect again oncontinue with narratives that amplify it: the literature of curriculum studies – this“Frustrated by the frames of time in the context of remembering theprofessionalism, we elected to study up” (p. journal Curriculum Inquiry for its 40th73). Studying Up, the title of Chapter 5, is a anniversary issue (Schubert, 2010), andbasis for policy activism that extrapolates thus reconsidering the literature of thethe maxim to accredit love not past forty years of curriculum studies. Icondemnation. Their cogent examples noted that books have tended to fall towardclearly sustain the caveat: “The push to not one of two ends of a continuum – those thatcollect data, and to refuse to name and to are synoptic and those that are expansive.see policy injustices, actively reproduces a At first glance I see Flaunt It! as expansivewillful, systemic ignorance” (p. 94). To pushing the boundaries of inquiry farthercounter this pathogen, they continue, into the public sphere of social justice.“Rather, we should claim the opportunity However, I now see it as also synoptic –to name which research (policy, law, and so summarizing a host of activist practiceson) is moving toward social justice and the that queerly challenge the complacency ofcreation of a more democratic, humane, privatization and professionalization ingenerous society, and which is not” (p. 94). education.In their conclusion, Quinn and Meiners call Therese Quinn and Erica Meiners showfor volatile affect – resisting shame and that education can become more fully astigma in the profession (p. 95). Realizing source of flaunting challenges tothe absurdity of concluding a book that is oppression, a contemporary instantiationstill in process, they articulate their of the work of Jane Addams as Lisa Yuncommitment that “flaunting it is keeping Lee (Director, Jane Addams Hull Housethe issues, struggles, and feelings – even Museum) brings to reflection in herthe angry love – public” (p.100). Yet, their Afterword, reminding us that “resistance tocontinued work extends the book into life. oppression is what makes the worldThey powerfully reiterate their position habitable for all….to be more human and tothat public education is deeply flawed in its make the world more humane” (p. 105).practices that “sort and sift youth, to create Those who read this book doubtless will bepopulations that are disposable, inspired to study up, go forth, and flaunt it!superfluous, and designated for low-wageemployment” making “all that is public, Referencesincluding schools…under attack” (p. 102). Schubert, W. H. (1980). ProfessorsThey recommend concrete strategies to should advocate. Journal of Teacherovercome these flaws that move from both Education, 31 (3), 63.the inside out and the outside in. Students,faculty, communities, interest groups, and Schubert, W.H. (2009). Love, justice,the general public would benefit from and education: John Dewey and theenacting such strategies within the utopians. Greenwich, CT: Informationterrains of policy and practice, as well as in Age Publishingtheory and research. Words ring poetic inthe concluding paragraph: flaunting by Schubert, W. H. (2010). Journeys ofspeaking back; organizing against injustice expansion and synopsis: Tensions inand inequity; naming the professing of books that shaped curriculum inquiry,ignorance and the silencing of justice; 1968-present. Curriculum Inquiryarchiving activist accomplishment; 40(1), 17-94.responding to privatization of publicpolicies and the public itself; overcoming Woolf, V. (1938). Three guineas.professionalism that perpetuates silence Retrieved April 24, 2009, fromand silencing. http//ebooks.adelaide,edu.au/w/woolf/V irginia/w91tg/chapter2.html 14  
  • 16. Congratulations! Congratulations to Erica Meiners (Northeastern Illinois University) and Therese Quinn (School of the Art Institute of Chicago)! Their co-authored book, Flaunt It! Queers Organizing for Public Education and Justice (Peter Lang, 2009) has been named to the list of books for the 2010 Critics Choice Book Award of the American Educational Studies Association (AESA). The book was reviewed by a committee of AESA members for consideration of the award, and they wrote: "In the committees judgment, your work makes an outstanding contribution to scholarship in the Foundations of Education." AERA Resolutions Joel Westheimer   Honoring the Late Howard Zinn’s to follow suit. The American Psychiatric Moving Train Association (May 2005) issued a statement supporting same-sex marriage “in theAERA has a shameful record of silence on a interest of maintaining and promotinggreat number of issues that demand its mental health." The Americanmembership’s collective attention and Psychoanalytic Association (2008)conviction. Not so for our sister declared that “homosexuality is a normalinstitutions in other disciplines. As far variant of adult sexuality” and that “same-back as August 1985, our colleagues in sex couples and their children areSociology departments through their adversely affected by these discriminatoryrepresentative body, the American marriage laws.” In August 2009, theSociological Association (ASA), reacted American Psychological Association passedstrongly to misrepresentations of a resolution to oppose so-called “reparativesociological research on sexuality, therapies” noting explicitly thathomosexuality, and lesbianism, by passing professional psychologists should not tella resolution that flatly declared their gay clients that they can become straight“opposition to efforts to undermine the civil through therapy. They were joined by therights of lesbians and gay men through the American Counseling Association, thedistortion of sociological concepts and the National Association of Social Workers, thefalsifying of sociological research.” In National Association of Secondary School2004, the ASA opposed the constitutional Principals, the National Association ofamendment banning gay marriage stating School Psychologists, and the Nationalthat “the proposed constitutional Education Association.amendment is based on prejudice ratherthan empirical research.” The resolution AERA? As far as I know, we remainednotes that “research has repeatedly shown silent.that systems of inequality are detrimentalto the public good” and, therefore resolves Even the resolutely cautious Americanthat the ASA “strongly opposes the Medical Association recently (Novemberproposed constitutional amendment 2009) adopted one resolution saying thatdefining marriage as between a man and a bans on same-sex marriage contribute towoman.” health care disparities and another calling on the U.S. military to abandon its “dontThe various psychiatric and ask, dont tell” policy because the policy ispsychotherapeutic associations were quick 15  
  • 17. detrimental to the health of gay and lesbian around us are being deprived of partindividuals in the service. of their intellectual heritage. They may also be at a competitiveBeyond GLBT issues, we find the American disadvantage in a world whereHistorical Association taking a firm stand scientific and technological literacyagainst the Iraq War and, in particular is becoming more and moreongoing torture at Guantanamo, urging its important economically andmembers to “do whatever they can to bring culturally.the Iraq war to a speedy conclusion”(January 2008). They were preceded by AERA resolution 6-2-4.5? Nope, that textthe ASA which, in August 2003, called for is from the radical American Astronomicalan “immediate end to the war against Iraq” Society’s January 2000 resolution. And,stating the association’s belief that “foreign actually, close to 30 years ago, the AAS hadinterventions that do not have the support already issued a statement (January 1982)of the world community create more observing that “religious fundamentalistsproblems than solutions [and] will bring have intensified their effort to force publicmore harm than good to the Iraqi people.” school science classes to includeThe American Anthropological Association instruction in ‘creationism.’” The Society(AAA) publicly and collectively denounced decided to “deplore” this attempt to “forcehuman rights violations in Honduras after creationism into public schools and urge[d]the June 2009 coup d’état in that country Congress, all state legislatures, local school boards and textbook publishers to resistHow about the Patriot Act? Some AERA such attempts."members still use libraries, but apparentlyas an organization of researchers, we left it As far as frequenting non-unionized hotels,to the American Library Association to members of the ASA, AHA, and the Moderncondemn the act as a “danger to the Language Association (MLA) issuedconstitutional rights and privacy rights of resolutions forcing their respectivelibrary users” (January 2003). The ALA organizations to do everything possible towas joined by the Modern Language ensure that annual meetings are not held inAssociation (MLA, December 2003) which non-unionized hotels in which laborfelt an obligation to “support the right of its disputes are present. ASA’s Februarymembers to conduct critical analysis of war 2005 resolution states that ASA willtalk in public forums and, as appropriate, “[t]ake active measures to support workersin classrooms.” They therefore resolved in any labor disputes arising at athat the MLA urge the repeal of the USA contracted hotel, such that meetingPATRIOT Act because it infringes on the attendees will not be compelled to crossrights of members of the academic picket lines or violate a boycott.”community and those whom they serve.” The fight being waged right now to pass theReligious fundamentalism run amok in the Employee Free Choice Act is recognized byschools we are committed to improving? any number of professional associations asSurely AERA can take a stand against inextricably linked to their core missionscreationism being taught in publicly-funded because ameliorating the adverse effects ofschools. Here’s some text addressing that poverty – as in education – are so oftenissue: prerequisite to subsequent work. The American Library Association, the [S]cientific evidence clearly American Public Health Association, the indicates that the Universe is 10 to ASA, and the National Lawyers Guild have 15 billion years old, and began in a all made that publicly clear. hot, dense state we call the Big Bang….Children whose education is I am reminded of the oft-quoted dictum by denied the benefits of this expansion Paulo Freire: “Washing one’s hands of the of our understanding of the world conflict between the powerful and the 16  
  • 18. powerless means to side with the powerful,not to be neutral.” Our Association’s WHEREAS NOT WITHSTANDINGsilence on matters of social importance THE FOREGOING, the Associationbegs a different kind of resolution which we does not want to alienate anymight consider putting forward at the next member of society, politician, orbusiness meeting: bigoted member of the association; RESOLUTION ON TAKING A STAND THEREFORE, BE IT RESOLVED (The “We Sit Down” Resolution”) THAT, when injustices take place under our collective professional WHEREAS the American watch, we shall do nothing. Educational Research Association is opposed to all forms of injustice, jw, Ottawa, May 2010 especially those that adversely affect its educational mission; Division B: Annual Report William Ayers   The Division B Annual Report to AERA giants of the Black Freedom Movement, the will appear in up-coming Education founding mother and Researcher. inspiration behind the Student Nonviolent Coordinating Committee, and the educationPicture this: a Division Business Meeting at director of the Highlander Folk School. Thethe Annual Meeting, a space set for 200 annual award, which includes a $1000with standing room only and a crowd stipend and an invited lecture, honors aspilling out the doors, the requisite cheap scholar whose work embodies thewine and hotel finger foods languishing at connection between curriculum studies andthe back of the room, a wide range of lively human rights. Grace, 94-years-old, was agraduate students from all over the world dazzling inaugural recipient, for shemaking noise and connecting up. Pretty perfectly embodies and exemplifies thetypical. But then something extraordinary spirit of the award, from her vision ofhappened: these hundreds of scholars and human rights uniting multiple dimensionsteachers, writers and students, of diversity and a wide range of socialexperienced and novice researchers lifted issues, to her commitment to communitytheir voices in song, suddenly a room full of education, grassroots organizing, andbrothers and sisters joined together in full institutional change at all levels. (Googlevoice singing “We Who Believe in Freedom,” her, or read her lovely memoir, Living forthat amazing anthem of the Civil Rights Change). Accompanying Grace was herMovement created by Sweet Honey in the friend and colleague, Vincent Harding, aRock. That was an unprecedented scene for close advisor to Martin Luther King andAERA, and a special moment for the himself a giant of the Black FreedomCurriculum Studies Division this year. Movement. Vincent said he doesn’t much appreciate a meeting without singing, andThe singing came on the evening of May 1, so he concluded the evening with a tributeat the conclusion of the celebration of our to his two good friends, Ella and Septima,first Ella Baker/Septima Clark Human and a singing lesson. A tradition begins!Rights Award winner, Dr. Grace Lee Boggs.This award honors the memory of two 17  
  • 19. We honored two Lifetime Achievement Dissertation Award for her studyAward winners: Patti Lather and Tom …(in)Justice for All?: Brooklyn YouthBarone. Patti and Tom have enriched and and the Question of Social Justice. Debbieexpanded the curriculum field in draws from youth narratives to questionsignificant and distinct ways, and each was how conventions of schooling may need toaccompanied to the ceremony by be re-imagined in order for justice ideals togenerations of mentors and students flourish and grow in public schoolvibrating with positive energy. Their talks classrooms. Based on two years ofreminded us of the rich traditions and high qualitative research at a unique, oncepurpose we bring to education and inquiry. flailing Brooklyn high school, she interrogates how modes of address; issuesThe Outstanding Book Award was given to of power, authority, and control; and thePeter Taubman for Teaching by Numbers: standardization of social justice educationDeconstructing the Discourse of turns against itself as a violation of free willStandards and Accountability in and emotive grounding. Instead, she findsEducation, a book with an that youth are already engaged in the spiritinterdisciplinary approach to of justice work in their own particular waysunderstanding the transformation in and definitions, and thus argues for aeducation that’s occurring under the twin nuanced shift towards “teaching withbanners of high stakes testing and justice” rather than “for justice,” and inaccountability. Although we could only doing so embraces the complexity of justiceselect one recipient, the committee elected work and its fundamental need for critiqueto create six categories to help us recognize and openness.and honor the awesome diversity ofcurriculum scholarship today. The Our newsletters this year were punctuatedcategories were inspired by the with graphics, comics from the brilliantsubmissions themselves, and here are the artist Ryan Alexander-Tanner, and articleshonorees: spanning the wild, unruly territory that is Curriculum Studies. We have now created a Expanding the Landscape of the Field— website (curriculumstudies.net) that Erik Malewski, Curriculum Studies provides a central space/repository for Handbook, and Bernadette Baker New historical archives, announcements about Curriculum History. resources on conferences, writing Naming the Political Moment—Mike opportunities, job postings, and related Rose, Why School? media of interest to members. Exploring the Aesthetics/Art of Curriculum Inquiry—Erika Hasebe- Curriculum Studies sponsored six pre- Ludt, Cynthia Chambers and Carl Leggo, conference seminars: the Graduate Student Life Writing and Literary Metissage Alumni Seminar, the Graduate Student as an Ethos for our Times. Seminar, the New Faculty Seminar, the Re-Defining Disciplinary Categories— Educational Research and Activism for Claudia Eppert and Hongyu Wang, Social Justice Seminar, the EcoJustice and Cross- Cross-cultural Studies in Environmental Educators in Conversation: Curriculum. Exploring Intersections and Tensions Decolonizing the Curriculum Seminar, and the International Curriculum Conversation—Jonathan D. Jansen), Research Graduate Student Seminar. Each was lively, contentious, energetic, Knowledge in the Blood propulsive, challenging and nourishing in Curriculum Practice—Dipti Desai, the same gesture. There were a total of 92 Jessica Hamlin, and Rachel Mattson members enrolled in the seminars, History as Art/Art as History. including 37 graduate students who were awarded travel stipends, attended a dinnerDebbie J. Sonu from Teachers College, specially organized for them, and receivedColumbia University won the Outstanding autographed copies of books donated by 18  
  • 20. more senior scholars in Curriculum The Sun Never SaysStudies. Even after all this timeOn to NOLA, April 7-12, 2011, where we The sun never says to the earth,will offer an even more exciting and "You owe me."generous range of opportunities to liftevery voice and sing, let earth and heaven Look what happens withring, ring with the harmonies of liberty! A love like that. It lights the whole sky. -Hafiz AwardsOutstanding Dissertation was completed by the student during the time period specified, and that the facultyAward: Due December 31, 2010 member nominating or endorsing the nomination served on the dissertationThe Outstanding Dissertation Award committee. Please also include the oralCommittee is seeking nominations for defense date. This letter should include adissertations that make outstanding brief clarification of the purposes, scopecontributions to the field of Curriculum and quality of the students dissertationStudies. Curriculum research reflects a research, an explanation of how thewide variety of perspectives and dissertation contributes to the field ofmethodologies regarding the nature and curriculum studies and a discussion aboutimprovement of curriculum practice, why it is deserving of this award.teaching, theory, and research at local,state, regional, national, and international 2. A title page for the dissertationlevels. Broad areas of inquiry include: (including university/college, name of thecurriculum in classrooms; curriculum as professor chairing the dissertationconnected to democratic practice and social committee and a complete list of committeejustice; curriculum theory; curriculum members).design, evaluation, policy, and reform; 3. The Abstract of the dissertation.curriculum history; and educationaldiversity. Students who have completed 4. The Table of Contents from theand successfully defended their dissertation.dissertations from 2009 and no later than 5. A brief summary of the dissertation, noDecember 1, 2010 are encouraged to more than 5 pages, prepared by thesubmit their work. Nominations may come student, that gives an overview of thefrom either faculty or from students research project, a description of individualthemselves. If the dissertation is self- chapters, and a statement that argues fornominated, the committee requires a letter how this research contributes to the field ofof faculty endorsement from a member of curriculum studies.the students dissertation committee. The committee will review the nominationTo nominate a dissertation, the nomination packets to select the award recipient frompacket must include five (5) sets of the a list of finalists. The committee may askfollowing five (5) items: finalists for further submissions from their1. One letter of faculty endorsement from a dissertations. Please send a complete set ofmember of the students dissertation materials by December 31, 2010 tocommittee attesting that the dissertation committee chair Bree Picower, Assistant 19  
  • 21. Professor, Montclair State University, Ella Baker/Septima ClarkDepartment of Early Childhood,Elementary and Literacy Education, Human Rights Award: DueUniversity Hall, Room 3162, One Normal November 30, 2010Avenue, Montclair, NJ 07043 Email:breebree@mindspring.com The Human Rights Award Committee is seeking nominations for the second annualOutstanding Book Award: Due Ella Baker/Septima Clark Human Rights Award. In loving memory of its namesakes,November 30, 2010 this award honors a scholar and/or activist whose work embodies the connectionThe Outstanding Book Award Committee between curriculum studies and humanis soliciting nominations of books to rights. Such accomplishments can take arecognize as making a vital contribution to variety of forms and emerge in diverseCurriculum Studies. This award will feature contexts, from theoretical or conceptualand celebrate the work of scholars and developments enhancing understanding ofeducators whose contribution fits within human rights and curriculum, tothe broad framework and spirit of innovative ideas that improve the lives ofCurriculum Studies. Books must be students and communities.published in 2010. Individuals (the authoror another scholar) and publishers wishing The honoree will receive a travel stipendto nominate a book for this award should and a $1,000 cash award, and will besend a letter of nomination and five copies invited to address the Division B Businessof the book to the Committee Chair, Karyn Meeting at AERA’s 2011 annual meeting inSandlos, Assistant Professor of Art New Orleans. Nominations should include:Education, School of the Art Institute of (1) a 1-2 page summary of the nature andChicago (SAIC), 37 S. Wabash Ave. Chicago, significance of the nominee’s work; (2)IL 60603. highlights of works that exemplify the nominee’s contributions, and (3) twoPlease note: nominated books must letters of recommendation from scholars,ARRIVE by the due date of Nov 30th. practitioners, or policymakers. PleasePlease allow plenty of time for shipping, submit nomination materials electronicallyE.g., 1-2 weeks within the US; 2-4 weeks by November 30, 2010 to committee co-outside of the US. chairs: Isabel Nuñez (isabel.nunez@cuchicago.edu) and K. Wayne Yang (kwayne@ucsd.edu). Lifetime Achievement Award 2010: Due January 7, 2011 The Lifetime Achievement Award Committee seeks nominations of outstanding scholars/educators whose intellectual efforts have led to a deeper and more robust understanding of the field of curriculum in theory and practice, and whose strong continuous record of accomplishments has made a visible, substantive and critical contribution to the broad field of Curriculum Studies. Any AERA member may make nominations, and self-nominations are accepted. 20  
  • 22. Nominations should be accompanied by a documents are to be sent electronically inletter outlining the principal contributions Word (.doc) and/or PDF format toof the nominee, a copy of the nominee’s committee co-chairs: Wayne Aucurriculum vitae, and at least two letters of (wau@uwb.edu) Leslie Bloomsupport from recognized scholars who have (lbloom@roosevelt.edu) and Annette Henryan understanding of the nominee’s body of (henryann@interchange.ubc.edu).work. Nominations and supporting Membership & Recruitment Update divisional seminars and continuing involvement from both senior and juniorAttracting and Supporting New faculty as well as graduate studentand Longtime Members: members. · New Member/Graduate StudentSince assuming the co-chair roles for Resources: Soliciting resources (e.g. book,Division B’s Membership & Recruitment journals, etc.) from current members toinitiatives last year, we focused on give to new members/graduate students fordeveloping awareness of Curriculum distribution at the business meeting andStudies, and particularly making Division B graduate student seminars.more visible and accessible to current and · Program Development and Offerings:potential members. In addition, we set an Creating significant programs for theaggressive goal for the year: to increase annual meeting that support membersoverall divisional membership by 10%. To research and attract new members viathis end we have been working with and unique sessions that work within and alsoalongside the executive team and multiple challenge and encourage varying forms ofcommittees to continue great ongoing educational research and curriculum work.efforts that have worked in the past as well · Website: Developing a Division Bas to generate new ideas that could assist website that provides a centralin achieving our goals: space/repository for announcements,· Overlaps/Lapsed Membership: historical archives, resources onExploring membership overlaps with other conferences, writing opportunities, jobdivisions, SIGs, and focusing on reaching postings, and related media of interest toout to lapsed members by examining members. The new website has just beenmembership rosters and interfacing with launched. Although some parts are stillAERA central office. under development, please go to· Newsletter: Developing and broadly http://www.curriculumstudies.net to checkdistributing a robust newsletter with it out.graphics and engaging stories. We are pleased to report that these· Business Meeting Celebration: consolidated efforts by various committeesTransforming the annual business meeting and individuals—along with yourinto celebration that focuses on encouragement and resourcefulness ininternational participants, graduate bringing colleagues and graduate studentsstudents, and featuring outside speakers, into the fold—has paid off. Over the lastguests, and awardees. year there has been a significant increase· Human Rights and Other Awards: in Division B-Curriculum StudiesDeveloping a new AERA sanctioned award membership that has exceeded 270honoring human and civil rights to go along members (approximately a 17% increase)!with ongoing honors for books, There is still more work to do, anddissertations, and lifetime achievement. we eagerly await ideas and suggestions on· Graduate Student/New other avenues to continue this momentum.Faculty/Alumni Seminars: Maintainingsuperb mentoring and support through Fran Huckaby and Brian Schultz 21  
  • 23. AnnouncementsOld/New Division Officers: Division B Nomination Committee:Here are the new/old chairs and co-chairs,and the executive committee of Division B Ming Fang He, PhD (Committee Chair)from now through NOLA. Francine Professor of Curriculum StudiesPeterman resigned as Secretary to Department of Curriculum, Foundations,concentrate on her duties as the new Dean and Readingat Queens College (thank you and best College of Educationwishes!), and Erik Malewski, who was the Georgia Southern Universityrunner-up in the election, has graciously Post Office Box 8144, Statesboro, GAagreed to serve. I note with deep gratitude 30460-8144and a little sadness that Dave Stovall,Kevin Kumashiro, Teresa Rishel, and Janet Miller, PhDLeslie Bloom are stepping down from their Professor of English Education  recent positions, where they each did a Teachers College, Columbia Universityphenomenal job. President, American Association for the Advancement of Curriculum Studies Program: (2001-2004 & 2004-2007)Isabel Nunez, Therese Quinn, Erica Meiners Vice President, AERA Division B (Curriculum Studies)(1997-1999) Secretary: Erik Malewski Nina Asher, EdD Membership: J. Franklin Bayhi Endowed Professor of Fran Huckaby, Brian Schultz Education Newsletter: 204C Peabody, Dept. of EducationalJennifer James, Omari Dyson, Debbie Sonu Theory, Policy, & Practice (ETPP) Louisiana State University, Baton Rouge, Affirmative Action Officer: LA 70803, USA Lance McCready Student Representatives: Kevin K. Kumashiro, PhD Crystal Laura, Ronald Porter Professor, Asian American Studies and Education Nominations: University of Illinois at Chicago Ming Fang He UIC Asian American Studies (MC 231) Human Rights Award: University Hall, Room 809 Isabel Nunez, K.Wayne Yang 601 S. Morgan Street Chicago, IL 60607 Lifetime Achievement Award: Annette Henry, Leslie Bloom, Wayne Au Handel Kashope Wright, PhD Book Award: Canada Research Chair- Comparative Karyn Sandlos Cultural Studies David Lam Chair- Multicultural Education Dissertation Award: (2006-2009) Bree Picower Director- Centre for Culture, Identity and Education*Wish them well, thank them often, and be Room: Scarfe 303F, Department ofready to answer their calls to service and Educational Studiessolidarity. Faculty of Education, University of British Columbia 22  
  • 24. • Gabino Arredondo (University ofRubén A. Gaztambide-Fernández, EdD California, Berkeley)Assistant Professor • Sonia Nieto (University ofDepartment of Curriculum, Teaching and Massachusetts, Amherst)LearningOntario Institute for Studies in Pre-Conference SeminarsEducation/University of Toronto April 7-8, NOLA:252 Bloor Street West, 11th FloorToronto, ON, Canada M5S 1V6 Critical Race Theory, Critical Latino Theory, and Critical FeministSandy Grande, PhD Pedagogy Graduate Student Seminar: AAssociate Professor of Education Tripartite DialogueSpecial Adviser to the President forInstitutional Equity and Diversity Facilitators: Nathalia Jaramillo, DavidChair of Education Department Stovall, and DeniseConnecticut College Taliaferro-BaszileMary Hermes, PhD New Faculty Seminar:Associate Professor of Education Finding/Creating/Engaging Spaces toEni-gikendaasoyang: Center for Indigenous Research/Write/PublishLanguage and Culture Revitalization Facilitators: Deb Freedman and ErikUniversity of Minnesota Duluth Malewski  Rich Milner, PhD Graduate Student SeminarAssociate Professor of EducationBox 230, GPC, 230 Appleton Place Facilitators: Bill Ayers, Crystal Laura, andPeabody College of Vanderbilt University Ronald PorterNashville, TN 37203 EcoJustice and Environmental Educators in Conversation: ExploringWynnetta Scott-Simmons, EdD Intersections and Tensions SeminarAssistant Professor of EducationGraduate Department Education Facilitators: Rebecca Martusewicz andTift College of Education, Mercer University Madhu Prakash3001 Mercer University DriveAtlanta, GA 30342 International Curriculum Research Graduate Student SeminarHuman Rights Award Selection Facilitators: Ming Fang He, Rowena He, andCommittee: Suniti Sharma • Isabel Nuñez (Concordia University Educational Research and Activism for Chicago) Social Justice Seminar • K. Wayne Yang (University of Facilitators: M. Francyne Huckaby and California, San Diego) Wynnetta Scott-Simmons • David Stovall (University of Illinois at Chicago) 23  
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