21.020 - Reimagining Intellectualism: Challenging Academia to Sustain Pluralistic Productions of Knowledge

Session Type: Symposium

Abstract

In reimagining dominant Western academic paradigms which continue to center Eurocentric ways of knowing and being, this panel seeks to disrupt whose knowledges are valued, shared, and storied within curriculum studies and educational research broadly. To examine this, five panelists of color make the crucial move to refuse monolithic representations of historically marginalized youth and themselves by centering pluralistic productions of knowledge through multiple literacies and the arts in the storying of their research (Kovach, 2009; Author & “V.K.”, 2017). The call to value the dreams, possibilities, and necessity of public education, is a call to reimagine our valuation and storying of the complex non-Eurocentric knowledges and literacies which exist robustly in the everyday lives of historically marginalized youth.

Sub Unit

• Division G - Social Context of Education / Division G - Section 5: Inquiry and Transformations

Chair

• David E. Kirkland, New York University

Papers

• Black and Latinx Youth Narrating Linguistic Solidarity - Danny C. Martinez, University of California - Davis

• Poetic Justice: Using Poetry as a Research Methodology to Explore Black Masculinities in Urban Public Schools - Crystal Belle, Rutgers University - Newark

• "Our Hearts Beat Faster": Performing the Advocate Bilingual Teacher for Future Story-Making in the Borderlands - Blanca Caldas, University of Minnesota - Twin Cities

• Recentering Indigenous Paradigms Through Storying-as-Literacy - Timothy J. San Pedro, The Ohio State University

• Whose Literacies Have Capital? Using Hip-Hop and Spoken Word for Youth-Led Critical Social Research - Jamila Lyiscott, University of Massachusetts – Amherst