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Session Type: Roundtable Session
Education is well documented as a public project—teaching and learning occur in extrainstitutional spaces that extend the boundaries of where knowledge exists. While education research seeks to describe, study, and “remedy” issues emerging in schools, cultural theorists highlight how “everyday folks” (hooks, 2006) share and critique ideas across differences and experiences. Featuring four podcasts, we illustrate how to extend the role of higher education in instantiating inclusive public discourse. Centered around 1) play and pop culture, 2) curriculum making, 3) embodied storytelling in West African cultures and 4) solution-oriented research to gun violence, we demonstrate podcasts as a form of public scholarship and community engagement that can disrupt hierarchies and produce more inclusive spaces for knowledge exchange.
Re/Defining Play in the Pop Culture Landscape: The Creative Potential of Play Across Generations - Haeny S. Yoon, Teachers College, Columbia University; Nathan Holbert, Teachers College, Columbia University; Billy Collins, Teachers College, Columbia University
Thinking Curricularly: Podcasting as a Mode of Curriculum Inquiry and Pedagogical Imagination - Jacqueline A. Simmons, Teachers College, Columbia University; Sarah M. Gerth van den Berg, Teachers College, Columbia University; Jen Lee, Teachers College, Columbia University
Dancing the Diasporas: Unpacking the role of embodied storytelling in remembering and reimagining histories - OreOluwa Badaki, Teachers College, Columbia University; Azsanee Truss, University of Pennsylvania
Podcasting towards hope in Gun Violence Research - Sonali Rajan, Teachers College, Columbia University; Joseph Riina-Ferrie, Teachers College, Columbia University