42.065 - Translating Eastern Ontologies Into the Classroom: Challenges and Openings for Equity Pedagogy

Session Type: Symposium

Abstract

The purpose of this symposium is to engage in a cross-cultural conversation about self-other, equity, and social transformation informed by Eastern philosophies. Within a 90-minutes symposium with four panelists and a discussant, this symposium challenges dichotomous understanding of self-other, subject-object, teacher-student, human-God; rather, four panelists explicate multiple epistemologies and ontologies to enrich the global notion of equity pedagogy inspired by Neo-Confucianism, Buddhism, and Taoist philosophy. With critical, performative, auto-ethnographic, and conceptual approaches, this symposium makes an important contribution to curriculum and cultural studies on a global landscape.

Sub Unit

• SIG-Critical Issues in Curriculum and Cultural Studies

Chair

• Weili Zhao, The Chinese University of Hong Kong

Papers

• Self-Cultivation Without "Self": Spirituality as Cross-Cultural Curriculum Discourse - Seungho Moon, Loyola University Chicago

• The (Un)teach-ability of Onto-Ethical Co-Being With: Translating Daoist Ecology Into Classrooms and Its Challenges - Weili Zhao, The Chinese University of Hong Kong

• Teaching Nonviolence in Teacher Education - Hongyu Wang, Oklahoma State University - Tulsa

• Engaged Ethics: Becoming a Mindful Teacher - Mei W. Hoyt, University of North Texas

Discussant

• Thomas S. Popkewitz, University of Wisconsin