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58.083-13 - Outcomes of Learning: Mapping the Processes of Being and Becoming
Sun, April 30, 4:05 to 5:35pm, Henry B. Gonzalez Convention Center, Floor: Ballroom Level, Hemisfair Ballroom 3Session Type: Roundtable Session
Abstract
Working from an interdisciplinary frame, this panel puts forth critical arguments for considering how we engage with curriculum theory to arrive at socially just learning outcomes, with direct implications for the preparation of teachers. Collectively, this work deepens how curriculum inquiry is applied to value ways of knowing and being that are often marginalized in teaching and learning. From exploring animated paradigms to receptive discourses to literary narratives, this panel furthers ethical considerations in research on learning, positioning curriculum theory within a more complex understanding of people, places, cultures, and histories.
Sub Unit
Chair
Papers
Aesthetic Readings of Diverse Literary Narratives for Social Justice - Leah M Van Vaerenewyck, Lesley University
English Language Arts as a Curriculum Field: An Investigation of Cultural Models and Validity - Ross Emmerson Collin, Virginia Commonwealth University; Clay Aschliman, Virginia Commonwealth University
Novice Researchers' Conceptualization of Research Paradigms: Mapping the Processes and Outcomes of Learning - Sebnem Cilesiz, University of Louisiana at Lafayette; Thomas Greckhamer, Louisiana State University
Receptive Discourse: Listening for Students' Thinking - Laura Rychly, Augusta University