Reimaging Community-Based Curriculum and Pedagogy in Transnational Contexts

Session Type: Symposium

Abstract

This session brings together community-based inquiries in transnational contexts that draw from critical theories of education to examine how schooling as an institution creates and maintains inequities for students from historically marginalized communities and how teachers and communities can effectively work to disrupt educational inequities. Central to all the papers in this session is an emphasis on advancing educational theory and practice to challenge longstanding educational inequities. Therefore, this session’s goal is to call for further research to explore the need for robust accounts of the role that schools play in transforming and broadening the parameters of educational and social membership.

Sub Unit

• Division G - Social Context of Education / Division G - Section 5: Inquiry, Transformation, and Communities

Chair

• Min Yu, Wayne State University

Papers

• Countering Colonialism: Elder Epistemologies and an Indigenous Praxis of Community and Belonging in Schools - Sandra M. Gonzales, Wayne State University

• A Harmony-Based Approach to Multiculturalism in Taiwan's Schools - Lisa Yiu, Stanford University

• Redefining Bilingual Teaching Through Community-Based Participatory Action Research - Christina P. DeNicolo, Wayne State University; Thomas Noyes, Detroit Public Schools Community District; Diana Preciado, Detroit Public Schools Community District

• Community Organizing as Curriculum and Pedagogy in China's Migrant Children Schools - Min Yu, Wayne State University

Discussant

• Roland Sintos Coloma, Wayne State University