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Faculty & Staff Focus, General Information, Lectures & Seminars, Student Spotlight

LSU College of Education Presents 26 Sessions at Curriculum Theory Conference

12/01/2011 03:07 PM

BATON ROUGE – A contingent of graduate students, faculty and former faculty members affiliated with the LSU Curriculum Theory Project, or CTP, presented 26 total sessions, including several highlights, at the Journal of Curriculum Theorizing Conference on Curriculum Theory and Classroom Practice in Dayton, Ohio, on Oct. 13 - 15.  

 

Also known as Bergamo, the 32nd-annual conference theme was “Working from Within:  Crisis Compassion and Curriculum of Global Imagination.”

 

Petra Hendry, the St. Bernard Chapter of the LSU Alumni Association Endowed Professor in the College of Education and co-director of CTP, participated in a spotlight session titled “Bringing History Back: Curriculum Theory’s Lost History.”  Hendry’s newly published book “Engendering Curriculum History” was featured in the “Provoking Dialogues” session.

 

LSU students Kirsten Edwards and Sybil Durand were “provoking dialoguers” in the session, asking leading questions to guide participants in discussion about the selected books.  Edwards, from New Iberia, La., is majoring in higher education, specializing in curriculum theory and minoring in women’s and gender studies. Durand, a native of Petion-Ville, Haiti, is a doctoral student in curriculum theory.

 

Berlisha Morton, doctoral student from Decatur, Ga., majoring in higher education administration, participated in a spotlight session that featured a readers theater titled “Reimagining and Embodying the Possibilities in the Academy: Toward Multiple Ways of Being” with Rebecca Ropers-Hulliman, Riyad Shajahan and Roland Mitchell.

 

Ropers-Hulliman was a  professor of higher education at LSU from 1996 – 2007 and is a current department chair of organizational leadership policy and development at the University of Minnesota. Shajahan is an assistant professor of higher education at the Michigan State University. Mitchell is an associate professor in the Department of Educational Theory, Policy and Practice, program leader for higher education administration in the College of Education and co-director of CTP.

 

Mitchell also facilitated a preconference institute, titled “When Higher Education and Curriculum Theory Meet: Theories for Critical Higher Education Practice.” Joining him was LSU alumnus T. Elon Dancy, assistant professor at the University of Oklahoma.

 

Bruce Parker, graduate student in curriculum theory from Pikeville, Ky., served as a member of Bergamo’s leadership team. For the past three years Parker has been instrumental revitalizing Bergamo, recruiting outstanding scholars as keynote presenters and encouraging his peers to participate in the conference.

 

Additional LSU graduate student participants, their concentrations and their hometowns were:

 

Jared Avery, higher education administration from New Orleans
Kyle Boone, higher education from Hampton, Va.
Marianne Fry, curriculum theory from Richwood, Ohio
Paul Manthei, educational leadership and research from Baton Rouge
Nicholas Mitchell, curriculum theory from Baton Rouge
Reagan Mitchell, curriculum theory from Nashville, Tenn.
YharNahKeeshah Smith, higher education from Humble, Texas
Jennifer Timmer, curriculum theory from Lawrence, Kan.
Jerry Whitmore, higher education from Murfreesboro, Tenn.
Jie Yu, curriculum theory from Zigong, China

 

Former LSU College of Education Vira Franklin & J.R. Eagles Professor William Doll, currently adjunct professor at the University of Victoria in British Columbia, Canada, delivered a keynote address titled “Our Mistake is in Our Thinking.”

 

Doll, along with William Pinar, Canada research chair at the University of British Columbia, founded the Bergamo Conference in the late 1970’s and CTP at LSU in 1995.

 

Before coming to the University of British Columbia, Pinar taught curriculum theory as the St. Bernard Parish Alumni Endowed Professor in the LSU College of Education. These professor emeriti have significantly advanced the study of curriculum theory.

 

CTP is comprised of internationally recognized scholars from different disciplinary backgrounds whose primary goals are to research the role education plays in a democratic society; participate in the future of curriculum theory nationally and internationally; enhance LSU’s graduate program of curriculum and instruction; and serve as a leader in educational thought. For more information about CTP, visit http://educ-calvin2.lsu.edu/~lsuctp/index.htm.

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