FINAL PROGRAM

John Dewey Society

Sessions at Annual Meeting of the American Educational Research Association

April 13-17, 2009

San Diego

The John Dewey Society Annual Symposium: Rethinking Schools

Mon Apr 13, 2:15pm-3:45pm, San Diego Marriott Hotel & Marina, Ballroom Salon D

Wayne Au (California State University, Fullerton)

Lessons in Multicultural Education:

Dewey, Democratic Education, and the Culture in the Classroom

Linda Christensen, Featured Speaker (Lewis & Clark University)

The Politics of Language: Teaching about Language and Power

Chair

Jim Garrison (Virginia Tech)

Abstracts below

The John Dewey Society Annual Lecture

Mon Apr 13, 4:05pm -5:35pm, San Diego Marriott Hotel & Marina, Ballroom Salon D

Featured Speaker

Angela Valenzuela (University of Texas at Austin)

U.S. Assimilation Policy and Generational Trauma:

The Dismembered Passion of Love

Abstract below

Chairs

Jim Garrison (Virginia Tech)

Leonard J. Waks (Temple University)

The John Dewey Society Annual Reception: In Honor of John Goodlad

Mon Apr 13, 6:00pm-8:00pm, San Diego Marriott Hotel & Marina, Ballroom Salon B

Dewey and His Pragmatism at 150

Paper Session

Tues, Apr 14, 10:35am-12:05pm, San Diego Marriott Hotel & Marina, Marriott Hall Salon 1

Steven K. Wojcikiewicz (Western Washington University)

A Proposal for a Deweyan Learning Framework Utilizing Peirce’s Categories of Experience

Aaron M. Schutz (University of Wisconsin Milwaukee)

The Straw Person Argument of Dewey’s Experience and Education

Leonard J. Waks (Temple University)

Agency and Art: John Dewey’s Contribution to Cosmopolitan Studies

Andrea English (Mount Saint Vincent University)

Barbara S. Stengel (Millersville University)

Exploring Fear: Rousseau, Dewey, and Freire on Fear and Learning

Gert J. J. Biesta (University of Stirling)

How to Use Pragmatism Pragmatically: A Manual for the 21^st Century

Chair

Lynda Stone (University of North Carolina at Chapel Hill)

Discussant

Craig Cunningham (National-Louis University)

Diverse Educational Interests from Deweyan Connections

Paper Session

Tues, Apr 14, 12:25pm-1:55pm, San Diego Marriott Hotel & Marina, Solana

Mark E. Jonas (Teachers College, Columbia University)

Teaching Dewey’s Conception of Interest and Effort in Teacher Education Programs: A Theoretical Approach

David Andrew Granger (State University of New York at Geneseo)

Somaesthetics and Racism: Toward an Embodied Pedagogy of Difference

Kurt Stemhagen (Virginia Commonwealth University)

David Waddington (Concordia University)

Beyond the “Pragmatic Acquiescence” Controversy: Some Educational Implications of a Reconciliation of the Thought and Lewis Mumford and John Dewey

Nathan Masters Sorber (Pennsylvania State University)

Situating the Philosophies of Dewey, Hutchins, and Meiklejohn on the Purpose of Undergraduate Education

Stephen M. Fishman (University of North Carolina-Charlotte)

Lucille McCarthy (University of Maryland-Baltimore County)

John Dewey, Happiness, and Education

Chair

Barbara Thayer-Bacon (University of Tennessee)

Discussant

Bruce Novak (Foundation for Ethics and Meaning)

Filling a Larger Democratic Project: Dewey and the Decaying Democracy of Urban Schools

Symposium

Tues, Apr 14, 2:15pm-3:45pm, San Diego Marriott Hotel & Marina, Solana

Participants

Rema Ella Reynolds (University of California-Los Angeles)

Arrested Development: An Examination of Democracy, Civic Engagement, and Parent Involvement in US Public Schools

Marco A. Diaz (University of California-Los Angeles)

Democracy, Social Justice, and Mathematics Education: An Examination of Research and Curriculum that Connects Social Issues to the Mathematics Classroom

Jenifer Anne Crawford (University of California-Los Angeles)

Dewey Meets Marx: Towards a Critical Democratic Social Framework of Civics Education

Moses Eziukwu Chikwe (University of California-Los Angeles)

Dewey’s Civic Education and Global Citizenship

Stanley Louis Johnson (University of California-Los Angeles)

Problematic Language: A Critical Analysis of Race and Democracy in the Writings of John Dewey

Chair

Jenifer Anne Crawford, University of California-Los Angeles

Discussant

John S. Rogers, University of California-Los Angeles

The John Dewey Society SIG Business Meeting

Tues, Apr 14, 6:15pm-7:45pm, San Diego Marriott Hotel & Marina, Point Loma

Chair

Jim Garrison, President of the John Dewey Society

All interested persons are invited to attend.

Into New Educational Domains

Paper Discussions

Wed, Apr 15, 10:35am-11:15am, San Diego Convention Center, Ballroom 6A

Aaron Ghiloni (University of Queensland)

A Deweyan Reading of Creation: Pedagogy as a Guide to Theology

Deron R. Boyles (Georgia State University)

Dewey and Ecology: Antagonism, Transaction, or Something Else Entirely?

Meryl Greer Domina (Northern Illinois University)

John Dewey’s Influences on Alternative Schools for Youth

Daniel William Stuckart (Wagner College)

What Dewey Can Teach Us about Educating the Whole Student in a High-Stakes Testing Environment

John F. Covaleskie (University of Oklahoma)

Freedom of Conscience and the Wall of Separation

Alexander M. Sidorkin (University of Northern Colorado)

John Dewey: A Case for Educational Utopianism

Inna Semetsky (University of Newcastle)

The Continuity of Educational Experience and Neuroscience

Discussant

Wendy Kohli (Fairfield University)

Educational Associations Into Art and Culture

Paper Discussions

Wed, Apr 15, 2:15pm-2:55pm, San Diego Mariott Hotel & Marina, Hall Salon 4

Marilyn J. Narey (East Stroudsburg University of Pennsylvania)

Preparing Teachers for a Diverse, Democratic Society: Dewey’s Reflection as Creative Action

Bruce Urmacher (Denver University)

Tapestry of Possibility: Using Aesthetic Dimensions to Attain Educational Goals

E. David Wong (Michigan State University)

The Nature and Design of Compelling Experience: Learning from Professionals in the Arts and How to Move an Audience

Dirck Roosevelt (Brandeis University)

‘Purposes that Outrun Evidence’: Making Space for the Imagination in Teaching and Learning to Teach

Dennis G. Attick (Georgia State University)

Experience, Knowledge, and Democracy: Television through a Deweyan Lens

Meghan J. Laverty (Teachers College, Columbia University)

Philosophical and Literary Friendship

Discussant

Denise Egea-Kuehne (Louisiana State University)

Abstracts

The John Dewey Society Annual Lecture

Featured Speaker

Angela Valenzuela

U.S. Assimilation Policy and Generational Trauma: The Dismembered Passion of Love and Betrayal

Abstract

Angela Valenzuela's presentation is about her year as a Fulbright scholar in Mexico. Aside from conducting formal research on the topics of immigration, human rights, and binational relations, Valenzuela made an astonishing discovery on Good Friday. She discovered her very old and large extended family that has lived in the remote Sierras of Mexico's Southern state of Guerrero for close to two hundred years. Valenzuela uses her personal experience to re-cast the U.S. assimilation experience as one of spiritual, psychological and familial dismemberment and betrayal. With photographs and narrative, Valenzuela shares what it means to get (re)membered into the deeply-rooted, life- and thought-world of her family in Mexico.

Brief professional bibliography

Angela Valenzuela is a professor in both the Cultural Studies in Education Program within the Department of Curriculum & Instruction and the Educational Policy and Planning Program within the Department of Educational Administration at the University of Texas at Austin where she also serves as the director of the University of Texas Center for Education Policy. A Stanford University graduate, her previous teaching positions were in Sociology at Rice University in Houston, Texas (1990-98), as well as a Visiting Scholar at the Center for Mexican American Studies at the University of Houston (1998-99). She is also the author of Subtractive Schooling: U.S. Mexican Youth and the Politics of Caring (State University of New York Press, 1999) and Leaving Children Behind: How "Texas-style" Accountability Fails Latino Youth (State University of New York Press, 2004). Valenzuela currently serves as Associate Vice-President for University-School Partnerships at the University of Texas at Austin. Valenzuela's research and teaching interests are in the sociology of education, minority youth in schools, educational policy, and urban education reform.

The John Dewey Society Annual Symposium: Rethinking Schools

Featured Speakers

Wayne Au

Lessons in Multicultural Education: Dewey, Democratic Education, and the Culture in the Classroom

“The bare fact that language consists of sounds which are mutually intelligible is enough of itself to show that its meaning depends upon connection with a shared experience.”

John Dewey, Democracy and Education (p. 15)

Above all else Dewey recognized that education is interactional, experiential, and environmental. It is this recognition that underlies Dewey’s sense of democratic education: learning is social, the social is in learning. Or, put differently, we are in this together, and hence we must participate together in the mutual consideration and construction of our shared futures. Drawing on his personal experiences and scholarly research, in this talk Wayne Au will relate Dewey’s discussion of democratic education with the important of multi-cultural, anti-racist teaching practices. This introductory talk will thus serve to set Linda Christensen’s presentation on the politics of language within a Deweyan frame of democratic education.

Linda Christensen

The Politics of Language: Teaching about Language and Power

In some of today’s best teacher education programs, prospective teachers are implored to “teach for democracy,” to help students “read the word and the world,” to speak to students in a “language of possibility.” But what happens when theory meets the classroom? In this session, Linda Christensen will draw on her 30 years as an inner city classroom teacher in Portland, Oregon, to explain her model of critical teaching for democracy by discussing a unit on language. Using stories and examples from her classroom work, Christensen will explore ways she has attempted to create democratic, emancipatory classrooms by grounding the curriculum in the language and lives of students, teaching students to pose essential and critical questions about language and society, and encouraging them to reflect on ways to make a difference in the world around them. She will provide examples that demonstrate how to value the cultures of marginalized groups while giving them access to the language and tools of power.