American Association for the Advancement of Curriculum Studies
The Taskforce on the Internationalization of Curriculum Studies was formed at the AAACS Conference in New Orleans, 2011. Its primary undertaking has been to survey, analyse, translate (where necessary), interpret and share on the work of curriculum theorists, scholars and contributors who work outside of the North American field. Since 2011, this taskforce has produced nineteen (19) research presentations, three (3) publications and four (4) special sessions.
The work of the taskforce has included voices and representations from places and cultures such as Jamaica, Indonesia, Cuba, China, Korea, Japan, USA & West Indies, Portugal, and Brazil:
- Jamaica‘s Marcus Mosiah Garvey; Values and Attitudes in the Jamaican Society; Difference as a Gift: Historical, Systemic, Organizational and Individual Configurations in a Cultural Survey Approach of Jamaica and the United States of America; & The Internationalization of the Jamaican Curriculum: Contested Terrain and Post-Colonial Collage --- (Andrea Baldwin, Oakwood University)
- Ki Hadjar Dewantara and Voices from Poesara, Taman Siswa, and Wasita--- (Dinny Risri Aletheiani, Yale University & Arizona State University)
- The Cuban Literacy Campaign and Progressive Education reform in China of Tao Xingzhi --- (Todd Price, National Louis University)
- The Works of Tasan (Neo-Confucianism) & Donghak and influence on Curriculum Studies in Korea --- (Seungho Moon, Loyola University Chicago)
- Hybrid Pedagogy: Freirian & and Seikatsu Tsuzurikata in Japan and Risk Society & Curriculum Change --- (Kaoru Miyazawa, Gettysburg College)
- Critical cosmopolitian-ism, intellectual history, curriculum history, and curriculum studies and Extending Critical Cosmopolitan Sensibilities: Life, Testimony, and Pedagogy of Bartolomé de Las Casas --- (Jim Jupp, Georgia Southern University)
- Mis-Educating ethnolinguistic minorities in Portugal --- (Maria Alfredo Moreira, University of Minho, Portugal)
- Cosmopolitanism as a Mode of Thinking about Brazilian Politics: Effects on Curriculum & Teachers’ Work --- (Franciele Roos da Silva (Federal University of Pelotas, Brazil); Leticia Ramalho Brittes (Federal Institute Farroupilha, Brazil), & Álvaro Moreira (Federal University of Pelotas, Brazil)
At the 2015 AAACS conference, the Task Force on Curriculum Work in Practice and Policy convened a special session entitled Neoliberal Conditions: Privatization, Marketization, Zero Tolerance, Audit Culture, Value-Added Measures, Technology and Social Efficiency:
- The monochromatic features of Common Core and teacher education under the audit culture --- (Baudelaire Ulysee, National Louis University & Todd Alan, National Louis University)
- Deconstructing white masculinities in relation to national education reform --- (James Jupp, Georgia Southern University)
- A critique of discipline and punish forms of control over K-12 students --- (Dominique A. Branco, University Massachusetts-Dartmouth)
- Historicizing Neoliberalism as a condition that must be taught --- (Rob Helfenbein, Loyola University in Baltimore)
Amidst this backdrop and given the pressing challenges of teaching and learning and study work going forward, it is the intention at the Washington D.C. AAACS conference this next year (2016) to put out a call for a special session, to regroup and collaborate as a Task Force on what it means for curriculum scholars to pick up policy work.
At the 2015 meeting of AAACS, members of the Ethics Task Force began brainstorming ideas for presentations and panels for 2016. One idea that emerged was a half-day pre-conference session focused on ethics-based activism. We also discussed organizing one or two panels that would present ethical theorizing from different wisdom traditions. In the future, we would like to showcase additional presenters to help us understand ethical theorizing from a wide variety of standpoints and traditions. We would also like to invite praxis presentations, those that show the implementation and impact of ethical theorizing in a variety of educational contexts.