Where Innovative Curriculum Scholarship is Cultivated

Hello all,

The Bergamo Leadership Team is pleased to announce the schedule for this year’s conference.  You can access the schedule by clicking this link and logging into the website.  After you log in, please click on the link labeled “View Online Program.”

If you have any questions about the schedule, please email managingeditor@jctonline.org.  We look forward to seeing everyone soon!  Information on the all conference sessions will be released soon.

Best,

The Bergamo Leadership Team

2018 Bergamo Keynotes

JCT Graduate Student Paper Award

This award will be presented to one graduate student in recognition of an outstanding paper presented at the 2018 Annual Bergamo Conference on Curriculum Theory and Classroom Practice. This award recognizes the innovative scholarship of one student whose work expands on this year’s conference theme of What is to be Done? On Curriculum Theory and a Critique of the Present by situating the present moment in curriculum studies within the context of the broader field of education—and beyond. The award encourages the participation of emerging scholars in promoting new ideas and welcomes all viewpoints in forming more transformative and reflective curriculum, theory, and practice.

Procedure: Interested graduate students should have already submitted a proposal to the conference. Proposals must be accepted for presentation at the 2018 Bergamo Conference on Curriculum Theory and Classroom Practice. The completed paper must be submitted by 5 p.m. EST on Friday, October 19, 2018 via email to Isabel Nuñez at: nunezi@pfw.edu.

Submissions must be single-authored by the graduate student and may not exceed more than 20 pages (excluding references, tables, appendices). Names and university affiliation should appear only on a separate document for blind review. Papers must be in APA style. If no paper is identified that meets the criteria of the award, no awards will be given for this year.

Award: Publication in a future issue of the Journal of Curriculum Theorizing and recognition at the conference. Details regarding the specific issue of publication will be determined by the author of the winning paper and the editors of the Journal of Curriculum Theorizing.

 

Dr. Nina Asher, University of Minnesota, Twin-Cities

Nina Asher (Ed.D., 1999, Teachers College, Columbia University) is a professor in the Department of Curriculum and Instruction, University of Minnesota-Twin Cities (UMN-TC). She was the recipient of a 2014-15 Fulbright-Nehru Academic and Professional Excellence Award (Research) for her project, Examining the Intersections of Globalization, Privatization, and Education after two decades of Economic Liberalization in India, and conducted this research in India during her sabbatical. Nina was Chair of the Department of Curriculum and Instruction, UMN-TC, from July 2011-June 2014. She is an affiliate faculty member in the Department of Gender, Women and Sexuality Studies (GWSS) and the Interdisciplinary Center for the Study of Global Change (ICGC) at UMN-TC.

Nina writes in the areas of postcolonialism and feminism, globalization, critical perspectives on multiculturalism, and Asian American studies in education. She has published over 30 articles and book chapters and her work has appeared in such leading national and international journals as the Educational Researcher, Teachers College Record, Postcolonial Directions in Education, International Journal of Qualitative Studies in Education, and Discourse: Studies in the Cultural Politics of Education, among others.

Nina has served as a member/chair of numerous committees of the American Educational Research Association (AERA) over the past 15 years. Her extensive service to Division B (Curriculum Studies) includes being a member of the Lifetime Achievement Award Committee (2014-15), chairing the Nominations Committee (2011-13), and chairing the Outstanding Dissertation Award Committee (2004-05). In 2013-14, Nina chaired the Nominating Committee of Division K (Teaching and Teacher Education) and from 2004-07, she was the inaugural Chair of AERA’s Postcolonial Studies and Education Special Interest Group (SIG). Previously, she served as a member of the Selma Greenberg Outstanding Dissertation Award Committee of the AERA’s SIG Research on Women in Education (in 2003) and Program Chair of the AERA’s SIG Research on the Education of Asian Pacific Americans (2002-03). Nina’s history of service to AERA is evidence of her sustained commitment to equity, diversity, and excellence in educational research.

Beyond AERA, Nina is Book Review Editor for the International Journal of Qualitative Studies in Education, since 2007 and, from 2007-2009, was also Book Review Editor for the National Women’s Studies Association Journal (now Feminist Formations). She has also served on the Fellowship review panels (both International and American) of the American Association of University Women (AAUW) and on the Canon Project Task Force of the American Association for the Advancement of Curriculum Studies (AAACS). Nina serves on the editorial/advisory boards of several top, refereed journals, including the JCT, Teachers College Record and Curriculum Inquiry. From 1999-2011, Nina was on the faculty at Louisiana State University, where she served as Co-Director of the Curriculum Theory Project (CTP) from 2007-10.

Dr. Nichole Guillory
Kennesaw State University

Nichole A. Guillory is a Professor of Curriculum and Instruction in the Department of Secondary and Middle Grades Education and an affiliated faculty member in the Interdisciplinary Studies Department at Kennesaw State University. She currently teaches courses in critical multiculturalism in teacher education and hip hop feminism in interdisciplinary studies.  Drawing on the intersections of black feminist theory and curriculum theory, her scholarship focuses on problematizing fixed notions of black women’s identities in predominantly white universities in the South, where Black women’s encounters with white students and colleagues are often reflective of the old South’s race and gender politics.  Drawing on hip hop feminism, she also writes about the representation of black women in hip hop discourses.  Her published articles have appeared in various journals, including the Journal of Curriculum Theorizing, Journal of Curriculum and Pedagogy, Teaching Education, and Multicultural Education.  She also has published chapters in key texts, such as Curriculum Studies Handbook: The Next Moment, Critical Studies of Southern Place: A Reader, and Oxford Handbook of Hip Hop Music Studies.

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