Where Innovative Curriculum Scholarship is Cultivated

     Thomas Popkewitz, Ph.D.                                 The University of Wisconsin-Madison

Thomas S. Popkewitz, Professor in the Department of Curriculum and Instruction, The University of Wisconsin-Madison, USA. His studies are concerned with the systems of reason that govern curriculum reforms, the sciences of education, and teacher education. 

His recent publications include Cosmopolitanism and The Age of Reform:  Science, Education And Making Society By Making The Child. (2008); Globalization and The Study of Education (2009, with F. Rizvi, eds);  Schooling and the Making of Citizens in the Long Nineteenth Century: Comparative Visions (2011, D. Tröhler and D, Labaree, eds); Rethinking the history of Education: Transnational Perspectives (2013, ed.), The “Reason” of Schooling: Historicizing Curriculum Studies, Pedagogy, and Teacher Education ( 2014, ed); and Political Sociology and Transnational Educational Studies: Styles of Reason Governing Teaching, Curriculum, and Teacher Education (in press, with J. Diaz and C. Kirchgasler, eds)

He is currently working on a book about the social science as a history of the present.  It examines the historical and political limits of the social and education sciences concerned with planning to change the conditions of schools through finding practical and useful knowledge.

Bettina L. Love, Ph.D. University of Georgia

Dr. Bettina L. Love is an award-winning author and Associate Professor of Educational Theory & Practice at the University of Georgia. Her research focuses on the ways in which urban youth negotiate Hip Hop music and culture to form social, cultural, and political identities to create new and sustaining ways of thinking about urban education and social justice. She also concentrates on transforming urban classrooms through the use of non-traditional educational curricula and classroom structures. In 2016, Dr. Love was named the Nasir Jones Hiphop Fellow at the Hutchins Center for African and African American Research at Harvard University. She is the creator of the Hip Hop civics curriculum: GET FREE.

Dr. Love is one of the field’s most esteemed educational researchers in the area of Hip Hop education for elementary aged students. She is the founder of Real Talk: Hip Hop Education for Social Justice, an after school initiative aimed at teaching elementary students the history and elements of Hip Hop for social justice aligned with core subjects through project-based learning. Dr. Love also has a passion for studying the school experiences of queer youth, along with race and inequality in education.

Dr. Love is a sought-after public speaker on a range of topics including: Hip Hop education, Black girlhood, queer youth, Hip Hop feminism, art-based education to foster youth civic engagement, and issues of diversity. In 2014, she was invited to the White House Research Conference on Girls to discuss her work focused on the lives of Black girls. In addition, she is the inaugural recipient of the Michael F. Adams award (2014) from the University of Georgia. She has also provided commentary for various news outlets including NPR, The Guardian, and the Atlanta Journal Constitution.

Dr. Love is one of the founding board members of The Kindezi School, an innovative school focused on small classrooms and art-based education. Finally, she is the author of Hip Hop’s Li’l Sistas Speak: Negotiating Hip Hop Identities and Politics in the New South. Her work has appeared in numerous books and journals, including the English Journal, Urban Education, The Urban Review, and Journal of LGBT Youth. She is currently editing a special issue of the Journal of Lesbian Studies focused on the identities, gender performances, and pedagogical practices of Black and Brown lesbian educators.

With a heavy heart, we announce the passing of a long-time friend and Bergamo community member, Dr. Joseph Watras of the University of Dayton.

Joe passed away peacefully at his home in Dayton on June 5, 2016, at the age of 72. He leaves behind his wife, Christina, seven children, four grandchildren, and three brothers. Joe dedicated his life not only to his family and friends, but also to the field of history, philosophy and social foundations of education.

Joe contributed his academic achievements to the many rich conversations at Bergamo conferences. As a matter of fact, the Bergamo conference would have not been possible without Joe, as he was indeed the one who introduced “Bergamo” as a potential conference site to us. Joe also introduced to us many remarkable professional and amateur musicians whose sensational performances illuminated the Saturday evening gatherings during the 1980s and the 1990s.

We take this moment to honor his life, as we are forever touched by his academic presence, his sense of humor, his friendship, and his scholarly perspectives. A husband, father, son, brother, uncle, friend, colleague, teacher, scholar, Joe will be greatly missed by all of us.

The Bergamo Leadership Group is proud to announce our keynote speakers for the upcoming 2016 conference. They are:

Dr. Bettina Love, University of Georgia

Dr. Tom Popkewitz, University of Wisconsin-Madison

Dr. Petra Munro Hendry, Louisiana State University

2016 Call for Proposals

37th Annual Bergamo Conference on Curriculum Theory and Classroom Practice

Bergamo Conference Center, Dayton, Ohio
October 13–15, 2016

Conference Theme: Curriculum Theory as It Stands

Submit Proposals at: http://convention2.allacademic.com/one/fct/fct16/

Submission Dates: July 1st to August 21st

Please Click Here for Registration and to Reserve Meals and Rooms

Early Bird Registration by: September 1st

 

General Call for Papers

We invite teachers, students, scholars, theorists, administrators, and cultural workers to join us in this endeavor at the 2016 Bergamo Conference on Curriculum Theory and Classroom Practice. Reflecting our commitment to advance understandings of curriculum and practice, this year’s conference features speakers whose work challenges us to imagine new possibilities for curriculum and educational theorizing. The “Provoking Dialogue(s)” sessions return for a fourth year allowing for us to engage in communal discussion of new and classic curriculum texts. The conference also will feature diverse and dynamic all-conference sessions, nightly social and cultural events, and professional development opportunities targeted at current
graduate students. Organizers invite a wide range of submissions that revolve around, but are not limited to, the following categories:

  • Cultural Studies and Curriculum
  • International/Transnational Curriculum Discourses
  • Engaging Texts
  • Higher Education and Curriculum Theorizing
  • Curriculum Studies and Philosophical Perspectives
  • Curriculum Theory, Classroom Practice, and Disciplinary Perspectives

In addition to the categories listed above, submissions can take guidance from this year’s theme: Curriculum Theory as It Stands.  While previous calls for this conference have dealt with the field temporally, considering its past and future, this call provokes us to consider the present moment of Curriculum Theorizing. Although not intending to be a “state of the field” discussion, proposals should instead posit the field’s present moment in relation to other discussions occurring in the wider context of educational research and other fields of contemporary study. Furthermore, proposals can consider “things as they stand” from both the ontological and the epistemological, considering both what is theorized and who is doing the theorizing. Obviously, the Bergamo conference itself is open to analysis and critique in terms of its bearing as one of the present places such theorizing occurs.

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