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2012 - ISME World Conference and Commission Seminars Words: 170 words || 
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1. McMillan, Jan. "Beginning Improvisation in Piano Pedagogy: Using Creative Pedagogies and Approaches to Motivate and Inspire Teachers and Students" Paper presented at the annual meeting of the ISME World Conference and Commission Seminars, Thessaloniki Concert Hall, Thessaloniki, Greece, Jul 15, 2012 <Not Available>. 2019-11-20 <http://citation.allacademic.com/meta/p550430_index.html>
Publication Type: Workshop/Demonstration
Review Method: Peer Reviewed
Abstract: Many piano teachers feel they do not have skills to teach improvisation. This workshop demonstrates the way in which teachers can use improvisation to inspire both their own pedagogy and their students. Simple sequential strategies are built from existing skills and knowledge in a positive creative musical environment. Previous research projects have been successful with young Australian children to discover and enhance their skills in improvisation and self- expression using basic musical and language knowledge (Gwatkin, 2006). Outcomes included improved practice, greater motivation and enthusiasm. Teacher training workshops have also provided much sought inspiration for the return of playing ability by ear in preference to hesitant note reading, and having a ready repertoire of pieces and abilities to demonstrate rather than trying to remember last years’ exam pieces. This workshop will demonstrate that being able to improvise is not a difficult task to learn or teach, it can be tremendous fun and is applicable to any instrument. Please feel free to bring one or a percussion instrument to join in.

2017 - American Studies Association Annual Meeting Words: 501 words || 
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2. Mowatt, Rasul. "A Pedagogy for White Nationalists: Or, A Pedagogy of Our Ruin" Paper presented at the annual meeting of the American Studies Association Annual Meeting, Hyatt Regency Chicago, Chicago, Illinois, Nov 08, 2017 <Not Available>. 2019-11-20 <http://citation.allacademic.com/meta/p1260627_index.html>
Publication Type: Internal Paper
Review Method: Peer Reviewed
Abstract: “Become Who We Are/ 2016” was projected onto a screen at the National Policy Institute conference held in Washington, D.C. in November 2016. The attendees saw themselves as the “epicenter of the right...in terms of intellect…the culture creators of the right”. At the lead is a person whose Master’s thesis was on Theodor Adorno and others of the Frankfurt School of Critical Theory. But how did this form of White Nationalism arise? This paper seeks to posit that White Nationalists have been carefully taught by intellectual criticisms from academia as well as actions taken by various federal administrations over the past four decades to reassert themselves as producers of thought for the other four racial projects of Omi and Winant’s 1998 articulation of Whiteness and overall White Supremacy.

White Nationalist have been condemned as ignorant, ridiculed for their hysteria, and reduced as White robe wearers through incessant liberal produced tropes that have been accompanied by a growing normalcy to portray them as “alt-right” in media outlets. While the Federal government has been perceived as being lax in their treatment of bombers, assassins, and mass murderers that have held various forms of allegiance to White Nationalist doctrine.

However, this has not always been the case as this paper examines: 1) The careful redevelopment and restructuring of White Nationalism beginning with lawsuits levied at them in 1987 and 1990 that led to a call for “leaderless cells of resistance”; 2) The successful and unsuccessful running for elected offices by overt members from 1988-2016 with varying degrees of surprising White voter turnout and percentage; 3) The creation and spawning of “hate” talk radio in 2000 that was modeled after various talks shows on NPR; 4) The formation of record labels for music production and management in 1993 and 1999; 5) The flourishing on the Internet through membership-only and mainstream modes of website construction and general social media engagement; and lastly, 6) The use of public sympathy for actions taken against them by Federal law enforcement at Ruby Ridge and Waco.

This paper argues that in our widespread production of pedagogies of triumph (dissent, resistance, etc.) we have taught White Nationalists to re-emerge as both intellectual leaders that have found even more widespread success in the current climate and as true actors capable of grave physical danger to populations of difference. This paper calls for the need to turn inward to those communities to address tangible needs rather than seeking more outlets for vanity-laced vitriol. Samuel P. Huntington articulated a pedagogy of White fear in 2004’s Who Are We,
“The various forces challenging the core American culture…could generate a move by native white Americans to revive the discarded…racial and ethnic concepts of American identity and to create an America that would exclude, expel, or suppress people of other racial, ethnic, and cultural groups (p. 20).

It is clear with their actions over the past forty years that they know who they are, do we know who we ought to be?

2017 - National Women's Studies Association Words: 101 words || 
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3. Palmer, Jamie. "From an Intellectual Herstory to Public Social Justice Pedagogy: Redefining the Possibilities for Feminist Pedagogy, Intersectionality (Theory and Practice), and the Digital" Paper presented at the annual meeting of the National Women's Studies Association, Hilton Baltimore, Baltimore, MD, Nov 16, 2017 <Not Available>. 2019-11-20 <http://citation.allacademic.com/meta/p1268535_index.html>
Publication Type: Individual Paper
Review Method: Peer Reviewed
Abstract: Feminist pedagogy, centered on intersectionality, may allow for alternative approaches to bridge the academic and public divide. Using #sayhername, Franchesca Ramsey’s “MTV Decoded,” April Reign’s #Oscarssowhite and makers.com, I argue that social media, has the ability to raise awareness and subvert traditional “knowledge.” My analysis highlights how social media has reinvigorated the complexity of intersectionality for people who otherwise may not have the opportunity to learn about it. I also argue that feminist social media employment of intersectionality to raise awareness and foster community has the ability to contribute to feminist pedagogy through challenging traditional notions of theory and community.

2018 - Comparative and International Education Society Conference Words: 766 words || 
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4. Meyer, Lois. "Protest as pedagogy, pedagogy as protest: Re-mapping Indigenous bilingual teacher activism from South to North" Paper presented at the annual meeting of the Comparative and International Education Society Conference, Hilton Mexico City Reforma Hotel, Mexico City, Mexico, Mar 25, 2018 <Not Available>. 2019-11-20 <http://citation.allacademic.com/meta/p1353621_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: “¡El maestro luchando siempre está enseñando!” “The teacher who fights is always teaching!”

This paper describes a network of community-based bilingual education projects in Oaxaca, Mexico, spanning birth to university, which are defended against both subtle legislative manipulations and violent police repression by Indigenous bilingual teachers in massive street protests and in innovative teaching pedagogies. This teacher resistance movement, increasingly is supported by popular society, has educated parents and community members alike about minoritized language, culture and community rights. At the same time, teachers organized into an innovative, community-based Pedagogical Movement themselves represent in their Indigenous-valuing, anti-homogenizing teaching practices, a powerful form of protest against the standardized school reforms imposed through Constitutional ammendments by the Mexican federal and state governments since 2013.

Comparisons will be made with forms of teacher protest and resistance in the U.S., including efforts at curricular and pedagogical resistance against such standardizing reforms as the Common Core and scripted national textbooks and assessments. Educators from other nations in the audience will also be invited to reflect on resistance movements and pedagogical innovations that serve as “protests” to educate parents and the wider population and to resist imposed school reforms in their own countries.

Relevance: CIES through this conference asks us “as scholars and practitioners to expand our awareness of the voices, actors and knowledge producers that have historically been marginalized in educational research and institutions.” To accomplish this, CIES says “we will focus the conversation on theories and methodologies produced in the global South, with a view toward exploring new voices around the globe.”

Indigenous educators globally and in Mexico have historically been marginalized in educational research and institutions, and their voices continue to be marginalized in modern Mexican society. But Indigenous teachers in Oaxaca have a history of standing up and speaking back to power. Oaxaca’s 80,000 teachers are powerfully organized into Section 22 of the massive Mexican teachers’ union (SNTE), and many are Indigenous from Oaxaca’s 16 ethnolinguistic groups. Section 22 is also a leader in the democratizing branch of the SNTE, know as the CNTE.

This paper recounts the history of the powerful unionized Coalition of Indigenous Teachers and Promoters of Oaxaca, commonly known as Plan Piloto-CMPIO, a leader in the SNTE and CNTE, along with a network of its close collaborators, in two aspects of their groundbreaking community-based resistance work: a) public marches, encampments and civic events intended to education the public about Indigenous cultural, linguistic and political rights; and b) innovative, community-based teaching practices that counter the homogenizing pressures of official school reforms.

Context or theory: Our work is deeply based in comunalidad, the values, practices, governing structures and collective organizational patterns of Oaxaca’s Indigenous communities. Plan Piloto-CMPIO and the other innovative projects in our network demand through their public protests respect for comunalidad in political and educational policies, even as they embody communal practices and values in their innovative pedagogical practices, overtly countering the influence of homogenizing, imposed, Westernized pedagogies.

Research methods and/or method(s) of analysis used: This study is an ethnographic case study, employing interviews with multiple teacher activists in Plan Piloto-CMPIO and its collaborators in the network. The author/presenter has been a close collaborator and co-author of Plan Piloto-CMPIO Indigenous colleagues for more than 17 years, seeking to bring their ground-breaking experiences and their powerful voices into the international educational research literature.

Findings: Findings are still in process. I am well aware from my years of close accompaniment of Plan Piloto-CMPIO during various periods of intense public protest and violent militarization, that my colleague’s forms of protest and resistance are quite different from those of mainstream teachers unions in the U.S. It is these differences (and any similarities) that this paper seeks to identify. Audience comments reflecting comparisons with teacher resistance movements in other nations will be encouraged.

Contribution to or application of existing knowledge: Plan Piloto-CMPIO activists have said publically that the present power of the Mexican state (especially its displayed power to amend the Constitution to serve neoliberal ends) demands from unionized teachers new resistance strategies. These strategies are still evolving. Close collaboration with civic resistance efforts is widely acknowledged to be crucial. In addition, innovative, community-based bilingual pedagogies are breaking new ground in strengthening civic bonds and defying standardized school reforms. It is hoped that a detailed, multi-voiced ethnographic account of Oaxacan Indigenous teacher protest efforts, compared/contrasted with voices and efforts in the U.S., will lead to new, creative, and radicalized understandings of “protest as pedagogy, pedagogy as protest”, in Mexico, the U.S., and beyond.

2009 - NCA 95th Annual Convention Words: 188 words || 
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5. Lehn, Melody. "Teaching Rhetorical Pedagogy: Pedagogy as Rhetorical Practice in the Contemporary Rhetoric Classroom" Paper presented at the annual meeting of the NCA 95th Annual Convention, Chicago Hilton & Towers, Chicago, IL, <Not Available>. 2019-11-20 <http://citation.allacademic.com/meta/p368410_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: As Virginia Anderson has rightly identified, pedagogy can function as rhetorical practice. In this vein, I argue that the constitution of pedagogy as rhetorical practice is found in the two-fold purpose of a course in rhetorical pedagogy – the passing on of the historical tradition of teaching rhetoric and open deliberation considering and provoking the more practical issues facing the contemporary teacher of rhetoric. From this perspective, the teacher of a course in rhetorical pedagogy functions as a rhetorical practitioner and, in the process, assumes a number of roles and responsibilities within the classroom – starting with the construction of the course itself through the execution of those course aims in a classroom setting, and even further. As such, questions related to the precise content of this rhetorical practice inevitably emerge. What, if any, are the topical points of obligation and the points of freedom for the teacher of rhetorical pedagogy? This question is more complicated than may initially seem to be the case, for the history of teaching rhetoric is lengthy, complex, and oftentimes divisive; thus, it warrants further attention and exploration.

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