David Callejo Perez | The Pennsylvania State University (original) (raw)

Books by David Callejo Perez

Curriculum as Spaces: Aesthetics, Community, and the Politics of Place can be viewed as a holisti... more Curriculum as Spaces: Aesthetics, Community, and the Politics of Place can be viewed as a holistic approach to education, conservation, and community development that uses place as an integrating context for learning. It argues that curriculum and place is a much deeper subject, with roots in aesthetics, community, and politics that go beyond the individual and profoundly address the formation of our current belief system.
Despite the unique efforts described in this book to address the curriculum of space, major issues persist in our educational system. First, the rigor of curriculum studies is not usually applied to this complex field that encompasses philosophy, aesthetics, geography, social theory, and history. Second, the conflict caused by studying the place without contextualizing it within the larger social milieu ignores the nuances of our intimately global social network. Third, current responses ignore the uncritical assessment of underrepresented groups within the theoretical landscape. With these problems in mind, Curriculum as Spaces introduces foundational principles that ask us to imagine the full realization of curriculum spaces and show us how to examine the philosophical and cultural roots of these most essential principles.

Papers by David Callejo Perez

Formacion De La Ciudadania Las Tics Y Los Nuevos Problemas 2004 Isbn 84 609 0328 1, 2004

al objeto de conocer cuál es su perfil inicial a la hora de fijar estrategias docentes para incor... more al objeto de conocer cuál es su perfil inicial a la hora de fijar estrategias docentes para incorporar las nuevas tecnologías educativas a su formación y a la de sus futuros alumnos. El trabajo se ha realizado a través de un cuestionario que se pasó a casi un centenar de estudiantes del

LIST OF ACRONYMS CADET Christian Aided Development through Extraordinary Training Individualized ... more LIST OF ACRONYMS CADET Christian Aided Development through Extraordinary Training Individualized for Each CDGM Children Development Group of Mississippi COFO Council of Federated Organizations CORE Congress of Racial Equality Holly Springs might not be all that unique in terms of what occurred in most small Southern towns during Civil Rights. Organization of Dissertation This section outlines the sources used in the dissertation and how the work was organized. This dissertation draws on interviews of persons involved in the Civil Rights Movement in Holly Springs between 1964 and 1974. Their experiences have been complemented by the use of the local newspaper, the South Reporter, and the state's largest publication, the Jackson Clarion Ledger. I also use local, state, and Federal documents on education, politics, and law, and archives at Holly Springs City Hall, Marshall County Courthouse, Rust College, and the University of Mississippi. Finally, the dissertation depends heavily on the information gathered by the State Sovereignty Commission of Mississippi Records that have recently been opened to the public. The State Sovereignty Commission established in 1956, shortly after the Brown v. Topeka, Kansas. A state-funded institution, like the Federal Bureau of Investigation (FBI), it gathered information on all citizens of the state of Mississippi. It served to thwart desegregation in the state. The Commission was a hierarchal web of local and state authorities who used any means necessary, from the law to smearing and violence, in order to stop change in the state. The records for the most part offer general information on persons and their whereabouts between 1956 and 1977. However, some reveal the cooperation of local members of the community to stop desegregation. The key point is that even though the majority of these were white, many blacks cooperated with the state

Contemporary Sociology: A Journal of Reviews, 2015

Innovacion Educativa, 2012

This paper is an attempt to create comparisons between two types of institutions (prestige seekin... more This paper is an attempt to create comparisons between two types of institutions (prestige seeking and prestigious). The organization of this paper is created around two broad themes: (1) exploring the realities of a research university, and (2) exploring exceptionalism in institutions that are already prestigious. The paper asks the reader to imagine the possibility of research and outreach by universities through Thomas Stewart's (2001) tripartite conceptualization of intellectual capital. Stewart defines intellectual capital as being comprised of (1) human capital, (2) structural capital, and (3) customer capital. Given the multiple contexts discussed in this paper, I conclude that universities need to change essential organizational behaviors in several important ways: (1) transition to evidence-based and data-driven approaches to decision making; (2) increase the transparency with which they serve the needs of the public; and (3) work more intimately with one another in planning strategically for and addressing the state's public-education needs.

Contents: The Transactional Spaces of Curriculum: Rethinking "Community" and Re-Engagin... more Contents: The Transactional Spaces of Curriculum: Rethinking "Community" and Re-Engaging Educators - The Aesthetic Moment in Education - Disrupting our Imagined Communities: The Role of Ritual in Promoting Cosmopolitan Curriculum Communities - Re-Assessing and Re-Capturing Space Through Radical Curriculum - Urban Spaces - Curriculum as Transactional Aesthetic.

INTRODUCTION On a cold Monday night in Beatrice, Nebraska, I discovered my Cubanness. At a high s... more INTRODUCTION On a cold Monday night in Beatrice, Nebraska, I discovered my Cubanness. At a high school auditorium, I heard "Dos Gardenias," played by Valle Son, a Son group from Pinar del Rio wearing Gap clothing and touring in the United States (Carillo, 1948/2000). The band and I spent several days speaking about identity; Miami, the United States, and of course, Cuba. We spoke of my family on the island, my mother's stay in political prison, and how cold and windy Nebraska was. What we experienced was a conversation about living similar/parallel pasts (although we never met); similar ethnic realities, and uncertain futures which, as Cubans, we share. What I experienced was the terse existence of angst within a culture. Angst dominates Cuban culture. In this article, I argue that creativity in Cuban literature and poetry is driven by the angst of separation and the attempt by two nations to create a singular cultural hegemony by examining the vital role of angst in l...

Revista Contrapontos, 2010

This article focuses on teachers as decision makers with regard to curriculum and teaching. It ex... more This article focuses on teachers as decision makers with regard to curriculum and teaching. It explains how some teachers in the Pittsburgh area, tired of losing precious learning opportunities to the old prescribed curriculum, decided to provide their students with learning experiences in which the curriculum became a living shape; created by the children, teachers, and parents; rather than a static set of policies. It refl ects on what important things can be taught and learned in schools that will endure. We hope to explore the idea of what happens when a teacher's curricular choices run against those ideas and habits put forth by schools and others involved in children's schooling. As John Dewey reminds us, renewing self and community best occurs in a democratic society, in which justice and caring are central. These ideas only occur in schools where the central fi gures-the teachers-shape, foster, and enrich the lives that have been entrusted to them by the parents. The success and promise of these teachers is to expose children to a multitude of experiences that will help shape their life stories and one day enact those democratic ideals in everyday practice when they chose to vote, raise a child, live within a neighborhood, chose whether to attend religious services, and in particular, when they are asked to judge themselves as democratic citizens. Regardless of one's background, place, or economic reality, the successful attainment of skills and fundamentals only occurs when the intellectual and emotional growth of that individual is respected, cared for, and enhanced, and this can only occur when the dedication, caring, talent, and intelligence of the teacher are allowed to fl ourish.

Curriculum and Teaching Dialogue, 2010

Place-based education is a powerful pedagogical tool that helps students understand how social id... more Place-based education is a powerful pedagogical tool that helps students understand how social ideas can impact their local communities. Through the study of place education gains meaning and relevance by addressing tangible content that is not separated by time or space. In contemporary practice, using the place as content is a viable means for increasing student achievement, increasing community involvement, and shifting the focus of education away from testing. Another important aspect of place-based education is that through this type of study, students are encouraged to examine and respond to the needs of their communities while gaining understanding of how local institutions function and social relationships shape experiences of privileged and marginalized groups. Place-based education locates educational practices in familiar contexts where students are not only encouraged to critically examine relationships and institutional practices but also to create actions that stimulate change. Grandiose political platforms can set agendas and contexts for change, but substantive change happens at the local grassroots level. Immersing students into these grassroots contexts and connecting learning to the needs of the community actively engages students with clear, achievable goals and fosters the connection between academic standards with specific needs. Although efforts students may take as they move forward in their projects have the real possibility of not coming to fruition, engaging in the process creates a space in which students can see the interaction of ideas, actions, and the community. Identity has various sources and meanings. First, it relates to the concept of rootedness or place, arising in psychological conceptions of oneself. Barbara J. Fields (1985) takes the meaning of place beyond the physical by stating that it is a psychological condition that grows out of concrete historical conditions and interests (p. 59). There is a second notion of place that goes beyond Fields's argument. Soren Kierkegaard professed that freedom of consciousness, can only be achieved by individuals once they leave their social context (Beabout, 1996). However, the psychological rejection of the immediate past for a manufactured, romanticized place, is a natural extension of the redemptive nature of the imagined community that, as Jurgen Habermas (1992) believes, the individual is absorbed into. For instance, telling oneself that America was always different, and thus better, and positioning oneself for this romantic view as one lives, is not enough for the individual. If this becomes a collective action, it is then replaced by a construction of a past that was taken away or stolen by some oppressor (federal government or big business). This dehumanization of the past, and of schooling, has manifested itself in a curricular modality that focuses on profitability over community (Theobald & Curtiss, 2000) and accountability that disregards not only the place, but the individuals that occupy that place (Gruenewald, 2005). Romanticism is then a result of economic oppression, not against the group, but against the individual. This is similar to the Zionist argument of Marcus Garvey in advocating for a return to Africa (Martin, 1976). When social capital becomes secondary to economic capital in the schools, community devolves into a society of individuals instead of a society of social beings. Theobald (2009) suggests that community is an, "Authentic process of sharing, negotiating, and finding meaning in social experiences" (p. 137). A significant issue many American communities face is the prevalent shift in demographics. Recently, U.S. Census projections show that racial minorities will become the numeric majority by 2047, and educators are beginning to see resistance to this trend. Although multiculturalism and diversity training has been a centerpiece of curriculum and has become infused into the grammar of schooling, there remains a gap in academic achievement between White and non-White students. …

Journal of Curriculum Theorizing, Feb 25, 2013

Transcending Boundaries of Time and Place OLLY SPRINGS, MISSISSIPPI is a small town thirty miles ... more Transcending Boundaries of Time and Place OLLY SPRINGS, MISSISSIPPI is a small town thirty miles southeast of Memphis. It is the county seat of Marshall County in the Northwest corner of Mississippi, about 34 miles southeast of Memphis, Tennessee. The town lies just outside the Mississippi Delta and was a major staging area for the Union invasion of the South, and Sherman's march to the sea. It is also the home of Rust College, founded in 1866, one of the oldest black private colleges in the South. There are two public high schools in the county, Holly High School being the major one. Marshall Academy, a white private school was established in 1962. It is the first private school to gain a license after the state of Mississippi closed all its schools. The school serves all grades. Finally, there is one K-8 private black school in town. Holly Springs has had to deal with all the problems of larger urban settings, such as crime, drugs, and "failing" schools. It has experienced more violence, segregation, and economic growth in the 1990s and 2000s than it had in the 100 previous years, including a 70% increase in population (U.S. Census, 2012). In the 1980s, the city became a stopping point along US Highway Seventy-eight for drug traffickers carrying cocaine, crack, and marijuana between Memphis and Birmingham. In 1989, Eddie Lee Smith, Jr. became the city's first black mayor. Smith left Holly Springs in the 1970s. On the one hand he was a civil rights leader, while on the other, a politician worried about the economic development of a trouble small town. Smith, like Holly Springs, tried to deal with the changing economy and politics of a historically divided black and white community that changed forever in the 1960s. Many of the people who voted for Smith do not realize his or their city's civil rights in the past. Nothing from the above description of Holly Springs would suggest this town as a prime site for curriculum theorizing about public school desegregation. Unlike Natchez, Yazoo city,

Scholar Practitioner Quarterly, 2004

This ethnography of Belvedere, Mississippi black students integrating the high school during Free... more This ethnography of Belvedere, Mississippi black students integrating the high school during Freedom of Choice (1966) posits that school experiences were an important part in the formation of identity in the South during Civil Rights. This article explores the relationship between individual activism existing conjointly and separate from school integration/desegregation by placing actions of two black students within their historical context between the Civil Rights Act (1964) and desegregation of public schools (1970) in hopes to contribute and shed light on places like Belvedere, which avoided civil rights violence but remained largely unchanged.

Curriculum and Teaching Dialogue, 2011

You do not have to be good. You do not have to walk on your knees For a hundred miles through the... more You do not have to be good. You do not have to walk on your knees For a hundred miles through the desert, repenting. You only have to let the soft animal of your body love what it loves. Tell me about your despair, yours, and I will tell you mine. Meanwhile the world goes on. Meanwhile the sun and the clear pebbles of the rain are moving across the landscapes, over the prairies and the deep trees, the mountains and the rivers. Meanwhile the wild geese, high in the clean blue air, are heading home again. Mary Oliver (1994) from Wild Geese 2011 AATC PRESIDENTIAL ADDRESS Introduction In Rising Tide, John Barry (1997) writes; "a society does not change in sudden jumps. Rather it moves in small steps along a broad front. Most of these steps are parallel if not quite simultaneous; some advance farther than others, and some even in opposite directions" (p. 421). This July 2010, I left my home in Saginaw, Michigan and headed to Mississauga, Ontario to visit my sister Aurora, who is the chief financial officer of Havana Club Rum and was in Ontario to work on her English, and whom I had not seen since we left Cuba 1979. We spoke on the phone and emailed frequently--a powerful virtual bridge provided by technology that enables the embargo of Cuba to appear tolerable. As I speak to you I am reminded of the issues I always face when I cross from Canada back into the United States because of the hegemonic political authority of the Cuban embargo on American citizens who happen to be Cuban, but I will leave that story for another time, maybe tonight at the welcome reception. This story is about a journey that emerged from several experiences on the road to Mississauga, Ontario that speaks the current situation impacting higher education and ultimately the future of our nation and its youth. As Mary Oliver (1994) writes in Wild Geese, the journey we take and troubles we experience are ours--while the world continues; sometimes our tribulations seem more important than they are given the tragedies in Japan or the triumphs in Egypt and Tunisia--but the relationships we build and conversations we share among each other serve to connect our journeys and provide a context for us to share and understand that we are not alone. In this community that we live, values and ideas are eroding as those who would govern us label our American institutions and beliefs un-American. In Mississauga, my sister and I spoke about appreciating life--growing up so near (Miami and Havana are 228 miles apart) and yet being so far. Although my sister is the CFO of a multimillion-dollar corporation in Cuba, she does not free access to travel--other than for work or the Internet--other than e-mail. Incredibly, it is those little things we do not appreciate--the nuances of life that are so vital to our identity. My wife and I freely visit her family in Pittsburgh and my family in Lakeland, Florida. When I cross the borders of the United States, I always dread returning to face an inquisition about why I left the United States, or if I went anywhere else (with a wink from the border patrol officer)--just because as a naturalized citizen the place of birth listed on my U.S. passport is Cuba. In Art as Experience, Dewey (1938) writes about that we recognize the value of the flower we see while we see it in spring; and not just when we miss its presence in winter. It is such with democracy--understanding it and appreciating its role is essential--when speaking to my cousin in Miami, who spent 10 years in federal prison for drug trafficking, he regrets his loss of citizenship and what he believes is the identity his father was seeking for him when he came to the United States in 1968. The time with my sister in Ontario revealed some interesting realities we face and we sometimes forget--to see the veracity of our nation and thus understand change as driven by memories and the expression of those memories is unique. …

Journal of Inquiry and Action in Education, 2014

The purpose of this article is to discuss the dilemma of the multi-university in sustainable educ... more The purpose of this article is to discuss the dilemma of the multi-university in sustainable education, research, and outreach by addressing some of the ways in which universities, must generate actions that seek to address these challenges, develop strategic relationships, and maximize their potential in the areas of teaching, research and service to society. Significantly, we examine how sustainability is experienced by nations-in our case Mexico-by analyzing higher education and its mission in developing citizens and economic sovereignty. The author's goal is to establish a new paradigm by which practitioners and researchers can collaborate to produce the ideas that stimulate sustainable development.

SAGE Open, 2014

While educators recognize that teaching and learning are complex activities evolving from social ... more While educators recognize that teaching and learning are complex activities evolving from social and cultural contexts, pressure is mounting to be internationally competitive. This research relates a global and responsive discussion of internationalization in education through comparative analyses of current educational discourse about mathematics, science, and technology in the United States, Mexico, India, and Taiwan. Interestingly, changes in education in countries around the globe seem to be leading to a global curriculum. This research examines that phenomenon in several ways. First, we examine what has been happening in the United States. Second, we examine what has been happening in one area of Mexico. Third, we examine what has been happening in India. Fourth, we examine what has been happening in Taiwan. Fifth, we discuss what we have learned relative to the possibility of a global curriculum, specifically related to mathematics, science, and technology, and sixth, we make ...

Formacion De La Ciudadania Las Tics Y Los Nuevos Problemas 2004 Isbn 84 609 0328 1, 2004

Contemporary Sociology: A Journal of Reviews, 2015

Innovacion Educativa, 2012

Revista Contrapontos, 2010

Curriculum and Teaching Dialogue, 2010

Journal of Curriculum Theorizing, Feb 25, 2013

Scholar Practitioner Quarterly, 2004

Curriculum and Teaching Dialogue, 2011

Journal of Inquiry and Action in Education, 2014

SAGE Open, 2014

Imagens da Educação, 2011

The Stewardship of Higher Education, 2013

Understanding the entrepreneurial nature of universities—in particular, the relationship between ... more Understanding the entrepreneurial nature of universities—in particular, the relationship between Education and Health in relation to development and wellness of communities – we would like to begin this volume with a description/narration of the efforts in economic development by colleges to address the shifting markets and economic failures.

Teachers College Record, 2004

Journal of Curriculum and Pedagogy, 2006

William Wraga is a professor in the Department of Lifelong Education, Administration, and Policy,... more William Wraga is a professor in the Department of Lifelong Education, Administration, and Policy, College of Education, University of Georgia. His work has been published in journals such as History of Education Quarterly, Journal of Curriculum Studies, Journal of Curriculum and Supervision, Educational Researcher, and Phi Delta Kappan. He formerly served as president of the Society for the Study of Curriculum History and as factotum for Professors of Curriculum. E-mail: wraga@uga.edu

Action in Teacher Education, 2012

ABSTRACT This three-part article addresses the role of identity as transmitted by my mother and t... more ABSTRACT This three-part article addresses the role of identity as transmitted by my mother and the influences on my life first as a teacher and then as researcher. This ethnography is based on interviews of my mother about her life as a political prisoner in Cuba and her influences on my identity. This article is divided into three acts that address specific ideas of identity. Act 1 discusses the politically charged landscape where it becomes hard to distinguish between the fact and fiction of post-1959 Cuban history. Act 2 recounts the tale of my mother, one of many women who asserted their independence as radicals within their communities. Act 3 connects cultural identity and political strife that led to immigration and exile and ultimately opened the door for women like my mother. I attempt to see how ethnicity and identity are constructed in the home, how they are lived within schools, and how we negotiate them in life.