A Study Edition

ISSN: 2567-479X

"Peirce Studies" is a peer-reviewed monographic series edited by members of the Institute for Studies in Pragmaticism at Texas Tech University. It seeks to advance scientific research relating to the works and influence of Charles Sanders Peirce and in the spirit of interdisciplinary research. Volumes may be focused upon Peirce’s writings or involve studies that link the spirit of his methods with contemporary problems and projects in any relevant discipline. Works may be expressed in any recognized scholarly language. Editors: K. L. Ketner, E. Bisanz, S. R. Cunningham, C. Hendrick, L. Johnson, R. McDonnell, T. G. McLaughlin, M. O’Boyle, K. Perkins. https://www.depts.ttu.edu/pragmaticism/

5 publications

Critical Praxis and Curriculum Guides

The Critical Praxis and Curriculum Guides is a curriculum-based series reflective of theory creating praxis. The series targets not only undergraduate and graduate audiences, but also tenured and “experienced” teachers of all disciplines. Research suggests that teachers need to have well-designed, thematic-centered curricula and lessons at their disposal. This is accomplished when the school works as a community to meet their own needs. Community in this sense includes working collaboratively with students, parents, and local community organizations to help build the curriculum. Practically, this means that time is devoted to professional development workshops, not exam reviews or test preparation pointers, but real learning. Together with administrators, teachers form professional learning communities (PLCs) to discuss, analyze, and revise curricula and share pedagogical strategies that meet the needs of their particular school demographics. This communal approach was found to be more successful than requiring each individual teacher to create lessons on her/his own. Ideally, we would love it if each teacher could create their own authentic lessons because only s/he truly knows her/his students – and we encourage it, because it is possible! However, as educators ourselves, we understand the realities our colleagues in public schools face, especially when teaching in high needs areas. The Critical Praxis and Curriculum Guides provides relief for educators needing assistance in preparing their lessons. When possible, and in the spirit of communal practices, the series welcomes co-authored books by theorists and practitioners or solo-authored books by an expert deeply informed by the field. Because we strongly believe that theory guides our practice, each guide will blend theory and curriculum chapters creating a praxis. All, of course, in a critical pedagogical framework. Ultimately, the guides will serve as resources for teachers to use, expand upon, revise, and re-create.

13 publications

Critical Multicultural Perspectives on Whiteness

ISSN: 2572-9616

This book series seeks to engage a broad and cross-disciplinary range of students, scholars, activists, and others in a critical multicultural dialogue on the complex intersections of power, privilege, identity, and Whiteness. The series aims to link theory and practice to problematize key societal and educational concerns related to Whiteness. The series editors share the view that taking action for transformative change in and through education, in the spirit of what Paulo Freire called conscientization, is the role of educators who seek to address the needs of all their students. In focusing on Whiteness, we are concerned with social, economic, and environmental justice, the problematization of race, and the potential for education to be emancipatory in addressing power imbalances. Some of the questions of interest for this book series include: • How do we engage in critical discussions related to power, privilege, identity, and Whiteness when many multicultural frameworks dissuade us from such work? • How can we connect Whiteness to other intersecting and pivotal forms of being, marginalization, and identity? • How can those categorized as White engage in dialogues and action about Whiteness that can positively contribute to addressing concerns of racialized and marginalized groups? • How can we effectively contextualize and critique hegemony and globalized economic realities so as to be able to discuss race in a constructive and transformative manner?

5 publications