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Kathleen Kesson

Kathleen Kesson

Chair, Department of Teaching, Learning and LeadershipProfessor of Teaching, Learning and Leadership

B.A., Flaming Rainbow University (through Westminster College’s University Without Walls Program) M.Ed., Ed.D., Oklahoma State University

Description

Kathleen Kesson is a professor of teaching, learning and leadership at LIU Brooklyn, where she teaches courses in the foundations of education and teacher inquiry. She is co-author, with James G. Henderson, of “Curriculum Wisdom: Educational Decisions in Democratic Societies” (2004) and “Understanding Democratic Curriculum Leadership” (1999), and is editor, with Wayne Ross, of “Defending Public Schools: Teaching for a Democratic Society.” She is also the author of numerous book chapters, book reviews, and academic articles in such journals as Teachers College Record, Encounter: Education for Meaning and Social Justice, Educational Philosophy and Theory, the Journal of Critical Education Policy Studies, English Education, the Journal of Curriculum Theorizing, Curriculum Inquiry, Educational Researcher and the Holistic Education Review. Her interests are in the areas of democracy in education, critical pedagogy, aesthetics and education, and teacher inquiry and reflection.

Dr. Kesson previously served as director of teacher education at Goddard College in Vermont (1992-2002) and as director of the John Dewey Project on Progressive Education at the University of Vermont. She also was a member of the Steering Committee of the Vermont State Curriculum Framework. Dr. Kesson sits on the editorial boards of a number of educational journals.

Specialties

Teacher Research and Inquiry, Critical Theory and Critical Pedagogy, Aesthetics in Education, Spirituality in Education, Democracy and Education, Young Adult Literature

Publications

  • Co-author, “(De)liberating curriculum and pedagogy: Exploring the promise and perils of ‘scientifically-based’ approaches”
  • Editor, “Defending public schools: Teaching for a democratic society”
  • Co-author, “Curriculum wisdom: Educational decisions in democratic societies”
  • Co-author, “Understanding democratic curriculum leadership”
  • Co-author, “Reconceptualizing professional development for curriculum leadership: Inspired by John Dewey and informed by Alain Badiou,” published in Educational Philosophy and Theory
  • Co-author, “Descriptive inquiry: A contemplative approach to classroom-based research,” published in Teachers College Record
  • Author, “For the love of frogs: Promoting ecological sensitivity through the arts,” published in Encounter: Education for Meaning and Social Justice
  • Author, “Inhuman powers and ‘Terrible Things’: The theory and practice of alienated labor in urban schools,” published in The Journal for Critical Education Policy Studies
  • Author, “Different approaches to citizenship education,” published in Social Science Docket
  • Author, “Jung’s archetypal psychology and teacher development,” published in Encounter: Education for Meaning and Social Justice
  • Author, “Doing good science: On the virtues of simply ‘messing about,’” published in Encounter: Education for Meaning and Social Justice
  • Author, “Contemplative spirituality, currere, and social transformation: Finding our ‘way,’” published in Journal of Curriculum Theorizing
  • Author, “Thinking against from within: Reconstituting the university as a democratic space,” published in The Vermont Connection
  • Co-author, “Integrated curriculum and service learning: Linking school-based knowledge and social action,” published in English Education
  • Author, “The foundations of holism: Some philosophical and political dilemmas,” published in Holistic Education Review
  • Author, “Eco-logos: Postmodern revelations and the recovery of archaic wisdoms,” published in JCT: An Interdisciplinary Journal of Curriculum Studies
  • Author, “The unfinished puzzle: Toward a dynamic holism,” published in Holistic Education Review
  • Author, “A neo-humanist model of education,” Holistic Education Review
  • Author, “Malefic generosity,” published in The Encyclopedia of Curriculum Studies
  • Author, “Human ecology curriculum,” published in The Encyclopedia of Curriculum Studies
  • Author, “Teacher as researcher,” published in The Encyclopedia of Curriculum Studies
  • Author, “Cultivating democratic character: Reconceptualising “citizenship” for a partnership era,” published in “Alternative Educational Futures: Pedagogies for an Emergent World”
  • Author, “Teaching,” published in “Knowledge and Power in the Global Economy: The Effects of School Reform in a Neoliberal/Neoconservative Age”
  • Co-author, “Descriptive inquiry as transformative teacher preparation,” published in “Curriculum for a Progressive, Provocative, Poetic, and Public Pedagogy”
  • Author, “An inhuman power: Alienated labor in low-performing schools,” published in “Defending Public Schools: Teaching For A Democratic Society”
  • Co-author, “Cultivating democratic curriculum judgments: Toward a mature profession,” published in “Defending Public Schools: Teaching For A Democratic Society”
  • Co-author, “Democratic education and the creation of the just and loving community,” published in “Creativity And Collaborative Learning: A Practical Guide To Empowering Students And Teachers”
  • Co-author, “On the need for a new theory of experience,” published in “Curriculum Visions”
  • Author, “Tantra: The quest for the ecstatic mind,” published in “Nurturing Our Wholeness”
  • Author, “Contemplative spirituality, currere, and social transformation: Finding our ‘way,’” published in “Educational Yearning: The Journey Of The Spirit And Democratic Education”
  • Co-author, “Curriculum work as public intellectual leadership” published in the proceedings of the Curriculum and Pedagogy Conference
  • Author, “Investigating spiritual experience: Progressive pedagogy and the nonrational,” published in “Higher Education And Democracy: Experiments In Progressive Pedagogy At Goddard College”
  • Author, “Critical theory and holistic education: Carrying on the conversation,” published in “The Renewal Of Meaning In Education”
  • Author, “Curriculum theory and pedagogic practice: Troubling the split between idea and lived experience,” published in The Journal of Curriculum and Pedagogy
  • Author, “The spiritual dimensions of curriculum,” published in Holistic Education Review
  • Co-author, “Review: ‘Intellectual advancement through disciplinarity’ by William F. Pinar,” published in Educational Researcher
  • Author, “Review: ‘Re-envisioning education and democracy’ by Ruthanne Kurth-Schai and Charles R. Green,” published in Teachers College Record
  • Author, “Review: ‘The primal, the modern, and the vital center: A theory of balanced culture in a living place’ by Donald W. Oliver, Julie Canniff and Jouni Korhonen,” published in Encounter: Education for Meaning and Social Justice
  • Co-author, “Review: ‘The lure of the transcendent: Collected essays by Dwayne E. Huebner’ edited by Vikki Hillis,” published in Curriculum Inquiry
  • Author, “Review: ‘Experience and education’ by John Dewey,” published in Teacher Magazine
  • Author, “Review: ‘The universal schoolhouse’ by James Moffett,” published in Holistic Education Review
  • Author, “Review: ‘Holistic education: Some Australian explorations’ by David and Helen Dufty,” published in the Australian Journal of Curriculum Inquiry
  • Author, “Review of the work of C.A. Bowers,” published in Holistic Education Review
  • Author, “Three Poems from San Francisco Series,” published in Downtown Brooklyn

Honors/Awards

  • Elected Member, Professors of Curriculum
  • Recipient, Ted Aoki Award, Journal of Curriculum Theorizing
  • Holmes Scholar, Oklahoma State University
  • Recipient, Robert Glenn Rapp Foundation Distinguished Graduate Fellowship, Oklahoma State University
  • Dean J. Andrew Holley Scholarship, Oklahoma State University
  • Best Paper Award, Wholistic Education SIG American Education Research Association

Professional Affiliations

  • Member, American Association for the Advancement of Curriculum Studies
  • Member, International Association for the Advancement of Curriculum Studies
  • Member, American Education Research Association
  • Member, John Dewey Society
  • Member, The Society of Children’s Book Writers and Illustrators
  • Member, Editorial Boards of the Journal of Curriculum and Pedagogy, Teacher Inquiry and Encounter: Education for Meaning and Social Justice

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