Dr. C. Centáe Richards, faculty member in the Department of Education, was published in the 2012 Journal of Curriculum and Pedagogy. He co-authored an article with P. Bruce Uhrmacher that examines the pedagogical role of cultural theory in the classroom.

Dr. Richards also co-edited the journal's special section on education theorist Elliott Eisner.

Abstract

Schools shape minds via the cultures reflected through them, and from Eisner's standpoint, cultures dictate possible "forms of thinking". The ability to "read" these cultural forms of representation is essential to construing meaning, perceiving patterns, and to making sense of the environment as a whole for personal growth. Many students are denied access to ways of thinking and representing developed in our larger culture. Dr. C. Centáe Richards from Marylhurst University and Dr. P. Bruce Uhrmacher from the University of Denver collaboratively couch the musings of education theorist Elliot Eisner within the contexts of current cultural theory in order to examine tough questions around the ways that culture is invoked and utilized in the classroom by educators.

Source: Journal of Curriculum and Pedagogy, 9.1, pp. 26-28 (2012)

The article is available online through Taylor & Francis.