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Peter M. Appelbaum Peter M. Appelbaum Professor and Director of Disciplinary & Transdisciplinary Programs Department of Curriculum, Cultures, & Child/Youth Studies University Coordinator of Visual Literacy Arcadia University [email protected] Youth Mathematician Laureate Project: yomap.org 215-572-4476 (office) 267-539-1781 (cell) Publications Books Children’s Books for Grown-up Teachers: Reading and writing curriculum theory. NY: Routledge, 2007. American Educational Research Association Division B (Curriculum Studies) Outstanding Book Award, 2009. Embracing Mathematics: On becoming a teacher and changing with mathematics. NY: Routledge, 2008. Multicultural and Diversity Education. Santa Barbara, CA: ABC-CLIO, 2002. (Post) Modern Science (Education): Frustrations, propositions, and alternative paths. coeditor with John Weaver and Marla Morris. NY: Peter Lang, 2001. Popular Culture, Educational Discourse, and Mathematics. Albany: State University of New York Press, 1995. Journal Articles Polysemic provocations of border negotiation. Provocaçôes polissêmicas da negociação fronteiriça. Las provocaciones polisémicas de la negociación fronteriza. Educação Temática Digital. 3(July-Sept). 2017. Stathopoulou, C., & Appelbaum, P. Dignity, Recognition and Reconciliation: Forgiveness, Ethnomathematics and Mathematics Education, International Journal for Research in Mathematics Education, 6 (1): 26-44. 2016. Stathopoulou, C., & Appelbaum, P. Ethnomathematical Research and Drama in Education Techniques: Developing a dialogue in a geometry class of 10th grade students. Revista Latinoamericana de Etnomatemática, 8(1), 1-24. 2015. Stathopoulou, C., Kotarinou, P., & Appelbaum, P. Liminal, permeable regions and metaphoric scale: Strategies for avoiding orientalism and reification in trans-national curriculum studies. Journal of the American Association for the Advancement of Curriculum Studies. 10 (1). 2014. http://www.uwstout.edu/soe/jaaacs/vol10-1.cfm. Toward a Posthumanist Education. Journal of Curriculum Theorizing. 30 (2): 39-55. 2014. Nathan Snaza, Peter Appelbaum, Siân Bayne, Marla Morris, Nikki Rotas, Jennifer Sandlin, Jason Wallin, Dennis Carlson, John Weaver. http://journal.jctonline.org/index.php/jct/article/view/501/snaza%20etal.pdf. Nomadic Ethics and Regimes of Truth. For the Learning of Mathematics. 34 (3): 16-18. 2014. Curriculum for Disobedience: Raising children to transform adults. Journal of Curriculum Theorizing. 29 (1): 134-172. 2013. With Belinda Davis, Rutgers University. http://journal.jctonline.org/index.php/jct/article/view/420/pdf_1. Tropological Curriculum Studies: Puppets and statues of curriculum quagmires. Transnational Curriculum Inquiry. 10 (1): 78- 98. 2013. http://ojs.library.ubc.ca/index.php/tci/article/view/184282. Refusal as a democratic catalyst for mathematics education development. Pythagoras. Vol 33, No 2 (2012), 6 pages. Swanson, D.M. & Appelbaum, P. http://www.pythagoras.org.za/index.php/pythagoras/article/view/189. Report on the Fourth World Curriculum Studies Conference. An essay on transnational curriculum, canon projects, and local attempts at deterritorialization of curriculum. Journal of the American Association for the Advancement of Curriculum Studies. 9 (1). 2013. http://www.uwstout.edu/soe/jaaacs/upload/v9_Appelbaum.pdf. Mathematical Practice as Sculpture of Utopia: Models, ignorance, and the emancipated spectator, For the Learning of Mathematics. 32 (2): 14-19, 2012. Sobre Incerteza, Dúvida, Responsabilidade e Viagens: um ensaio sobre dois livros de Ole Skovsmose. BOLETIM de Educaçào Matematica – BOLEMA. 26 (42 A): 359-369, 2012. Translated by Thiago Pedro Pinto. Professor da Universidade Federal de Mato Grosso do Sul (UFMS). Retrodictive Curriculum Reform, or, Imagination is Silly; It makes you go ’round willy nilly. Journal of the American Association for the Advancement of Curriculum Studies. 6, 2010. http://www2.uwstout.edu/content/jaaacs/Appelbaum_V6.htm Mathematics as sculpture of utopia: changing how we think of models and modeling in mathematics education. International Journal for Mathematics in Education. 8 (1): 3-16, 2010. Against Sense & Representation: Researchers as Undetectives. Educational Insights: Journal of the Centre for Cross-Faculty Inquiry. 13 (1), 2009. Taking Action - mathematics curricular organization for effective teaching and learning. For the Learning of Mathematics. 29 (2): 38-43, 2009. Sense and Representation in Elementary Mathematics. In Bożena Maj, Marta Pytlak and Ewa Swoboda (eds.), Supporting independent thinking through mathematical education. Wydawnictwo Uniwersytetu Rzeszowskiego, 2008. May 2015 The Great Snape Debate. Journal of the American Association for the Advancement of Curriculum Studies. 4. 2008. http://www.uwstout.edu/soe/jaaacs/vol4/appelbaum.htm. Math Education and Social Justice: Gatekeepers, politics, and teacher agency. Philosophy of Mathematics Education Journal. 22 (November), 2007. with Erica Davila, Arcadia University. http://www.people.ex.ac.uk/PErnest/pome22/Appelbaum%20and%20Davila%20%20Math%20Education%20And%20Social%20Justi ce.doc. Cyborgs Questioning Technology Questioning Curriculum. Journal of the American Association for the Advancement of Curriculum Studies. 2, 2006. http://www.uwstout.edu/soe/jaaacs/vol2/appelbaum.htm. Diss-Conceptualizing Curriculum: Is there a next in the generational text? Reprise. Journal of Curriculum Theorizing, 22 (1): 11-24, 2006. Tales from Camp Wilde: Queer(y)ing environmental education research, Canadian Journal of Environmental Education, 8 (1): 44-66, 2003. with Noel Gough, Annette Gough, and Warren Sellers, Deakin University, Australia, Sophia Appelbaum, Project Learn School, Philadelphia, and Mary Doll, Savannah College of Art and Design. Enterprise Education: Review Essay. The Australian Educational Researcher. 29 (2): 131-144, 2002. with Noel Gough, Deakin University, Australia. Diss-Conceptualizing Curriculum: Is there a next in the generational text? Journal of Curriculum Theorizing, 18 (1): 7-19, 2002. Heterarchic Interpretations of Family Involvement in Mathematics Education. Journal of Critical Inquiry into Curriculum and Instruction. 4 (2): 17-25, 2002. Can a Game-Show Host Become a Talk-Show Host? Can a Day-Trader Become a Reality Provocateur? Taboo: The Journal of Culture and Education. 4 (2): 125-127, 2001. Science! Fun? A Critical Analysis of Design/Content/Evaluation. Journal of Curriculum Studies. 33(5): 583-600, 2001. with Stella Clark, University of Cape Town, South Africa. Performed by the Space: The Spatial Turn. Journal of Curriculum Theorizing. 16 (3): 35-53, 2000. The Stench of Perception and the Cacophony of Mediation. For the Learning of Mathematics. 19 (2): 11-18, 1999. An Other Mathematics: Object Relations and the Clinical interview. Journal of Curriculum Theorizing. 14 (2): 35-42, 1998. with Rochelle Kaplan. Computer Mediated Communication for a Multicultural Experience. Educational Technology, Nov./Dec., 1995. with Ernestine Enomoto, University of Hawaii. The Power of Individual Subjectivity and the Subjectivity of Power in Education. Program on the Comparative Study of Social Transformations, Working Paper Series #30, The University of Michigan, Ann Arbor, MI, 1989. Book Chapters The Curricular Geometries of *SAMBA* Schools: Fractal Dimensions, Surface, Depth, and Recursion. In Susan Gerofsky (Ed.), Contemporary environmental and mathematics education modelling using new geometric approaches: Geometries of liberation. Palgrave, in press. How to be a Political Social Change Mathematics Education Activist. In Jurdak, M., Vithal, R (Eds.), Socio-political dimensions of mathematics education: Voices from margin to mainstream. Monograph of the International Conference on Mathematics Education Topic Study Group on Social and Political Dimensions of Mathematics Education. Springer, in press. An Articulate Puppet Doing an Excellent Job of Pretending to Be an Automaton: Žižek, Ranciere, and Tropological Curriculum Studies. In Antonio Garcia (ed.), Žižek and Education. In press, Sense Publishers. Thoroughly Modern Billy. In Molly Doll (Ed.). On the Echo of God’s Laughter: Essays on the Generative and Generous Gifts of William E. Doll Jr.. In press, Routledge. Mathematics Education as a Matter of Curriculum. In Gisela Knijnik and Paola Valero (Eds.), Encyclopedia of Philosophy of Mathematics Education. Springer Verlag. In press. Learning and Technology? Technology and Learning? In Aldon, G., Hitt, F., Bazzini, L., & Gellert, U. (eds.), Mathematics and Technology: A CIEAEM Sourcebook. Sense Publishers. In press. Mathematics as a Subject of Great Appreciation and Aesthetics. In Donald Blumenfeld-Jones (ed.). Arts-Based Reflective Teaching, pp. 123-38, Information Age Publishing. 2016. Disordered Order, Ordered Disorder: Threads, Folds and Artistic Action. In Straehler-Pohl, H., Pais, A., & Bohlman, N. (Eds.), The Disorder of Mathematics Education, pp. 273-290. Springer, 2016. appelbaum 2 Critical Issues in Culture and Mathematics Learning. In Lyn English and David Kirshner (eds.). Handbook of International Research in Mathematics Education. Taylor and Francis, pp.744-798. Peter Appelbaum and Charoula Stathopoulou, University of Thessaly. 2015. Subject Matters of Science, Technology, Mathematics, and Engineering. In The SAGE Guide to Curriculum in Education. Ming Fang He, Brian D. Schultz, William H. Schubert (eds. ), pp. 27-35. Russell Tytler, Deakin University, Dalene Swanson, University of Stirling, and Peter Appelbaum. SAGE, 2015. On Returning. In Christer Bergsten and Bharath
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