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Journal of Curriculum and Pedagogy Volume 14, 2017 - Issue 3
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Articles

Interpreting poetic inquiry: Authenticity realized from alumni performers' narratives

J. Scott BakerDepartment of Educational Studies, University of Wisconsin-La Crosse, La Crosse, Wisconsin, USACorrespondence[email protected]
Pages 196-204 | Published online: 13 Jul 2017
 
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Contributor

J. Scott Baker (Ph.D., Texas A&M University) is assistant professor in the Department of Educational Studies at the University of Wisconsin-La Crosse. He previously taught high school speech, debate, and English for 18 years in Texas, and continues to work with the Harvard Debate Council Summer Workshops. His interest areas include multicultural education, arts-based undergraduate research, educational foundations, and social justice advocacy.

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