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2004 Conference

 

 

 

2nd Annual International Conference on Teacher Education and Social Justice


FRIDAY, JULY 23

9:00 a.m. Registration begins
9:00-10:30 Light Breakfast (provided)
9:30-10:15 Opening Plenary Session
10:30-12:00 Breakout Session #1
12:00-1:30 p.m. Lunch (on own)
12:15-1:15 Workshop for Activism
12:15-1:15 Video Screening
1:30-3:00 Breakout Session #2
3:15-4:45 Breakout Session #3
5:00-7:00 Reception


Opening Plenary Session
(Newport Beach)
9:30-10:15


Kevin K. Kumashiro, Conference Organizer and Director of the Center for Anti-Oppressive Education, will open the 2nd Annual International Conference on Teacher Education and Social Justice. Following Dr. Kumashiro's remarks will be a screening of the new educational video, Class Dismissed.

"Class Dismissed: Examining High School History Textbooks "
Class Dismissed provides a critical look at how U.S. history is taught in high school, at the textbook industry, standardized testing, the lack of race and class analysis in textbooks, and the teacher’s role in introducing a range of perspectives into the classroom. Featuring interviews with authors, New York public high school students and teachers, and textbook industry insiders. 28 min. Produced by Paper Tiger Television.


Breakout Session #1
10:30-12:00

PAPER PRESENTATIONS: Emancipatory Pedagogies and Policies: Perspectives from New Zealand (Marina del Rey)

From Word to World in Pre-Service Teacher Education
Students at Auckland College of Education are able to opt for a module, based on writings of Paulo Freire, that prepares them for teaching in low-SES, urban, and rural schools. The author reflects on her experiences teaching this module and helping her student teachers better understand their realities and subjectivities and the emancipatory potential of their pedagogies. (
Vicki M. Carpenter, Auckland College of Education, New Zealand)

Learning to Labour and Question: Learning Union at School
The opportunity for union education under the Employment Relations Act has provided an opportunity for more meaningful citizenship education. This paper highlights the need for educators to engage with students' real-life experiences of working and help them to understand their employment rights and gain confidence in their collective skills. (Jose Jesson, Auckland College of Education, New Zealand)

Empowering Pathways for Mäori: Emancipatory?
After many years of struggle, Mäori resistance initiatives in education have led to greater opportunities for autonomy and self-determination. The author, an indigenous teacher educator, reflects on the development of a Huarahi Mäori (indigenous) pathway through the Auckland College of Education Bachelor of Education (Tchg) program. (Colleen McMurchy-Pilkington, Auckland College of Education, New Zealand)

WORKSHOP: By Any Means Necessary: Integrating a Proper Resistance to Oppression into the Public School Curriculum--Whether Bush Likes It or Not (Monterey)

Social justice must be supported and re-enforced within schools and communities, despite the political and professional barriers that are put in place by the administration and other oppressive forces. This workshop explains how educators who teach in predominantly African American and Latino elementary schools can do just that. (Sekani Moyenda, Rosa Parks Elementary School, and Teachers for Social Justice)

ROUNDTABLE DISCUSSION: If You Show Me Your TPA, I'll Show You Mine (Santa Barbara)

The Teaching Performance Assessments (TPAs) are being addressed in many different ways in teacher preparation programs throughout the state of California. This session provides participants an opportunity to discuss what their departments are doing and learn how others are meeting Standard 19. (Ann Schulte, California State University, Chico, organizer)

VIDEO SCREENING: Videos for Challenging Homophobia (Newport Beach)

"Apples and Oranges"
Apples and Oranges teaches children about the negative effects of certain words and bullying behavior. Woven into the stories are animated shorts and film clips of class discussions. 18 min, with study guide. For grades 4-8. Produced by the National Film Board of Canada.

"In Other Words"
In Other Words explores the homophobic language heard both in and out of schools--the words themselves, their origins, how young people feel about them, and how to overcome the hurt and anger they cause. 27min, with study guide. For grades 9 and up. Produced by the National Film Board of Canada.

"Sticks & Stones"
Sticks & Stones profiles gay, lesbian, and transgender youth in Hawai‘i’s schools today, revealing the pain and hardship that they endured as students. It is hoped that through greater understanding, educators will then be motivated to make their classrooms and campuses safe places for all students. 11 min, with study guide. For educators. Produced by Catalyst Productions.


Workshop for Activism (Marina del Rey)
12:15-1:15

Publishing for the Popular Press

This workshop introduces participants to the process of publishing op-eds, commentaries, and letters to the editor for newspapers. Participants review tips and guidelines, contrast with academic publishing, review sample essays, and brainstorm leads. Presented by Kevin Kumashiro, Center for Anti-Oppressive Education.
 

Video Screening (Newport Beach)
12:15-1:15

"Beyond Brown: Pursuing the Promise"

Beyond Brown provides an historical overview of the 1954 U.S. Supreme Court decision on Brown v Board of Education, making links to schools today and the persistence of segregation, inequity, and an achievement gap. Filled with interviews of prominent educational leaders and profiles of students in urban schools, this video documentary premiered on PBS in May 2004. 60min. Produced by Firelight Media, Inc.


Breakout Session #2
1:30-3:00

WORKSHOP: Preparing Educators to Embrace the Quest for Educational Equity and Social Justice for African Immigrant Students and Communities (Marina del Rey)

Black African immigrant students are at especially high risk for academic and social difficulties because of racism and xenophobia. Drawing on research and personal experiences, this workshop will explore ways in which educators can impact the quest for educational equity and social justice for Black African immigrants in U.S. schools and society. (Elavie Ndura, University of Nevada, Reno)

WORKSHOP: The Daily Choices and Hard Calls of Relational Leadership for Student Success (Monterey)

Interrupting the historic inequities that continue to undermine the health and welfare of communities requires changing existing relationships between parents and families, students, and teachers. Participants in this workshop will explore case studies and engage in dialogue about the challenges and benefits of relational leadership. (Mark Miller, Emery Secondary School; Mark Salinas, Bay Area Coalition for Equitable Schools; Tony Smith, Bay Area Coalition for Equitable Schools)

WORKSHOP: Student Slurs, Teacher Silence (Santa Barbara)

This workshop sensitizes participants to homophobic slurs, teacher silence that often follows, and the harm caused to all students. It begins with an original monologue performed by the presenter; continues with reflection, self-evaluation, and statistics; and ends with many strategies to help combat homophobia and heterosexism. (Sheridan Gold, Gay, Lesbian, and Straight Education Network, North Bay, California)

PANEL DISCUSSION: How Do We Get a Multiracial Teaching Force?: Is It a Problem of Recruitment or a Problem of Barriers? (Santa Clara)

In the U.S., approximately 40% of the public school students but only 10% of the teachers are Latino, African American, Asian American, and Native American. What creates this situation and what can be done about it? In this workshop, we will encourage a solution-oriented dialogue from participants, and offer our own systemic and individual solutions. (Roberta Ahlquist, San Jose State University; Enid Pickett, SSU North Bay International Studies Project; and others)

WORKSHOP: Eyes on the Fries: Young Workers in the Service Economy (Newport Beach)

This workshop examines the service economy through the experiences of young workers, and will use popular education methods to demystify economics and increase awareness. Participants will view a 20-minute video on the changing economy, its impact on young people, and actions to win justice on the job and in the community. Ideal for teachers interested in economics and labor education. (Sara Flocks and Sonya Mehta, Young Workers United)


Breakout Session #3
3:15-4:45

PAPER PRESENTATIONS: Innovations in the Design of Teacher-Education Programs (Marina del Rey)

World Educational Links (WEL): Teaching toward a Global Community
This paper describes a one-year pilot program providing a master's degree plus elementary or secondary teacher certification. Its mission is to prepare teachers for a diverse world, competent to confront and reconstruct practices and policies in the public school system and to advance self-transformation and systemic change toward equity and social justice. (Deborah Black, Keene State College; Judith Reed, Keene State College)

Teacher Education as Persuasive Work
This paper describes how redesigning our teacher-education program to work toward social justice required giving up grand narratives (development psychology, social constructivism, the provincial curriculum). We focused on reconstructing subjectivities through community-based field experiences, themed cross-disciplinary content courses, and viewing teacher education as persuasive practice. (Meredith Cherland, University of Regina, Canada)

Grassroots Organizing for Equity in Education: Important Lessons for Teacher Education
Drawing on a case study of fifty-two individuals working in inner-city schools and communities, this paper will present preliminary findings of a study that explores the ways in which the methods and strategies used by grassroots organizations dedicated to ensuring equity and social justice in public school education can inform and influence the work of teacher educators.
(Sonia James-Wilson, University of Rochester)

Service Learning and Teacher Education: Learning In, From, and For the Field
This paper foregrounds one component of a service-learning project piloted in a teacher-education program in South Africa as part of a national research project. It argues that the "real world" experience of service-learning promotes the emergence of teacher-education students as active social agents in society.
(Nadine Petersen, Rand Afrikaans University, South Africa)

PANEL DISCUSSION: Recruiting and Retaining Diverse Teachers for Diverse Students Who Often Forget They are Brilliant (Monterey)

This session features a panel of teachers describing the challenges and successes of working with the diverse population of students in "special education" as well as other underprepared students. What is appealing and what makes the work impossible? What are some strategies for maintaining our sanity in a dysfunctional system? There will be ample time for sharing and brainstorming among the participants. (Judi Hirsch, Oakland Unified School District, Organizers)

WORKSHOP: Addressing Student-Held Beliefs Concerning Diversity: Lesson Ideas from a Rural College's Educational Studies Program (Santa Barbara)

This workshop examines how one rural college addresses student-held beliefs concerning diversity in their eduational studies program. Through the use of lessons that integrate case study, group dialogue, and self-reflective process, prospective teachers define the role of self and its affect on the processes of education. (Suzanne Katz, Ripon College)

WORKSHOP: Addressing Hate Crimes and Intolerance: Resources for Educators and Communities (Newport Beach)

This workshop will (1) promote a dialogue between educators and civil-rights advocates on collective and divergent responses to hate crimes and intolerance, especially against Asian Pacific Americans, and (2) share resources and strategies to help teachers and students better address hate crimes and intolerance. (Ben de Guzman, National Asian Pacific American Legal Consortium)