Center for Anti-Oppressive Education



2004 Conference




2nd Annual International Conference on Teacher Education and Social Justice


8:30 a.m. Registration begins
8:30-10:45 a.m. Light Breakfast (provided)
9:00-10:30 Breakout Session #4
10:45-12:15 Breakout Session #5
12:15-1:45 p.m. Lunch (on own)
12:30-1:30 Brownbag Session
1:45-3:15 Breakout Session #6
3:15-4:45 Reception

Breakout Session #4

WORKSHOP: But Don't I Need a Parental Release? Bringing Anti-Homophobia Education Into the Public School System (Marina del Rey)

This interactive workshop is designed to address concerns about and strategies for bringing anti-homophobia education into public school classrooms. The facilitators, representing GLIDE (Gays and Lesbians Initiating Dialogue for Equality) and the Los Angeles Unified School District, will share their successes and challenges, and offer a sample workshop. (Michael Eselun and Judy Chiasson, GLIDE)

WORKSHOP: Thinking About Curriculum and Pedagogy that Prepare Educators to Work in Diverse Classrooms (Monterey)

This workshop will demonstrate curriculum and pedagogy that prepare teachers to work in diverse classrooms. Theory and research will be presented along with opportunities for small-group dialogue and hands-on experiences. Sharing of participants' ideas and experiences will be welcomed. (Kathleen Wolf, New Mexico State University)

WORKSHOP: CLMER's Standards-Based Professional Development for Teachers of English Learners: Differentiated ELD Instruction (Santa Barbara)

This hands-on workshop will provide an overview of a professional develoment program whose focus is the standards-based differentiation of ELD instruction. Participants will apply ELD standards in the design of thematic units of instruction, assessments, classroom groupings, and lesson designs. (Adel Nadeau and Peggy Morrison, Center for Language Minority Education and Research)

PAPER PRESENTATIONS: Teachers and Teaching in the U.S. after 11 September 2001 (Santa Clara)

What Do I Do Now? A Personal Approach to Developing a Theme-Based Curriculum in an American Public Elementary School After 9/11/01
Using both narrative inquiry and ethnographic case-study research methods, this paper describes the author's personal and professional responses to the question of how, in the context of working with his children's school, the events of 9/11/01 have influenced his definitions of activism and anti-oppressive education. (
Tom Griggs, University of Northern Colorado)

In the Trenches Called the Classroom: Teaching the Poetry of Palestinian American Writer, Suheir Hammad
This mini-workshop addresses Suheir Hammad's poems about September 11 and the war in Iraq, and the ways they can create a platform to contend with the impact of U.S. domestic and foreign policy on the racialized bodies of the "Other." How might educators respond to the tensions that arise when teaching these poems? (
Nina Ha, Ohio State University)

Teaching in the Post-9/11 Era and Acts of Self-Silencing: South Asian Educators Speak
Among South Asian teachers in the New York public school system in the post-9/11 era, experiences with harassment, isolation, and fear have resulted in self-silencing, "disempowerment," further struggles to empower students, and a desire to leave the field of teaching. This paper presents personal narratives, as well as strategies and initiatives to retain and celebrate South Asian teachers. (Rita Verma, Univeristy of Wisconsin-Madison)

PAPER PRESENTATIONS: Activist Teachers and Teacher Educators in California (Newport Beach)

Urban Education Isolation: The Effects of Legislation and Policy Changes
This paper provides a brief historical review of how legislation and policy changes impacted an urban school in Oakland, California. The goal is to demystify bureaucracy and to assist school administrators, educators involved in teacher preparation, parents, and social leaders in forming multicultural community partnerships. (Linda Turner Bynoe, California State University, Monterey Bay; Joyce Foster Jorden, Elmhurst Middle School)

Career Trajectories of Urban Social Justice Educators
How are the identities, work, and journeys of long-term, engaged teachers produced through their participation within the structures of schools, the landscape of the city, and the political economic, and social struggles and transformations of their time? This paper is based on oral histories with twenty teachers in the San Francisco Unified School District. (
Ingrid Seyer-Ochi and Kathryn Young, University of California, Berkeley)

Activist Teachers and the Standards Movement
This paper shows how eight teachers who are committed to activist multicultural teaching are working with curriculum, and how California's standards are impacting what they do. The teachers show possibilities for creative resistance as well as struggles that activist teachers are having in the context of California's standards movement. (Christine Sleeter, California State University, Monterey Bay)

Social Justice is Not a Spectator Sport
This paper describes how nine members of Chapman University's School of Education have been engaging in a series of conversations about such issues as: applying the pedagogy of Paulo Freire to their classrooms, authority relationships, course requirements, processes and organization, student resistance, and assessment of student work. (Tom Wilson, Suzanne Soohoo, Dawn Hunter, Donna Cucunato, Anaida Colon-Muniz, Don Cardinal, and Penny Bryan, Chapman University)

Breakout Session #5

PAPER PRESENTATIONS: Addressing Margins in Teacher Education (Marina del Rey)

Redefining the Concept of Excellence to Include Diversity
This paper demonstrates that barriers to recruiting and retaining diverse populations in schools and teacher-education programs cannot be resolved until the concept of excellence is redefined. It will describe how one group of professionals are challenging the traditional concept of excellence. (JuanCarlos Arauz and Karie Mize, University of San Francisco)

Teacher Education as Location, Geography, and Melancholy
This paper explores what it means to locate oneself in and with a geography of learning as it pertains to notions of "place-based" identity. Using vignettes from teacher-education classes, it presents what it looks like to create and be a part of new representations and alternative practices in Canadian spaces. (S. Nombuso Dlamini, University of Windsor, Canada)

Teacher Biography and Work Context: Creation of the Teaching Experience
This paper presents an analysis of how one teacher's biography--her race, ethnicity, gender, age, and socioeconomic class--in conjunction with the teaching context, influenced her orientation toward and teaching of a graduate education course, her students' perceptions of her teaching, and their intellectual and social experiences in the course. (Alison Skerrett, Boston College)

Institutional Adaptation for Social Difference in Teacher Education
This paper analyzes a Canadian teacher-education program's growth--through reactive, strategic, and adaptive stages--as it worked to become more equity-oriented, diverse, and socially just. It examines the challenges of moving from traditional to progressive recruitment and curriculum practices, and of opening the door to groups that have been historically excluded from the teaching profession. (R. Patrick Solomon, York University, Canada)

WORKSHOP: Integrating Lessons on Homophobia and Heterosexism into Teacher Preparation Programs: One Professor's Journal (Monterey)

This workshop explores the personal and professional journey that led a heterosexual professor at a conservative state university to integrate lessons on homophobia and heterosexism into undergraduate and graduate pre-service coursework in early childhood education (birth through grade three). The session includes video clips, children's books, and experience-sharing among participants. (Randi B. Wolfe, Northern Illinois University)

WORKSHOP: Extending the Classroom to the Community: Students and Teachers Making a Difference (Santa Barbara)

This workshop will provide teachers with resources and strategies to connect their classrooms to the community through social justice activities and projects. Content area teachers will learn how they can empower students by helping them to see they can make a difference in other people's lives. Participants will discuss how the environment, homelessness, child abuse, and other concerns can be integrated into our curricula. (Jody N. Polleck, New York University)

WORKSHOP: Losing Ourselves in Our Work: Interrogating Peer-Based Anti-Homophobia Education in Toronto (Santa Clara)

Using video, activities, and the participants' and facilitator's knowledge, this interactive workshop will explore key strategies, difficulties, and possibilities for queer youth who are marginalized in multiple ways to do anti-homophobia work in schools. It will also look at how allies can support people whose lives and identities are often lost in this work. (jamie t.s. berrigan, Ontario Institute for Studies in Education, University of Toronto, Canada)

PANEL DISCUSSION: Fostering Communication and Collaboration among Educational Organizations in California (Newport Beach)

Representatives from the leading progressive activist organizations in California gather to discuss their initiatives around education and teacher education, and possible avenues for collaboration. (Renato Almanzor, Bay Area Coalition for Equitable Schools; Janelle Ishida, Californians for Justice; Tammy Johnson, Applied Research Center; Vicki LaBoskey, California Council on Teacher Education; Susan Sandler, Justice Matters Institute; Margarita Berta-Avila, California State University, Sacramento, Organizer)

Brownbag Session (Newport Beach)

Meeting of the Alliance for Progressive Teacher Education in California (APTEC)

This session will continue the dialog from the panel discussion on "Fostering Communication and Collaboration among Educational Organizations in California," and will focus on developing a collaborative project on teacher education reform. Everyone interested in progressive changes in California's teacher education are encouraged to attend.


Breakout Session #6

PANEL DISCUSSION: Contra la corriente: A Critical Approach to Preparing Pre-Service K-12 Teachers to Work with Culturally/Linguistically Different Students Post-SB2042 (Marina del Rey)

This panel will detail the efforts of the Bilingual/Multicultural Education Department at CSUS to prepare pre-service K-12 teachers of color to work with English learners, including its focus on a social justice and equity pedagogy and the recruitment and graduation of approximately 90 K-12 "minority" teacher candidates per year with emphases in Spanish, Hmong, and various other South East Asian languages. (Jose Cintron, Adele Arellano, Adriana Echandia, Alberto Lozano, California State University Sacramento)

PAPER PRESENTATIONS: Troubling Issues in Education (Monterey)

"Education Policy": Issues Affecting Lesbian, Gay, Bisexual, and Transgender Youth
The No Child Left Behind Act of 2001 includes a number of provisions that either ignore the existence of lesbian, gay, bisexual, and transgender youth, or foster an environment that is even more hostile. This presentation gives an overview of "Education Policy," the first publication to comprehensively analyze its impact on LGBT youth in U.S. public schools. (Jason Cianciotto, Policy Institute, National Gay and Lesbian Task Force)

Disconnection in Teacher-Student Communication: Perpetuating Social Injustice, Inequity, and Hate of Others through Preservice Training
Far too many educators are unprepared to engage their students in authentic dialog. This paper examines the tendency of educators to maintain a safe emotional distance from their students and from critical social issues. (B. Lara Lee, University of North Carolina, Greensboro)

WORKSHOP: Valuing Emotion and Spirit in Teaching about Race and Ethnicity (Santa Barbara)

How can students begin to understand their historical and current places within the imbalanced power relations that enmesh them? This workshop examines the notion that, only by examining race and ethnicity within pedagogies that reintegrate the body, emotions, and spirit with the intellect is deep understanding and transformation in world view possible. (Judy Helfand, IMPACT Training, and Santa Rosa Junior College)

PAPER PRESENTATIONS: When Educators Collaborate (Santa Clara)

Journey Towards Social Justice: A Teacher Educators' Colloquium
Ten members of George Washington University's Teacher Education Department spent the past year immersed in a colloquiumon what socially-just teaching looks like across courses and programs, and how to assess the development of social justice in pre-service teachers. This paper describes our journey towards preparing socially just educators. (Jocelyn Glazier and Pam LeConte, George Washington University)

Teachers Tell Their Stories: What Counts as Ethical Practice in Our Profession?
This paper describes a research project involving members of the Indiana English Teachers Collaborative, a network of teacher-researchers committed to enacting and promoting social justice in the classroom and community. It will explore ethical dilemmas experienced by several teachers, as when working towards social justice elicited formal and informal repercussions. (Mary Beth Hines, Indiana University; Sarah Erb, Aurora Alternative High School)

Reception (Irvine)

The day ends with time to meet other conference participants in an informal setting. Light refreshments will be provided, and winners of the silent auction will be announced. All proceeds from the silent auction will help to fund scholarships and other forms of assistance provided to conference participants in financial need.