Center for Anti-Oppressive Education



2009 Conference




Tentative 2009 Conference Schedule
(as of 23 November 2009)


8:30-9:30 Registration and Refreshments
9:30-11:00 Breakout Session #1
11:15-12:45 Breakout Session #2
12:45-1:30 Lunch (will be provided)
1:30-3:00 Breakout Session #3
3:30-4:30 Plenary Session
4:30-5:30 Reception


9:00-9:30 Refreshments
9:30-11:00 Breakout Session #4
11:15-12:45 Breakout Session #5
12:45-1:30 Lunch (will be provided)
1:30-3:00 Breakout Session #6
3:30-5:30 Post-Conference Workshop on Publishing

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Breakout Session #1

1A: Critical Race Theory in Education: Community Resistance through Sustained Collaboration

Context of Teacher Racism and Student Voice
Allison Scott, Education Trust-West

Context of Developing Voice
Tyson Marsh, University of California at Los Angeles

Effective Teachers For Oakland
Kimberly Mayfield-Lynch, Holy Names University

Urban Teacher Education Pipeline
Rachelle Rogers-Ard, Oakland Unified School District

Urban Educational Leadership Pipeline
Christopher Knaus, California State University at East Bay

Respondent: Kitty Kelly Epstein, Holy Names University

1B: Teacher Education Programs and Courses

The Possibilities for Radical Pragmatism: Critical Frameworks and Student Resistance in Methods Courses
Brian Charest, University of Illinois at Chicago

What Is Social Justice Education, Anyhow?
Atasi Das, Spark Teacher Education Institute

Why Are the Opponents of Teaching for Social Justice Feeling So Threatened?
Carole S. Leonard, Arkansas State University

Teaching English, Queering Practice: How Do Methods Matter?
Sarah Maria Rutter, University of Illinois at Chicago

1C: Gender and International Contexts

Community Education: Its Role in the Empowerment of Women in India
Kirandeep Kaur and Rajinder Pal Kaur Sidhu, Punjabi University, India

Oppressive Gender Roles in Latin America
Rubia Magallanes, University of Illinois at Chicago

Witchcraft and Gender Concerns in U.N. Refugee Camps: Implications for the Resettlement and Education of Refugee Women and Girls
Bic Ngo and Sarah Hansen, University of Minnesota

Transnational States of (Discursive) Incarceration
Christina M. Stoltz, American University of Central Asia, Kyrgyzstan

1D: The Role of the Performing Arts

Tierra Birthmarks: Producing Counter Narratives and Social Justice Teatro in a High School Chican@ Literature Classroom through Ethnographic Research
Curtis Acosta, University of Arizona

Three Faces of Theatre of the Oppressed: Critiquing Educational Identities through Performance Art as a Means to Inform Teaching and Teacher Education
Rhonda Jeffries, Beth Powers-Costello, and Peter Duffy, University of South Carolina

Lullabies: Serving Culture, Learning Love
Nicole Sumner, San Francisco Unified School District

1E: Teaching and Learning in K-12 Mathematics and Science Classrooms

Experiencing Socially Relevant Applications in the High School Mathematics Curriculum: Students' Perspectives on Mathematics as a Tool for Social Inquiry
Anastasia Brelias, Northeastern Illinois University

The Intersection of Queer Identity and Mathematics
David J. Fischer, Drexel University

Young Women of Color Teaching Critical Mathematics to Teachers and Teacher Educators
Eric (Rico) Gutstein, University of Illinois at Chicago; Veronica Gonzalez, Rut Rodriguez, and Amy Maldonado, Social Justice High School, Chicago

An Exploratory Study of Teacher Expectations: Integrated Science Curriculum Enactment and Student Engagement
Jomo W. Mutegi and Crystal Hill, Indiana University Purdue University

1F: Programs for Professional Development

Changing Perspectives, Changing Lives: Teaching with Teach For America
Brenda Light Bredemeier, University of Missouri at St. Louis

Tools for Enhancing the Race-Relevant Expertise of Teachers and School Leaders: "Teaching Diverse Students Initiative"
Willis Hawley, University of Maryland and Southern Poverty Law Center

"Teaching Youth Activism through the History of the Student Nonviolent Coordinating Committee (SNCC)": Movement Building and Teacher Professional Development
Mia Henry, Chicago Freedom School

Breakout Session #2

2A: Whiteness and Teacher Education

Navigating Similarity and Difference: A Lens of Whiteness in Preparing White, Middle Class Pre-Service Teachers for Diverse Classrooms
Susan R. Adams, Butler University

Nothing to Add: The Function of White Silence in Racial Dialogues
Robin DiAngelo, Westfield State College

Discovering White Privilege: Cultivating Social Justice Educators
Tom Snell, Hamline University

How Does a White Teacher Come to Know about Her Privilege?: An Examination of the Important Role of Critical Self-Examination in Teacher Education
Rita Tracy, University of Colorado at Boulder

2B: Teachers' Paths to Teaching for Social Justice

Autobiographical Ambivalence: New Educators and the Struggle Over Social Justice "Qualifications"
Ruchi Agarwal, University of California at Santa Cruz; and Rachel Oppenheim, Teachers College, Columbia University

Social Studies Teachers Who Teach for Social Justice
Robert Good, University of Missouri at St. Louis

On a Mission to "Close the Achievement Gap": A Study of Teach For America Alumni
Kerry Kretchmar, University of Wisconsin at Madison

Swimming Against the Tide: Lessons from the Narratives of Social Justice Educators
Shirley Mthethwa-Sommers, Nazareth College

2C: Learning to "See" Difference

Swimming Upstream: Navigating Schools as a Double Minority
Jason R. Dennis, University of Illinois at Chicago

Queer Thinking in the Classroom: From Conception to (Un)Reality
Paul Hartman, University of Illinois at Chicago

Stories of Intolerance: The Need for Changing Classroom Dynamis in K-Graduate Education
Vivian Johnson, Hamline University; and Sharandra Pugh, Lake Forest College

Social Justice in Action: Including Students with Mild to Severe Problem Behavior
Jane Stephenson, Indiana University

2D: Rethinking Leadership

Oppressive Ideologies Promoted by the Construction of Family Identities in the Discourse of Educational Leaders
Felecia M. Briscoe, University of Texas as San Antonio

Leadership in a Women's World
Kathleen Burke, University of Illinois at Chicago

Linking Teacher Classroom Leadership, Reflective Practice, and Social Justice
Martin H. Jason, Roosevelt University

Thinking It Through: Better Equipping Our Rural Girls for Leadership
Machelle Palmer, University of Illinois at Chicago

2E: Mathematics and Science Teachers

Teaching Mathematics for Social Justice: Reflections on a Community of Practice for Urban High School Mathematics Teachers
Lidia Gonzalez, York College of the City University of New York

Six Years Later: A Conversation with Three Mathematics Teachers in an Urban District about Challenges, Supports, and Strategies Amid the Local and National Policy Climate
Della Leavitt, University of Illinois at Chicago; Marlene Collins, Susan Shaughnessy, and Erin Washington, Chicago Public Schools

Did We Mention This Would Change the Way You Think?: Capturing the Transformation of Career Changing Women from STEM Fields to Teaching
Catherine Snyder, Union Graduate College

Engineering for Teachers of Diverse Student Populations: The Possibilities and Challenges of an NSF Grant on Research Experiences for Teachers
Yvette P. Weatherton and Stephanie Lynn Daza, University of Texas at Arlington

2F: Connecting Families and Homes with Schools

Rethining the Gap: The Connection to Home and Community
Viki L. Montera, Sonoma State University

Is There a Hmong Gender "Norm"?: Perspectives of Hmong American Policymakers on Gender, Early Marriage, and Education
Jill Leet-Otley, University of Minnesota

Harnessing the Potential of Home Visits as an Anti-Racist, Teacher-Learning Tool
Catherine Mutti-Driscoll, University of Washington

African American and White Mothers, Substance Abuse, Depression, Criminality, and Race as Risk Factors for School Suspension
T. Chedgzsey Smith-McKeever, University of Illinois at Chicago

2G: Multicultural Teacher Education

Learning from the Past and the Present: Expanding Our Understanding of the Knowledge Base Needed for Teaching All Students
Bethany Brent, University of Wisconsin at Madison

Toward a "Paideia of the Soul": Enriching America's Multicultural Democracy
Melissa Leigh Gibson & Carl A. Grant, University of Wisconsin at Madison

Instilling Dispositions for "Democratic Participation": Honduran Teachers Enact Educational Policy
Elisa Zwier, University of Wisconsin at Madison

Breakout Session #3

3A: Self-Study and Autobiography in Teacher Education

A Hard Frost: Re-writing Teacher Education Curricula
Lace Marie Brogden, University of Regina, Canada

What's Curriculum and Pedagogy Got to Do with It?: Critical Sociocultural Knowledge and the Struggle to Prepare Teachers to Teach for Equity and Social Justice
Keffrelyn D. Brown, University of Texas at Austin

Teaching Requires More than Dedication: A Lesson from Critical Introspection
Youngjoo Kim, Oakland University

Always Learning: Instructor Self-Reflection in Addressing Race and Gender in Teacher Education
Jacquelyn Lewis-Harris, University of Missouri at St. Louis

3B: Teacher Beliefs about Diversity and Social Justice

Issues in Cross-Racial Research: A Case Study Examining "Collaborative Action Research" in a High School Ethnic Literature Class
Kako Koshino, Indiana University

Us and Them: Beginning Teachers Rethink Otherness
Tim Mahoney, Millersville University

Are Our Teachers Prepared for the Diverse Classroom?
Anne Mungai, Adelphi University

3C: Connecting Universities, Schools, and Communities

The Trials and Tribulations of Ringmasters in a Circus of Stakeholders: Investigating the Messy Business of an Urban Community-Based University and School Partnership
Andrew M. A. Allen and Aamer Shujah, University of Windsor, Canada

Theory as Practice: Revitalizing Teacher Education through Community Collaborative Praxis
Colette Cann and Maria Hantzopoulos, Vassar College

A Framework for Community Development Schools
Ryan Flessner, Paula Magee, and Elee Wood, Indiana University

Flight of the Phoenix: A Field-Based Integrated Model for Social Justice Teacher Education
Judith Reed, Keene State College

3D: Rethinking Activism

Translating Social Justice: The Intersections of Xicanisma Feminisms and Community Activism in Teacher Education
Morgan Halstead, University of Illinois at Chicago

Social Activism and Educational Leadership
Lauren Hoffman, Lewis University

Social Justice Must Be Action: Obligatory Duty and the Institutionalization of Activism in School
Debbie Sonu, Hunter College of the City University of New York

Strengthening Anti-Oppressive Education and Action through Teacher-Organizer Partnerships
Megan N. Wade Antieau, Democracy Unlimited of Humboldt County

3E: Experiences of African American Students

Teaching Mathematics for Social Justice: Implications for In-service and Pre-service Mathematics Teachers of African American Students
Julius Davis, University of Maryland

Black Girls on the Brink of Obscurity
Angela L. Exson, University of Illinois at Chicago

Wrangling with Du Bois: A Cautious Challenge of "Talented Tenth" Ideologies in an All-Black High School
Connie North, University of Maryland at College Park

A Human Rights Framework for Public Schools
Laura Ramirez, University of Illinois at Chicago

3F: Pedagogies of Trust and Resistance

Toward a Pedagogy of Trust
Eric DeMeulenaere, Clark University

Teachers as Carriers of Social Justice
Jagpreet Kaur and Lakhwinder Singh, Punjabi University, India

Creating Safe Space through Personal Sacrifice
Dawn Mann, Miami University of Ohio

Emancipatory Methodologies: Teaching Resistance
June C. Terpstra, Northeastern Illinois University

3G: Middle and High School Curriculum

Common Elements of a High School Social Justice Curriculum: A Critical Analysis
Nicholas D. Hartlep, University of Wisconsin at Milwaukee

Sexuality Education for Students with Disabilities: Breaking Down Social Barriers and Educational Norms
Joanna Keel, University of Illinois at Chicago

How to Engage Latino and Latina Students in Learning History and Social Sciences?
Tamara Korenman and Jorge Olmos, Saint Xavier University

Exposing the Elephant in the Living Room: Sharing Curricular and Pedagogical Strategies in Teaching Race and Racism
Cheryl Matias-Padua, University of California at Los Angeles

Plenary Session

Educating for Democracy: Teachers as Agents of Change

William Ayers, University of Illinois at Chicago

Erica Meiners, Northeastern Illinois University

David Omotoso Stovall, University of Illinois at Chicago

Moderator: Kevin Kumashiro, University of Illinois at Chicago and Center for Anti-Oppressive Education

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Breakout Session #4

4A: Symposium: "Society of Critical Educators": An Introduction and Discussion of Social Justice Activism

Fran Huckaby, Texas Christian University; Leslie Bloom, Roosevelt University; Gaile Cannella, University of North Texas; Altheria Gaston, Tarrant County College South; Judith Gouwens, Roosevelt University; and Sherrie Reynolds, Texas Christian University

4B: Symposium: Acts in Solidarity in Teacher Preparation: Understanding the Tensions in Anti-Oppressive Education from the Perspectives of Teacher Candidates

Eleni Katsarou, Arlen Hernandez, Gissel Escobedo, and Joel Munoz, University of Illinois at Chicago

4C: Rethinking Diversity and Multiculturalism

A Needs-Based Approach to Opposing Gender Bias in Teacher Education
Gregory Lewis Bynum, State University of New York at New Paltz

A Process for Belonging: Constructing Cultures of Critical Diversity
Carolyn Campbell, Dalhousie University, Canada

Toward the Postcritical: Multiculturalism and Teacher Education
Nicholas S. Mariner, University of Tennessee at Knoxville

Introducing Gender and Sexual Diversity in Teacher Education: Seven Foundational Approaches
Elizabeth J. Meyer, Concordia University, Canada

4D: Education Policy Around the World

"We Don't Have Time to Use These Methods!": Integrating Educational Policies in a Way that Makes Sense to Tanzanian Teachers
Bethany Hinsch, University of Wisconsin at Madison

A PhD Program in Social Justice in Education in Chile
Abraham Magendzo, Universidad Academia de Humanismo Cristiano, Chile

How to Reframe Educational Debates to End Authoritarian Factory Schooling and Promote Greater Freedom in Education
Karl F. Wheatley, Cleveland State University

LGBTQ Issues and Policy Globally
Kristin Yenior, University of Illinois at Chicago

4E: Men and Masculinities

After Practice ... Playing Off the Field: Deconstructing the Masculine Paradigm and Homosexuality among High School "Jocks"
Ben Boyle, University of Illinois at Chicago

Emasculation Blues: Black Male Teachers in Predominantly Female Workplaces
Ed Brockenbrough, University of Rochester

Black Macho and the Discourse of the Superbrotha: A Critical Discussion about the African American Male Teacher
Anthony L. Brown, University of Texas at Austin

Teaching Masculinity: Defining and Reframing the Male Teacher Conversation
Shaun Johnson, Towson University

4F: Media and Popular Culture

Students' Perceptions and Beliefs about People and Cultures of the Middle East
Adel Al-Bataineh, Illinois State University

Femininity and Masculinity in Children's Cartoons
Francie McGowan, University of Illinois at Chicago

The Messiness of the Unimaginable: Examining Curricula of Hope
Brian D. Schultz, Northeastern Illinois University; and Debra M. Freedman, Ball State University

Learning to See the Master's Tools: Using Mainstream Media to Provode Social Critique and Critical Literacy Development in Teacher Education
Kaia Tollefson, California State University at Channel Islands

Breakout Session #5

5A: A Showcase of Teacher Professional Development Programs

Non-Profit Leaders as Teacher Educators: Advancing Anti-Racist and Pro-Justice Curricula in Elementary Classrooms
Sachi Feris, Border Crossers; and Shira Eve Epstein, City College of New York

Examining a Unique Historical Model: How American Teachers Trained Germans to "Teach For Democracy" After WWII
Ellen Roche, Capital City Public Charter School, Washington, DC

Why Teach Anti-Racism Education: And How Will Teachers Put this Critical Pedagogy into Action?
Pamela A. Taylor, Seattle University

Training Socially Just and Culturally Responsive Teachers: An Integrated Content-Based Model
Durene I. Wheeler and Jeanine Ntihirageza, Northeastern Illinois University

5B: Rethinking Rights and Belonging

Mentoring International Students of Counseling/Clinical Psychology: Encouraging Critical Awareness and Dialogues on Cultural Identity
Marco Gemignani, Duquesne University

Against the Banality of Evil: Using the Political Theory of Hannah Arendt as a Teaching Tool
Martin Haber, John Dewey High School, New York

Human Rights Learning: For All to Know Human Rights as a Way of Life
Shulamith Koenig, People's Movement for Human Rights Learning

Troubling Citizenship: Civic Identity Construction and Neoliberal Urbanism
Kendall Taylor, University of Illinois at Chicago

5C: Video Documentary Screening and Discussion

"Merritt College: Home of the Black Panthers"
Jeffrey Heyman and LisaMarie Miramontes, Peralta Community College District

5D: Culture and Language

The Politics of a "Required" Course: Indigenous Studies 100 in Three Teacher Education Programs
Meredith Rogers Cherland, University of Regina, Canada

ATEP: Examining the Preparation of Math and Science Teachers as Culturally Efficacious for Classrooms Serving English Learners
Belinda Bustos Flores and Ellen Riojas CLark, University of Texas at San Antonio

Bilingualism from the Bottom Up: Reconceptualizing Bilingual Teacher Education
Nelson Flores, Graduate Center of the City University of New York

Challenging the Dominant Paradigm of Teacher Preparation with the Infusion of ESOL Competencies
Amy E. Fisher Youth, Miami University of Ohio

5E: Addressing Sexual Orientation

"A Topic that Not Everybody has Any Desire to Know About": Middle School Language Arts Teachers Talk about Sexual Orientation
Laurel Puchner and Nicole Klein, Southern Illinois University Edwardsville

Separating to Support
Robin Schmidt, University of Illinois at Chicago

Addressing Public School Educators' Professional Behavior towards Sexual Orientation
Gerri Spinella, National-Louis University

High Schools for LGBT Students
Willow Walker, University of Illinois at Chicago

5F: Children's Literature, Critical Literacy

Reframing Gender in Palestinian Textbooks: Building the Practice and Promoting Social Justice
Ghassan Abdallah, Center for Applied Research in Education, Palestine

Barriers to Teaching toward Social Justice in (Post)Colonial, (Post)Conflict Uganda
Lorelei Blackburn, Michigan State University

The Impact of Culturally Relevant Pedagogy within a Culture of Accountability
Michael T. Conner, Cambridge College

Using Children's Books as a Springboard for Discussing Issues of Race, Gender, Class, and Religious Differences
Rawia Hayik, Indiana University

Breakout Session #6

6A: In-Service Professional Development and Teacher Inquiry Groups

"Give Your Hands to Struggle": A Direction for the Liberation Journey of White Social Justice Educators
Mary R. Ferguson, Indiana State University

Critical Teacher Inquiry: What Does It Really Mean to Teach for Social Justice?
Nathan Haines, J. Cyriac Mathew, Jennifer Robin, and Karen Zaccor, Uplift Community High School; and Rhoda Rae Gurierrez, University of Illinois at Chicago

In Real Life, You Can!: Confronting Early Childhood Teacher Candidates' Assumptions about the Role of Social Justice/Social Awareness in Early Children Classrooms
Sheri Leafgren, Miami University of Ohio

6B: Policy and Discourse

Deficit Ideology and the "Culture of Poverty" Myth: The Impoverished Class Discourse in Teacher Education
Paul C. Gorski, George Mason University

A Liberatory Approach to Social and Emotional Learning
Cassandra McKay, University of Illinois at Chicago

Policy as Performance: Tracing the Rituals of Racism
Carol Schick, University of Regina, Canada

Standardising Teaching: Moving Beyond Social Justice as Representation
Annette Woods, Queensland University of Technology; and Robyn Henderson, University of Southern Queensland

6C: Immigration and Student Experiences

Meeting the Needs of All Students: Challenges and Solutions in a Culturally Diverse Classroom
Elaine Pierce Chakonas, Northeastern Illinois University

"Accompanying the Migrant Families of Ohio": Teaching in the Fields
Nina Ha, Ricardo Ariza, and Lorena Zamarripa, Creighton University

School Principals as Agents of Social Change in Serving the Needs of Somali Immigrant Students
Mohamed A. Nur-Awaleh, Illinois State University; and Shukri Nur, University of Illinois at Urbana-Champaign

"Missed" Opportunity: A Look at a Multicultural Event and Korean Immigrants in an Inner-City High School
Gilbert C. Park, Ball State University

6D: Women of Color in Adult Education/Higher Education

The Economics of Gender Identity: The Asian Female Commodity
Kay Fujiyoshi, University of Illinois at Chicago

Muslim Women Students as Pre-Service Teachers: Their Challenges, Their Successes, and Their Expectations
Lena Boustani Darwich, GLOBAL University, Beirut, Lebanon, and University of Akron

How are Black Female Scholars Currently Positioning Themselves as Public Intellectuals, Activists, and Professionals in the Academy, and What are the Implications of these Positions for Their Classroom Teaching?
Stephanie Hicks, University of Illinois at Chicago

Interracial Marriage and Black Women's Racial Identity: Polyrhythmic Realities in the Adult Education Classroom
Joyce McNickles, Quinsigamond Community College

6E: Teaching and Learning High-School Literature

Knowledge, Power, and Heteronormativity: A Deep Investigation of One Text and Its Evolution Over Time
Heather Hickman, Lewis University

Moving English Teachers toward Social Justice through Critical Literacy
Jihyun Nam, Indiana University

Empowering African American Students Using Literature
William McHenry, Jones College Preparatory High School

Post-Conference Workshop on Publishing for Emerging Scholars

Designed for emerging scholars (graduate students and recent graduates) in the field of teacher education and social justice, this workshop shares tips on publishing books and journal articles. The Director of the Center for Anti-Oppressive Education, Dr. Kevin Kumashiro, will lead this workshop. No registration necessary.

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