Conference on Teacher Education and Social Justice
FOR FRIDAY, JUNE 13
Plenary | Breakout #1 | Breakout
#2 | Performance
Teachers for Anti-Oppressive Education: International Movements
Educators and activists from around
the world discuss initiatives taking place in various countries to
address issues of social justice in teacher education. Confirmed speakers
Sikunder Baber, Senior Instructor, Aga
Khan University Institute for Educational Development, Pakistan, and
Chair, Mathematics Association of Pakistan. Baber's research and teaching
focus on such areas as teaching mathematics for critical citizenship.
Inés Dussel, Director, Education
Research Unit, Latin American School for the Social Sciences (FLACSO),
Argentina. Dussel has authored books and articles on the history of
education in Argentina, the history of the regulation of bodies in
schools, histories of curriculum, and contemporary educational theories.
Will Letts, Lecturer, Charles Sturt University,
and Chair, School of Teacher Education Reseach and Development Committee,
Australia. Letts researches and teaches on science, gender, sexuality,
and Aboriginal studies, and is co-editor of Queering Elementary
Education: Advancing the Dialogue about Sexualities and Schooling.
Eric Richardson, Lecturer, College of
Education, University of the Witwatersrand, Johannesburg, South Africa.
Richardson's research, teaching, and service focus on such areas as
English education, sports, gender equity, and reducing homophobia.
Carol Ricker-Wilson, English/Literacy
Consultant, Toronto District School Board, and Course Director, Faculty
of Education, York University, Canada. Ricker-Wilson has taught in
various free and alternative schools in Toronto, researches critical
pedagogical practice, and has published in English Journal.
Pia Lindquist Wong, Project Director,
Equity Network, and Associate Professor, Bilingual/Multicultural Education
Department, California State University, Sacramento, U.S.A. Wong researches
and has served as a consultant on educational reforms in Brasil, and
is a member of the International Advisory Committee for the Instituto
Discrimination, and Hate Against Arab and Muslim Americans
In this workshop we
will review the current status of hate crimes and discrimination that
is being directed against Arab and Muslim Americans. Strategies for
managing stereotyping, discrimination, and hate crimes will be discussed.
We will also provide a short primer on cultural competence for working
with Arab and Muslim Americans.
Jess Ghannam, University
of California, San Francisco, and American-Arab Anti-Discrimination
Those Who Dare to Teach": Teacher Education for Social Justice
and Educational Equity
In our presentation
we will provide an overview of and present candidate work related
to courses for pre-service and in-service educators that are organized
around Paulo Freire's ideas of education for liberation and other
constructs of critical pedagogy and multicultural education. We
will also describe teacher education programs that focus on social
reconstruction through classroom action and on accessing community
funds of knowledge as resources for curriculum transformation and
Pia Wong, California State
California State University, Sacramento.
Lorie Hammond, California
State University, Sacramento.
Lenses: Three Experiential Activities Designed to Help Students See
from the Perspective of Others
Each of the three presenters will
engage participants in an activity she uses with students to help
them understand how they see the world through a particular set
of lenses that are often invisible to them. These activities help
students recognize and refocus their lenses, particularly those
related to the influence of their own social identities based in
their race, gender, class, sexual orientation, etc.
Ann Berlak, San Francisco State University.
Nancy Schniedewind, State University
of New York, New Paltz.
Rachel Martin, California Institute
of Integral Studies.
for All? Using Mediated Learning to Help All Students Succeed
In this session, we examine the
mathematics, pedagogy, and philosophy behind an approach that
supports students with special needs and students in alternative
schools to succeed in learning Algebra. This approach is consistent
with NCTM standards and draws on the work of Lev Vygotsky, Reuven
Feuerstein, and Paulo Freire, for whom the heart of mediated learning
is interaction with students.
Judi Hirsch, Oakland School District.
Parents on the Frontlines for Socially Just Education
leaders employ interactive teatro, literature, and cultural elements
to demonstrate how they are fighting racism, sexism, and homophobia
in their school communities. We will report on research regarding
the women's activation of their collective cultural capital that
has important implications for teacher educators.
Rosa Furumoto, California
State University, Northridge.
Consuelo Martin, Parent
Teresa Hernandez, Parent
Backlash against Academic
How do educators balance social
justice agendas with demands that teaching be "neutral"
and "balanced"? This workshop addresses the climate of
academic freedom, recent incidents of educators being silenced and
suspended for expressing political views, and how educators can
engage students in dialogue about issues such as war, foreign policy,
and democracy in times of heightened nationalism.
Megan Boler, Virginia Polytechnic Institute
and State University.
Out of the Classroom and
Into the Community: The Promotion of Social Justice in an Urban MPH
This student panel is devoted to distilling
and outlining various ways that social justice principles are conceptualized
and taught in an urban Masters in Public Health program. It examines
how social justice concepts are put into action to become best practices
in community health education in an effort to promote wellness.
John P. Elia, San Francisco State University
Carrie Brogoitti, San Francisco State
Amanda Goldberg, San Francisco State
Kim Nguyen, San Francisco State University.
Julia Rinaldi, San Francisco State University.
Catherine Swanson, San Francisco State
Nathaniel VerGow, San Francisco State
Models for Professional
Development (two workshops)
Teacher Empowerment in
High-Need Schools: Do These Teachers Have a Chance to Make a Difference
in Their World?
This session shares
the results of a study that examined the characteristics of elementary
school teacher teams learning together about curriculum design, new
teaching practices, and how they implement the new knowledge in their
classrooms. Particular attention is paid to what teachers learned
in collaboration with their colleagues.
Anne Mungai, Adelphi
School Professionals and
Teacher Educators Explore Practices that Reflect the Principles of Social
Justice and Equity
Participants will explore
a professional development model for building a network of school professionals
and teacher educators committed to teach toward social justice. Discussion
will engage participants in dialogue about three phases of personal
and professional development that promote principles of social justice
Deborah Black, Keene State
Susan Theberge, Keene State
that Challenge Homophobia (two workshops)
Children": How One Family's Story Can Move Us All
This video documents the experiences
of the Nakatanis, a Japanese American family that, only a decade
ago, lost all three sons (two to AIDS-related illness, one to
murder). Intertwined with stories of internalized racism and
homophobia are stories of love, family honor, and dignity. Simultaneously
heartbreaking and inspiring, "Honor Thy Children"
is a powerful tool for challenging all forms of human denigration
among both young students and educators.
Jolynn Asato, University of California,
Pedagogies: How Teacher Educators Disrupt Homophobia
This session presents a
30-minute documentary on how three teacher educators disrupt homophobic
and heteronormative actions and attitudes in K-12 schools and teacher
education classes. The session will offer participants an opportunity
to hear how the teacher educators use disruptive pedagogies and how
they make sense of their pedagogical efforts.
Anne Rene Elsbree, California
State University, Chico.
and Simulations (two workshops)
No More Teachers,
No More Books: Global (In)access(ability) to Education Simulation
This interactive session
will explore the inequitable distribution of educational resources within
the global community. Participants will be provided with the opportunity
to engage in a simple but evocative "simulation" activity
which will facilitate investigation into this important global issue.
David Darts, University of
British Columbia, Canada.
through Imagination: Process Drama as a Liberatory Pedagogy
This session will begin
with a brief discussion of classroom practices which disempower students.
Participants will then engage in a process drama experience which explores
issues of power, control, and decision-making. We will conclude with
an analysis of the participants' experiences.
Mary Kathleen Barnes, Ohio
State University, Marion.
Social Studies and Social
Awareness (two workshops)
Self, History, and
Dissonance: Parallel Processes in a Social Studies Curriculum Class
What is history and who makes history?
This session models a constructivist approach in a social studies
methods class that fosters the development of empathy and perspective
taking. Student teachers begin with "self," i.e., their
own life experience and social studies/history classes. As they
conduct research, they "go beyond self" in creating their
units with the sense of responsibility that a widening perspective
Nancy Dulberg, Saint Mary's College.
Thea Maestre, Holy Names College.
Hypnotic Docility Versus
A significantly oppressive aspect
of education is hegemony. Students of all ages, even those in graduate
school, have no clue as to the truths that surround U.S. policies
and practices. In the spirit of the greatest reforms and educators,
it is time to study what Zinn has referred to as "The Lies My
Teacher Told Me" and then to follow up with authentic, non-violent,
civil disobedience before it is too late. Actual classroom examples
of student responses to this approach will be shared in this brief,
Don Trent Jacobs, Northern Arizona University
and Fielding Graduate Institute.
Social Critique, Social
Action in English Classes (two workshops)
Using Narrative to Open
A crash course in using questions from
current literary theory to critically examine issues of power, identity,
and value in texts.
Carol Ricker-Wilson, York University, Canada.
Stirring Up Justice:
Adolescents Reading, Writing, and Changing the World
This presentation will share the
collaborative work of an English teacher and an Education professor
at an urban high school in Oregon where students learned to ask
critical questions, support one another, and work toward social
change. We choreographed curriculum and teaching around one central
theme, social activism, as we asked, What strategies for literacy
instruction help students from different backgrounds expand their
reading and writing abilities?
Jessie Singer, University of California,
Ruth Shagoury Hubbard, Lewis &
Teaching through Music
This performance and mini-workshop offers
a sampling of the resources developed by the Center for Anti-Oppressive
Education. Blending music, cultural histories, and personal stories, this
interactive performance invites participants to explore multiple ways
to address social differences and oppression in the classroom, especially
ways that make productive use of uncertainty, discomfort, and a troubling
song from Hawai'i.
Kevin K. Kumashiro, Center for Anti-Oppressive