Conference on Teacher Education and Social Justice
FOR SATURDAY, JUNE 14
#3 | Breakout #4 | Saturday
Plenary | Breakout #5 | Performance
in the Classroom
is an interactive session in which we will explore the importance
of making whiteness visible in our classrooms. Beginning with
attempts to define "whiteness," the group will consider
ways in which invisible whiteness undermines efforts to create
a multicultural classroom. The presenter will share her own
Judy Helfand, IMPACT
Homophobia 101: A Primer
for Challenging Anti-Gay Harassment in the Classroom
What do I do when my students
say, "Thats so gay!"? In this basic workshop,
participants will explore the issue of homophobia, how it manifests
in schools, and how it affects gay, lesbian, bisexual, transgender,
queer, and questioning students as well as heterosexual youths
who do not conform to traditional gender stereotypes. Participants
will also discuss some tools they can use to begin addressing
David M. Orphal, Zoe Barnum High
School and Humboldt State University.
Social Stories (panel)
Hegemony as the Standard within the New Jersey Social Studies Curriculum
The New Jersey Social Studies Curriculum
Framework provides model lessons that are intended for use within
the social studies classroom and are based on New Jersey's social
studies standards. These lessons contain language and curriculum examples
that reflect a hegemonic ideology that obscures our historical legacy
of oppression and continued domination.
Mark R. Davies, Hartwick College.
Elementary Teacher Preparation: Competencies for Anti-Oppressive Educators?
This presentation focuses on the reconfiguration
of preparation for pre-service elementary school teachers so that
dispositions towards anti-oppressive educational concepts and practices
may be examined and explored. The presentation poses a suggestive
framework of dispositions and competencies for both teacher educators
and elementary teachers in the field of Social Studies education.
Colin Green, George Washington University.
and Community through Sharing Story
StoryLines for Literacy is a participatory
workshop that employs story telling, story creation, and theatre
games. It offers opportunities to explore cultural heritages,
build relationships between class members, and contribute to the
creating community. This presentation will describe how the workshop
has been used in varying educational settings and offer ideas
for teachers to apply in their own teaching situations.
Annie Smith, University of British
and Issues of Authority in the Literature Classroom
What are the tensions between
our approaches to texts and our approaches to students in the
literature classroom? How do our competing priorities affect
teachers' abilities to enact and to promote social justice in
the classroom? This interactive session draws from studies of
actual classrooms and invites participants to interrogate the
profession's privileged terms by juxtaposing them with actual
Mary Beth Hines, Indiana University.
the Identity of Failure in Academic Writing
Students' negative perceptions
of themselves as writers in the academy is strongly linked
to the common discourses of composition. These discourses
praise standardization and privilege and, often unwittingly,
penalize difference. Can introducing a political discourse,
one that emphasizes the nature of conflict in language,
help transform negative student writer identity?
Starting with Critical
Literacy: A Path To Anti-Oppressive Education in Secondary English
This paper describes the path
I have taken in my secondary English methods course to support
students learning of approaches to anti-oppressive teaching.
Interrogating the partialities of texts as well as the limitations
of their own teaching, given their histories and identities,
my students ultimately move towards enacting anti-oppressive
pedagogy in their secondary classrooms.
Jocelyn A. Glazier, George Washington
Reforming Math and Science
Education (two workshops)
Why Social Justice Educators
Must Engage Science in All of Our Classrooms
Analyzing her social-foundations
courses, the presenter explores the relationship between social justice
pedagogies and scientific knowledge, and suggests a framework for
social justice teachers and students to challenge the authority of
science--both inside and outside the classroom--as part of their ongoing
projects to challenge oppressions and to create a more just and equitable
Jane Lehr, Virginia Polytechnic
Institute and State University.
Affirming Education Equality
in Math and Science Classes
This workshop presents
examples of instructional activities and teaching strategies used
in math and science methods courses to help teacher-education candidates
develop essential knowledge, skills, and attitudes aiming towards
education equality in their classrooms. We also reflect on some of
the lessons we have learned from our experiences.
Hui-Ju Huang, California
State University, Sacramento.
Julita G. Lambating,
California State University, Sacramento.
Breakout Session # 4
You Start Approaching Things From an Ethnographic Point of View, There
is No Turning Back": Exploring the Consequences for Teacher Education
and Teaching for Social Justice When Teachers in Preparation and Teacher
Educators Learn from Their Teaching and Take Informed Action to Teach
from Their Learning
Participants will experience, analyze,
and discuss the consequences of offering teachers in preparation
opportunities for understanding what it means to take an ethnographic
perspective on practice. What consequences does this have for how
future teachers both question what opportunities are afforded students
in their classrooms and generate possibilities for taking informed
action in constructing equitable opportunities for learning?
Beth Yeager, University of California,
Ralph Cordova, University of California,
with Video (two workshops)
Poetry as a Shared Experience
This session looks
at June Jordan's Poetry for the People program and describes how high
school students can be influenced by its sociopolitical and critical
stance on poetry. A short documentary about the program and one focal
student's written/visual poetry will be featured. Implications for
teachers and teacher educators will be discussed.
Korina M. Jocson, University
of California, Berkeley.
Working against Discrimination
through Educational Videos: A Latin American Experience
A selection from a series of educational
videos on discrimination and difference will be presented and discussed.
They address issues of identity and difference at several levels:
personal histories, youth cultures, national identities, and the history
of schooling in Latin America.
Inés Dussel, Latin American School
for the Social Sciences (FLACSO), Argentina.
Democratic Ideals and Thematic Instruction
We all imagine what democratic instruction
looks like, but how do we get there, especially given the teacher-as-technician
climate we find in education today? At this session, participants
will explore ways to develop integrated, thematic units that are
initiated by student concerns and interests, build upon such democratic
ideals as inquiry, discourse, equity, authenticity, leadership,
and service, and connect standards-based course content with democratic
Ann Schulte, California State University,
Mimi Miller, California State University,
Modeling with Purpose:
Mathematics for Empowerment
Challenging the traditional
approach to teaching mathematics that treats mathematics as apolitical
and culture-free, this session will focus on curricular ideas suitable
for middle and high school students that connect to students' identity
and empowerment and turn a critical focus on aspects of their contemporary
Swapna Mukhopadhyay, Portland
Brian Greer, San Diego State
Taking It Personally: Racism
in Classrooms from Kindergarten to College
In this session, participants will
analyze an emotionally charged encounter (as described in the book,
Taking It Personally) between Sekani and the racially diverse
pre-service teachers enrolled in a state-mandated diversity course,
and students' written responses to it. Our intention is to share and
examine our views about the dynamics of classroom racial crises and
alternative ways to respond to them.
Ann Berlak, San Francisco State University.
Sekani Moyenda, Rosa Parks Elementary
Certification in California: Problems, Paradoxes, and Possibilities
Educational leaders in the state of
California share different perspectives on the new state requirements
for teacher certification and their implications for the assessment
of preservice teachers and accreditation of preparation programs.
What are the complex ways that these requirements both help and hinder
our efforts to prepare teachers to teach towards social justice? Confirmed
Linda Darling-Hammond, Charles E. Ducommun
Professor of Teaching and Teacher Education, Stanford University,
and Faculty Sponsor, Stanford Teacher Education Program. Darling-Hammond
is currently coordinating a statewide initiative to produce a Performance
Assessment for California Teachers (PACT). She is author of the recently
published book, The Right to Learn: A Blueprint for Creating Schools
Jo Ann Isken, Faculty Advisor, Teacher
Education Program, University of California, Los Angeles, and Instructor,
Loyola Marymount University. Isken has published and presented broadly
on urban teacher education, English literacy, and educational administration.
She is Principal of Moffett Elementary School, a California Distinguished
Eric Rofes, Assistant Professor and Program
Leader, Elementary Education, Humboldt State University, and Chair,
North Coast Education Summits. Rofes researches and teaches in a wide
range of areas, including skills for community organizing, effects
of charter schools on public school districts, and HIV/AIDS-related
issues. He is author of the pioneering book, Socrates, Plato, and
Guys Like Me: Confessions of a Gay Schoolteacher.
Session # 5
Young Students (two workshops)
Teaching for Social Justice
in Elementary Classrooms
What does it mean to teach for social
justice with young children in an age-appropriate, meaningful way?
This participatory workshop will focus on strategies for using children's
literature, music, and activities to deal with issues of exclusion,
teasing, and racism with young children. Appropriate for those who
work with elementary level students or teachers in any capacity.
Mara Sapon-Shevin, Syracuse University.
Searching for a Space:
Diverse Learners as Border Crossers
Participants will learn about Border
Crossers, an educational program that brings together young students
from segregated neighborhoods to explore issues of discrimination,
inequality, and social justice. Participants will engage in the program
curriculum and debrief by discussing what it means to create a space
where students from diverse backgrounds can successfully learn about
social justice issues.
Sachi Feris, Border Crossers.
to Learn about Oppression and Diversity (two workshops)
The Beverly Hillbillies:
But It's Just Entertainment!
The session will present an episode
of The Beverly Hillbillies and critique it from an interpersonal oppression
perspective. The format is intended to be interactive, closing with
an activity designed to assess our personal capacity to recognize
oppression and violence.
J. Cynthia McDermott, California State
University, Dominguez Hills.
Family Diversity 101:
How to Talk to K-6 Students about Different Family Structures
This workshop will give teachers and
other adults who work with children the tools they need to talk about
important family diversity topics. It will feature the video documentary,
"That's a Family!," and will give an overview of activities
that encourage age-appropriate discussion about race, sexual orientation,
adoption, divorce and separation, guardianship, and single-parent
Bob Kim, Women's Educational Media.
and Resistances of Teachers (three workshops)
Who are We When We Teach?:
Personal and Professional Ideologies of Teacher Practice
This study investigates four elementary
classroom teachers' personal and professional ideologies as reflected
in their practice of teaching. Based on classroom observations and
interviews, their professional practice and personal views of their
practice reveal a marked personal/professional ideological tension
and dissonance with regard to practice.
Antonella Cortese, Laboratory for Comparative
Human Cognition at University of California, San Diego and MiraCosta
Teacher Power under Surveillance:
Acts of Subtle and Not-so-Subtle Resistance
Designed for feedback, this session
shares findings about the ways K-8 teachers resisted accountability
policies in the state of Washington. Using Michel Foucault's thoughts
on surveillance, this study simultaneously describes teachers' power,
and yet, seeks ways to transform their power into a more systematic,
collective, and liberatory project.
P. Taylor Webb, University of Washington,
and Science (two workshops)
Influence of Religious Experiences on Education and Moral Development
This session will
share on-going research on the influence of religious experiences
on moral development and how that affects the experience of formal
schooling as a morally charged endeavor. Participants will be encouraged
to explore their own experiences along with those of other educators
inclined towards social justice.
Jason Nelson, University
is the "Science" and Who are the "All":
Queer Renderings of Science Education
This session engages
in a critical deconstruction of the popular reformist mantra,
"science for all," and draws on queer theories as it
demonstrates how the seemingly broad-based and inclusive categories
of "science" and "all" function as much to
maintain the status quo as they do to up-end or challenge it.
The presenter draws on his own practices in preservice teacher
Will Letts, Charles
Sturt University, Australia.
Education Not Incarceration
of students, teachers, parents, and others recently came together
to protest the cuts in education funding and increases in prison
spending in California. In this session, coalition members will
talk about this successful effort and examine the benefits, strategies,
and tensions of coalition building and the opportunities offered
by a budget debate for progressive political action on public
of the Education Not Incarceration Coalition.
Teaching through Spokenword
A Mic and Dim Lights Alumni
||A Mic and Dim Lights Alumni
Poets are a collective of poets from the second largest and one
of the longest-running weekly poetry venues in California. Our poets
have performed on HBO's Def Poetry, BET, and Los Angeles National
Slam Teams, as well as at venues throughout the United States. Inspired
by our experiences and influenced by life's contradictions, we combine
original spokenword and song with a distinctive blend of politics,
reality, fantasy, comedy, spirituality, and love. Our mission is
to awaken thought and promote dialogue through spokenword.
||Abbye Jo Atkinson is a
singer/songwriter whose sincerity and realness are palbable. Born
in Kingston, Jamaica and raised in Los Angeles's infamous San Fernando
Valley during the 80s and 90s, she's become a fixture on the burgeoning
spokenword scene in Los Angeles. Her earthy tones coupled with the
raw emotion of her lyrics are a testament to her belief that music
is a healing force that accompanies us as we make our way through
life. She was recently featured on college radio's KUCR in Riverside,
CA, and is currently touring colleges in Southern California.
||Besskepp (Cory Cofer)
is a 27-year old quick-witted-beetnik60s-hiphop80s-conscious
poet raised on Langston Hughes and Public Enemy. Tackling socio-political
and racial issues with an animated grace, his poetry addresses equal
rights, diversity, single-parent families, the importance of education,
and the ways hip hop culture affects our society. His first CD,
Bluze Langwij, has just been released. Besskepp is a special-education
and health teacher at a school that voted him Teacher of the Year
for 2001-2002. He is the host of A Mic & Dim Lights.
||Bomani (Charles Watson)
has been performing spokenword for the past decade. Born and raised
in Milwaukee, Wisconsin, he first began performing as co-founder
of the spokenword trio, Six Feet Deep. His spokenword encompasses
a unique blend of social-politics, reality, fantasy, and love. Bomani
is featured on the CD, Soul Unseen: Urban Contemporary Music
Series, Volume 1. He played "Em" in the staged production,
Lady Day at Emersons Bar and Grill. He currently resides
in Los Angeles and is working on several spokenword projects and
his own CD.
||Gia Scott-Heron has been
writing and performing for the majority of her life. From the age
of 10, she has written lyrics to over 40 songs, more than 100 poems,
and the award-winning essay, Hair and Hair Politics in the African-American
Community. After graduating with honors from Pitzer College,
Gia has performed at numerous poetry venues, including the Buttafly
Lounge and Spreadin Love-N-Spoken Words, and recently won
an open-mic contest at Fais Do Do. Gia currently lives in Los Angeles
and hopes to put out a collection of her works, record a CD, and
sell songs to other artists.
||Manchild (Everett Vigil)
has a name that fuses being a responsible adult with having a passionate
need to continue living out childhood dreams. He uses his poetry
as a form of therapy to enlighten, educate, and encourage youth
to express themselves through the arts. As a Mexican American in
todays society, Manchild utilizes his talents as a writer
to dispel common stereotypes and misinformation surrounding his
culture. At present, he is producing a multi-media DVD that documents
the spokenword scene in the "Inland Empire" and Los Angeles.
is one of the few French-Mexican poets born in Alaska you'll ever
know. He relocated to Fort Collins, Colorado after high school,
and co-founded the spokenword collective, The Non-Prophet Poets.
Aimed at aiding at-risk and underprivileged youth, the collective
emphasized self-expression as a means of self-actualization. Mark
was a member of the Long Beach National Slam Team, which was the
2001 West Coast Slam Champions. He is an advocate of art as activism,
and is currently working on his B.A. at the University of California,