This workshop offers participants
the opportunity to examine ways to teach critically about militarism.
Margo Okazawa-Rey, Mills College.
Connecting Cultures (two workshops)
Trips: Taking Global Citizenship On (and Off) the Road
This session will
chronicle the presenter's experiences leading a group of high school
students on a development education trip from Vancouver, Canada to
a small rural village in the Ecuadorian Andes. By use of slides and
narrative, this presentation will illustrate the challenges, risks,
and rewards of such projects and will explore a number of issues surrounding
global citizenship, culture(shock), and community.
David Darts, University
of British Columbia, Canada.
Strategies for Teaching
Peace to Youth of Color
This session explores
the importance of allowing youth of color to express themselves as
leaders with confidence and respect. Demonstrating cultural connections
to a deference for generational reciprocity, spirituality, and activism
teaches youth of color how to effectively speak with empathy, intellect,
Linda Turner Bynoe, California
State University, Monterey Bay.
201: An Intermediate-level Workshop for Challenging Anti-Gay Harassment
in the Classroom
Have you attended
a lot of anti-homophobia workshops? After implementing the ideas in
these workshops, have you been left thinking that homophobia and anti-gay
harassment seem to be more complex than these workshops explain? Do
you still have questions? Do you have some ideas? Let's share those
amongst ourselves and try to reach the next level in our understanding
of homophobia and heterosexism.
David M. Orphal, Zoe
Barnum High School and Humboldt State University.
We Play: Negotiating Perspectives for Our Selves and Our Students
Two teacher educators
share how they use their personal identities and perspectives to help
students understand how their identities influence their pedagogy.
The session will offer opportunities to investigate how these two
professors negotiate their respective approaches to issues of diversity.
Session participants will also experience different instructional
strategies that address privilege and oppression.
Ann Schulte, California
State University, Chico.
Anne René Elsbree,
California State University, Chico.
A Spatial Orientation to Teaching and Learning
Physical use of space
influences and reveals our learning styles, according to Ray Barsch,
who developed a theory that relates human movement to cognition. Participants
will learn to view themselves and others through a different lens,
one that can help them understand and teach students in a more equitable
Kristeen Pemberton, San
José State University.
A Curriculum on the U.S.-Mexican Border
In a teacher/student
teacher collaboration, we constructed curriculum that explored historical
and contemporary issues around the U.S.-Mexican border and its connection
to the lives of children in an urban setting in New York City. Using
teacher narrative and critical reflections, we also examined the pedagogical
beliefs, values, and personal experiences that influence the creation
of a multicultural, transformative curriculum.
Robyn Ulzheimer, P.S.
87, New York City and Teachers College, Columbia University.
Edwin Mayorga, P.S. 165,
New York City.
Music and Media (two workshops)
Teaching Social Justice
through Jazz!: Resistance, Resilience, and Hope.
This session will
present creative and challenging critical pedagogy that integrates
social justice curriculum and jazz. We will present instructional
strategies that facilitate optimal learning experiences for culturally
and linguistically diverse students. Jazz selections will focus on
music of resistance, resilience, and hope.
Josephine Arce, San Francisco
Art Sato, San Francisco
Unified School District and KPFA Radio Station.
America Strikes Back?
Critical Media Literacy in Times of War
In this session, the facilitator will
discuss the origins, purpose, and responses to her recently launched
website, "Critical Media Literacy in Times of War" (http://www.tandl.vt.edu/foundations/mediaproject),
which is designed to engage students in analyzing issues such as how
international and domestic press report on anti-war protests, civilian
casualties in Afghanistan, and the sanctions in Irag.
Megan Boler, Virginia Polytechnic Institute
and State University.
Resistance among Student
Teachers (two workshops)
How Do We Reach Students
Who Feel No Need to Understand Oppression?: A Search for Answers
Given an intensive
living and learning community experience, service learning in schools
with large minority populations, four courses linked around the theme
of social justice, and students' self-selection into this program,
why is it that some students still resist any and all discussions
of oppression? This session presents the variety of techniques used
and searches for what else might be done to bring along these future
John Bruno, Florida State
Rosemary Traore, Florida
Melissa Hartley, Florida
Lisa Hawthorne, Florida
(Re)visions to a Secondary
Teacher Education Course: Disrupting Hegemonic Understandings and
Performances of Education
In this session we
explore the ways that (re)visions to a secondary teacher-education
program provided structured reflection spaces to facilitate critical
consciousness-raising experiences that disrupted hegemonic understandings
and performances of education. We give specific attention to how course
activities challenged pre-service teachers' identities as individuals
and as future teachers.
Debra M. Freedman, Pennsylvania
Patricia L. Bullock,
Pennsylvania State University.
Teacher as Author, Learner
as Storyteller (two workshops)
Teacher as Dialogic Author:
Philosophies of Teaching Implicated
Colleagues are invited
to participate in the creation of imaginative possibilities emerging
from a novel metaphor, "teacher as dialogic author." The
metaphor has a real potential to implicate our notions of pedagogical
act as a non-oppressive act. Witness our teaching philosophies transformed
in front of our eyes.
Lyudmila Bryzzheva, Adelphi
An Introduction to StoryLines
for Literacy: Collaborative Community Building through Story and Theatre
Participate in learning activities
that are fun, co/pro/active, and stimulating. This workshop will offer
a taste of what can be accomplished through listening to, creating,
and telling stories. There will be physical activity, attentive listening,
and positive affirmation. The StoryLines for Literacy workshop model
is endlessly adaptable.
Annie Smith, University of British Columbia,
When Teachers Come Together
and Transformations: The Indiana English Teachers Collaborative for
This interactive session
draws from an ongoing research project, focusing upon a group of secondary/postsecondary
teacher-researchers in English and English education committed to
social justice. We explore the particular conceptions and contradictions
that arose as participants alternately embraced and resisted teacher-leadership
roles within the group, even as they demonstrated leadership capabilities
Mary Beth Hines, Indiana
Beth Lehman, Indiana
Journeys into Urban
Education: From Urban Classrooms to a Just Society
Six college professors present the
poetics of their autobiographical journeys from grounded experience
in urban education. They will tell stories of themselves and their
students teaching/struggling and thriving in culturally, economically,
and linguistically diverse classrooms.
Kitty Epstein, Holy Names College.
June Kearney, Holy Names College.
Thea Maestre, Holy Names College.
Kim Mayfield, Holy Names College.
Norma Murphy, Holy Names College.
Karen Teel, Holy Names College.
Addressing Sexual "Taboos"
A Grim Fairy Tale: Performatively
Reworking Trauma through Narrative
I am a gay man researching taboo topics
in education and am performatively re-working and re(w)riting my history
of mother-son incest as part of that work. Drawing on sourcebooks
on wounded storytellers, mythopoetics, performative inquiry, and anti-oppressive
pedagogy, I will demonstrate how people can reclaim their voices through
narrative approaches, including the fairy tale.
Kevin Kirkland, University of British
Sexual Politics, Identity,
and Second-Class Citizenship: An Integrative Approach to Teaching
Students about the Legitimacy of the LGBT Community
presentation draws from a range of sources in queer studies to critically
examine notions of citizenship and sexual identities. Implications
for the classroom will be explored.
Benjamin Brenkert, Hofstra
Making the Invisible
Visible: Reflections on a New Course in Teacher Education
Although South Africas
liberal Constitution protects the rights of homosexuals, teacher-education
courses dealing with non-normative sexualities are still seen as "controversial"
and "sensitive." This presentation reports on initial attempts
to introduce components into Educational Studies courses that enable
students to confront their own prejudices about homosexuality and
to think differently about their roles as educators in a democracy.
Eric Richardson, University
of the Witwatersrand, Johannesburg, South Africa.
in Times of War: Why Our Work Matters
Prominent and influential educators,
teacher educators, activists, and leaders from across the United States
share their thoughts on one of the most pressing issues in the world
today, namely, the escalating "war on terrorism." What does
it mean to prepare teachers to teach towards social justice in times
of war? Confirmed speakers include:
Margo Okazawa-Rey, Director, Women's
Leadership Institute, and Visiting Professor, Women's Studies, Mills
College. Okazawa-Rey's co-edited books include Beyond Heroes and
Holidays: A Practical Guide to K-12 Anti-Racist, Multicultural Education
and Staff Development and Women's Lives: Multicultural Perspectives.
Her current research examines the interconnections between militarism
and globalization of the economy, and she is co-founder of the East
Asia-US-Puerto Rico Women's Network Against Militarism.
Richard Ruiz, Professor, Department of
Language, Reading, and Culture, University of Arizona. A former editor
of Bilingual Research Journal, Ruiz has consulted for governments
around the world on language planning and policy development. He is
a member of the National Planning Committee for Brown Plus 50
(a conference commemorating the Brown v BOE Supreme Court decision)
and is currently the Director of Social Justice for the American Educational
Mara Sapon-Shevin, Professor, Teaching
and Leadership Programs, Syracuse University. Sapon-Shevin consults
frequently with schools districts that are attempting to move toward
more inclusive schools and has just published her latest book, Because
We Can Change the World: A Practical Guide for Building Cooperative,
Inclusive Classroom Communities (Allyn and Bacon). She is Co-President
of the International Association for the Study of Cooperation Education.