We are currently accepting nominations from NAME members
for the following annual awards:
G. Pritchy Smith Multicultural Educator of the Year Award
Equity & Social Justice Advocacy Award
NAME Past-Presidents Research Award
Multicultural Media Award
Rose Duhon-Sells Multicultural Program Award
Rose Duhon-Sells Local Multicultural Program Award
Philip C. Chinn Multicultural Book Award
NAME Presidential Chapter Award
Multicultural Children’s Publication Award
Complete nominations must be submitted on-line
with any supplemental documentation by September 30, 2014.
JUMP to COMPLETE INFORMATION & On-LINE SUBMISSION
We are pleased to announce the following general session speakers for the 2014 Tucson Conference:
KEYNOTE’s for TUCSON Conference
(list to date):
Bryan McKinley Jones Brayboy (Lumbee)
Professor of Indigenous Education & Justice in the School of Social Transformation
Arizona State University
Dean, University of Utah’s College of Education
K. Wayne Yang
Assistant Professor of Youth Culture & Pedagogy in the Emergence of Social Movements
University of California–San Diego
David Omotoso Stovall
Associate Professor of African American Studies & educational Policy Studies
University of Illinois–Chicago
REGISTRATION Information for 2014 Tucson NAME Conference
JUMP TO Complete conference registration information
Advance registration rates good till 9.20
CONFERENCE HOTEL RESERVATIONS:
ROOM RATE in the NAME Block: $95
Available now at the Hilton Tucson Golf & Tennis Resort
10000 North Oracle Road
Tucson, AZ 85704, US
A dedicated website is now available for conference attendees to book their hotel rooms online.
MARK YOUR CALENDARS!! PLAN TO GET INVOLVED!!
NAME 24th International ANNUAL Conference
in Tucson AZ – Nov. 5 – 9, 2014
CALL for PROPOSALS IS NOW CLOSED! Thank you to all who submitted.
Dismantling Fronteras through Multicultural Education: Con Comunidad, Cariño y Coraje
Many fronteras (borders) aim to divide us as a human family. Most obvious are those geo-political fronteras that divide one nation from another, even when they separate people who share common socio-cultural histories. Some of the most problematic fronteras exist within the tacit ideologies that guide our actions and that have colonized our minds. Ideological fronteras are created to divide people and to reinforce hierarchies: Whites over Blacks, rich over poor, males over females, heterosexuals over LGBTQ, able bodied over disabled, citizen over recent arrival, English speakers over speakers of other languages, non-Indigenous over Indigenous. These hierarchies create “others” of those who are pushed to the margins. We recognize that fronteras while having been created can also be dismantled. Fronteras are, after all, constructed by people and as such can be dismantled by people. Dismantling fronteras is no easy task, as strong forces are at play to keep people divided and power in the hands of the privileged few. Dismantling them asks that we engage in meaningful interaction and respectful dialogue aimed at understanding each other, seeking places of commonality while affirming our social differences, and building capacity for social change. This requires that we build a sense of comunidad (community), filled with cariño (loving care) and the coraje (courage) to have the difficult but critical conversations at the heart of building our capacity for change. It asks that we reach across lines of difference to enter another’s world, building solidarity in a struggle for equity, inclusion, access and justice. We invite you (students, parents, educators, scholars, and community activists) to participate in the 2014 conference of the National Association for Multicultural Education in Tucson, Arizona, where we will seek ways in which a critical, social justice oriented multicultural education can serve as a tool aimed at dismantling false fronteras that divide us from ourselves. We especially invite those whose work moves between the P-16 classroom and the community to address pressing social challenges.
Click to View NAME’s RESPONSE to Arizona’s Proposed Right to Discriminate Bill
Why is NAME going to Arizona???
Dear NAME Members,
It was great to see many of you last week in Oakland at NAME’s 23rd International Conference. We hope you were as re-energized by what occurred there as we were. We are planning the next conference for Tucson, AZ on November 5-9, 2014. Many of you are aware of the racist and mono-culturalist efforts by Arizona politicians and Tucson school board members to ban ethnic studies as well as a large number of books on critical education and Mexican American history. Because of these repressive measures, many of us had felt that it was our duty to boycott Arizona and Tucson. But in talking with activists there–including activists from the public-school classrooms, and those at the University of Arizona in Tucson, and those who have just founded the Tucson NAME chapter–one plea has been resoundingly clear: come to Tucson, act in solidarity, and create a presence of NAME as part of their efforts to fight back. There is urgency in this struggle, because the verdict of the right-wing school board has not been final and important changes are still taking place (see the Los Angeles Times article below). In fact, in fall 2014 the Ninth Circuit Court will once again take up the challenge to the ban on ethnic studies. We have heeded the call and we aim to organize a NAME conference that gathers us onsite to generate great energy and enthusiasm for the advancement of multicultural education and in support of ethnic studies in the Southwest. We know that NAME will receive an enthusiastic welcome from the deep and diverse community of Tucson and nearby southern Arizona communities reaching all the way to Nogales, Mexico. In Tucson we will have an opportunity to explore the struggle of the border, beginning with the US-Mexico border but also the borders that separate and oppress–from continuing Jim Crow voting practices to gender oppression to the barriers of class and power. We call on all of you, the entire NAME membership, to join us in envisioning the kind of transformative and inspiring gathering that the Tucson conference could be. We are needed now and there as much as ever. More information on the conference, including the conference theme and ways to get involved, will be announced soon. Sincerely, NAME Board of Directors More info from the Los Angeles Times: “Fighting to end Tucson ‘ban’ on books, Latino activist wins” http://www.latimes.com/books/jacketcopy/la-et-jc-latino-activist-tucson-ban-on-books-20131107,0,4089395.story#axzz2kO3Mq8fi ***
Date: September 27, 2014
To: Los Angeles Unified School District Board of Education
Office of the Board
333 S. Beaudry Avenue, 24th Floor
Los Angeles, CA 90017
From: National Association for Multicultural Education (NAME)
Re: Statement of Support for Ethnic Studies in the Los Angeles Unified School District
The National Association for Multicultural Education (NAME) supports the campaign (http://www.EthnicStudiesNow.com) to make Ethnic Studies a graduation requirement in the Los Angeles Unified School District (LAUSD).
Since its founding almost a quarter century ago NAME has advocated for equity and justice, particularly for groups most underserved in our public school systems. We believe that education can rise to the highest levels of quality and equity when it is centered on multicultural curriculum and instruction. That is, education can offer a strong foundation for building communities that reflect core American values of democracy and ideals of educational success for all children when it (a) reflects and values the many ways that we are similar to and different from one another, (b) prepares all children to flourish in their personal and professional lives amidst this diversity, and (c) refuses to ignore the inequities that often accompany differences along lines of race, ethnicity, nation, social class, gender, sexuality, language, religion, disability, and other dimensions. Such ideals manifest in the core goals and principles of Ethnic Studies, and as such, we support the proposal for LAUSD to make Ethnic Studies a graduation requirement.
Ethnic Studies programs contribute to the educational enterprise significantly in a number of ways. For ethnic groups that have historically been marginalized in schools and society, Ethnic Studies fosters a more positive sense of self, which in turn affects engagement and improves academic performance and social engagement. For all ethnic groups, Ethnic Studies fills deep gaps in traditional curriculum, offering to all students, regardless of ethnic identity, an opportunity to learn about more diverse experiences and perspectives, ask different kinds of questions, and grapple with more contradictions and complexities. Ethnic Studies is essential for any student to flourish as well as to develop critical thinking skills that can address the increasingly complex problems in our diverse society.
Unfortunately, many so-called “reforms” and initiatives are underway across the United States that move curriculum and instruction in the exact opposite direction from what research tells us to be most effective. High-stakes testing is increasing the amount of time that students spend preparing for standardized tests that assess narrowly what students know and can do, often with curriculum that includes a narrow range of subject areas, a lower level of cognitive skills, and an inability to make connections to the lives and communities of our students, despite the research that shows the importance of offering curriculum that is engaged, interdisciplinary, and challenging. Overlapping with calls for curriculum standards is a deep and widespread belief that education can and should be racially neutral or “color-blind,” despite compelling research that reveals how curriculum cannot help but to include only some perspectives and experiences and not others. Such color-blind ideology helps us to understand why some critics of Ethnic Studies argue that such curriculum is “biased” or “un-American.” The controversy in Tucson is illustrative. The critics of the Mexican American Studies program in the Tucson Unified School District argued that Mexican American Studies is biased but failed to see the reverse, namely, that a curriculum with deep gaps in the history and literature of Mexican Americans is necessarily one that centers and normalizes White Americans, but which is insidiously framed as un-biased. In 2010, NAME issued a statement (available on our website, http://nameorg.org) that assails the state of Arizona’s banning of Ethnic Studies in schools. Over the past year, as the struggles moved to the courts, we have continued to support Tucson’s students, educators, and community members in their fight for the right to democratic education in their schools.
The School Board of the Los Angeles Unified School District stands at a key historical juncture, where your decision to make Ethnic Studies a graduation requirement in the third largest school district in the United States can serve as a model for districts everywhere. We urge the School Board to adopt this requirement, and we urge our membership and allies to support this struggle to make the goals of Ethnic Studies central to public education in Los Angeles and beyond.
Cool off with the latest newsletter from GA NAME for Spring 2014, entitled “What’s the IDEA?”
A publication of the Georgia Chapter of the National Association for Multicultural Education
Inside this issue:
- Exploring Education & Politics
- Spotlight on GA NAME’s Learn In on Education Reform in Georgia
- Understanding the Consequences of Standardized Tests and Test Validity
- Examining the Neo-Civil War on the Common Core
- A Review of 2014 Legislation
- Open Call for Submissions onWellness. Submit today! See our submission guidelines.
Dear NAME Community:
In light of the troubling Arizona State University police incident in which an African American professor experienced harassment and violent aggression, the NAME Board would like to remind our community of the importance of being vigilant against racism in all its forms. We cannot presume to know what went through the mind of the university police officer, but we do know the official response from Arizona State University has thus far all but ignored the larger context of U.S.-sanctioned violence against people of color, and police brutality against African Americans in particular. The point is not about who this happened to or even who may have extended the reach of the law, but rather that public funded educational institutions have once again failed to model civility, dignity, and critical examination of the historical structures of racism that foster such violently charged interactions with people of color.
Arizona Critical Ethnic Studies has written a statement of concern calling for an independent and thorough investigation of the incident. The NAME Board of Directors voted to co-sign this statement on behalf of the NAME community.
We encourage you to access the statement of concern via the link below. Please read the statement and consider responses to such occurrences, which will continue to be part of our daily lives until we disrupt the systems that validate them.
AZCES Statement of Concern: http://azethnicstudies.com/archives/565
Additional links of interest:
“AZCES Poses Questions for Announced External Audit in Ore Case”:http://azethnicstudies.com/archives/588
MoveOn Petition: http://petitions.moveon.org/sign/justice-for-professor
Friends of Ersula Ore Supporters’ Website: http://www.erslegaldefense.com
Announcing the launch of NAME’s 2014 Annual Campaign…
…for donations and gifts that will
significantly increase the capacity of NAME to sustain our work and expand our reach.
From the announcement by President Kevin Kumashiro:
“For over twenty years, the National Association for Multicultural Education (NAME) has boldly advocated for equity and social justice in schools and society, and has provided invaluable support to thousands of educators, counselors, school leaders, community members, and young people who embrace and engage in multicultural education. In these challenging times for schools, NAME is more committed than ever before to expand its initiatives and resources … and we need your help to do so.
Today, we are launching an Annual Campaign for donations and gifts that will significantly increase the capacity of NAME to sustain our work and expand our reach.
Why donate? As the president of NAME, whether I am visiting our local chapters or greeting attendees at our regional and national conferences, I am fortunate to hear from people across the country. In these stories of struggles and challenges, and of innovations and accomplishments, I am struck by the various roles that NAME has played as a source of support and community. From our conferences and professional development opportunities to our publications and online resources, NAME is striving to provide the resources that you need to make our schools and society better places for all.
But we can and must do more. The attacks on public education, the scapegoating of teachers, the “reforms” that purport to support struggling communities but that actually widen inequities—these are becoming more and more pervasive, to a point where teachers are telling us that they feel more demoralized and less able to truly teach than ever before. NAME has recently launched new initiatives that reflect our commitment to building a stronger movement for equity and justice in education: from our media toolkit on teacher evaluation, and our summer institute and forthcoming book on diversifying the teacher workforce, to our support for the legal struggles to protect ethnic studies, and our partnerships with local and national organizations on common causes.
We need your help to do even more than ever. Please help to kick off our Annual Campaign by making your tax-deductible donation today, and please encourage others to become a member of NAME and/or to support this Campaign.”
• DONATE NOW •
Or visit http://nameorg.org/support for instructions on how to make a donation by check.
February 25, 2014 — The Board of Directors of the National Association for Multicultural Education (NAME) has just released the following position statement opposing the passage of Arizona’s Anti-Gay Bill, and we encourage NAME members and other advocates for equity and civil rights to read, discuss, share, and act:
NAME Position Statement on Arizona’s Anti-Gay Bill
The National Association for Multicultural Education (NAME) joins with advocates of civil rights across the state of Arizona and amplifies our nation’s founding principles of liberty and justice for all by calling on Arizona Governor Brewer to veto the pending “Religious Freedom Restoration Act” (House Bill 2153/Senate Bill 1062).
Known by many as the “right to discriminate” or the “do not serve gays” bill, this anti-gay legislation uses the concept of religious freedom to make it illegal to sue a business (including an individual, company, or church) for refusing to serve gay and other customers if the business owner believes that doing so violates their religious beliefs. That is, discriminating against such groups as lesbian, gay, bisexual, and transgender individuals because of religious beliefs would be allowable if this bill becomes law.
NAME condemns Arizona lawmakers for using the constitutional right of free exercise of religion, which we cherish and hold dearly, as a cover for discriminating against certain groups in society. The truly American value of religious freedom has everything to do with protecting the dignity, liberty, and agency of every human being, and should not be the basis for denying such protections for anyone, including and especially those groups that already experience discrimination and injustice.
NAME chose Arizona as the site of our 2014 annual conference in order to support the important work of educators, students, and advocates who are defending the right to a quality, relevant, empowering education in a time when ethnic studies is under intense attack in the Tucson Unified School District and beyond. We will be shining a national spotlight on ways that Arizona leads the nation in its racially unjust approach to education. We hope that Arizona will not again lead the nation in undermining the rights and dignity of its very own communities with the proposed, unjust approach to legalizing discrimination against LGBT Arizonans.
Governor Brewer has the opportunity to hold Arizona lawmakers accountable by reprimanding the legislature for even imagining this bill, and NAME calls on her to veto the bill and, instead, to insist that Arizona reaffirm its commitment to nurturing every one of its communities and peoples.
NAME urges its members and allies to raise your voice and demand the veto of this bill.
CLICK to DOWNLOAD NAME’s Position Statement on AZ Anti-Gay Bill
We recently lost another giant of social justice work and a great inspiration for us all.
The Guardian calls him ‘Godfather of multiculturalism’ –Stuart Hall died yesterday at age 82
Sociologist influenced academic, political and cultural debate in Britain for over six decades. Read more:
•• Read more here ••
On January 21, 2014, the Board of NAME released the following position statement on edTeacher Performance Assessment (edTPA)
DOWNLOAD the Complete NAME Position Statement on the edTPA
The National Association for Multicultural Education is committed to respecting and appreciating cultural diversity, ending racism and discrimination, promoting economic justice, and developing curricula that are culturally responsible and responsive. These are manifested in teacher education programs through course syllabi, teaching practices, in the diversity of faculty and candidates, and in the assessment process of pre- service teachers. The practice of critical multicultural education cannot, by its nature, be standardized, nor can the development of teachers who will engage critical multi-cultural education in their classrooms. Therefore, NAME supports the principle that authentic assessment of pre-service teachers should be conducted by those who know teacher candidates and their work in the classroom, including cooperating teachers, supervisors and faculty, who are best able to both support and assess the developmental work of becoming a teacher. While not all of these educators will be versed in critical multiculturalism, their commitment to their students and their students’ students make it more likely that they will pursue equitable, multicultural practice in evaluating their students than outside scorers for whom candidates are merely numbers. Indeed, NAME encourages schools of education to pursue initiatives that will incorporate multiculturalism throughout their programs. Further, NAME rejects any incursion of outsourced, private, corporate interests into this sensitive and critical human work, deeming it contradictory to our commitment to critical multicultural public schools that are responsive to the voices of the communities they serve, and seek to develop a socially and economically just world.
It is in this context that NAME supports the concerns of teacher educators and students with respect to the spread of high stakes teacher performance assessments that standardize and outsource teacher performance assessment. Further, NAME calls on educators and community members to investigate how the Teacher Performance Assessment (edTPA) undermines critical multicultural education, and demands an end to the standardization and outsourcing of teacher candidate assessment required by this test. In taking this stance, NAME takes its lead from student teachers and faculty at the University of Massachusetts Amherst who have spoken out against the standardization and corporatization of teacher education occurring through the marketing and imposition of the Teacher Performance Assessment (edTPA) under the auspices of Pearson, Inc.
Pearson, Inc. is a corporation that claims on its website to be the world’s leading education company and a member of the Financial Times Groups that “provides business and financial news data, comment and analysis in print and online to the international business community.” The Teacher Performance Assessment was constructed and devised by a national consortium of educators, under the leadership of faculty at Stanford University. The prototype was the Performance Assessment for California Teachers (PACT), which has been used in California since 2006. The TPA just completed field testing by Stanford and Pearson in 25 states, 6 of which are accelerating the adoption of the TPA for licensure endorsement.
In the summer of 2011, Stanford entered into a contract with Pearson for the distribution and scoring of the TPA. Pearson hired individuals on a contract basis to score these TPAs, offering $75 per reviewed TPA, each of which is estimated to take 2 hours to score. The assessment includes four tasks, each with a number of questions, including one task that requires submission of video clips of teaching lessons. These tasks are scored on a set of rubrics, leading to a numerical score. Pearson’s website indicates that, while there was no charge to the students for the field test scoring, students would be charged up to $300 dollars once the TPA is part of the student teaching assessment. The test is now being called edTPA and being promoted by Stanford Center for Assessment Learning and Equity, the American Association of Colleges of Teacher Education, and Pearson, Inc. through available ‘usage plans.’
The test is currently being used in different states to evaluate student teacher preparedness for licensure, and/or program effectiveness. As a high stakes (gate keeping) instrument for teacher credentialing, the edTPA presents the same problems as high stakes standardized tests do for K-12 students, including the fact that standardized assessment rubrics tend to be reductive, leaving out much of the complexity necessary to evaluate teacher performance on a multicultural scale, and privileging dominant cultural norms that reproduce inequities. As an instrument scored by ‘calibrated’ scorers hired on a piece-work basis, the edTPA limits teaching readiness to what can (ostensibly) be assessed on these rubrics through what is essentially a writing test and brief video clips. Further, there is not compelling evidence that the edTPA is either reliable or valid. As a high stakes measure, it narrows the curriculum to what the authors consider to be the essence of good teaching. Unless future rubrics allow for alternative, multicultural, and student-teacher involvement in their development, a diversity of perspectives on teaching and learning is likely to be marginalized. While it is true that not all teacher educators preparing students for licensure are versed in the complexity of critical multicultural education practices, most have deep knowledge of their candidates and encourage candidate self-knowledge. The nuanced practices necessary for working with culturally and linguistically diverse students cannot be fully assessed by distant observers using a standard rubric. Nor are credential candidates’ attributes such as kindness, promotion of social justice, the ability to think on one’s feet, or to adjust teaching to the exigencies of the moment assessed or assessable by the edTPA.
NAME shares the concerns of many that public education, K-12 and teacher education, like other aspects of the public sector, are under assault by privatizing forces that commodify teachers, students, and the knowledge we build together. These attacks entail high levels of surveillance, devalue teachers, teacher educators and children, and distort the process of teaching by reducing it, ultimately, to quantitative data points. Whatever the intent of those who developed the edTPA, the outcomes of this test do just this. In fact, those who are disseminating the test across the nation quite clearly explain that a quantitative outcome is required as part of the current, hyper-accountability, national agenda.
Standardizing teacher education, and the outsourcing of teacher education assessment to Pearson, a publically traded company, are not only contrary to the values we hold most dear, but are destructive of those values. Attacks on any aspect of education, pre-K through teacher education, have rippling effects throughout the system as they contribute to a shift in the underlying purposes and possibilities of public education. In terms of the edTPA, given the likelihood that Pearson-delegated scorers will embody the norms and values of the dominant culture, and given existing evidence from schools that have adopted the edTPA that the high-stakes test takes over their programs resulting in candidates and professors “teaching to the test,” these assaults are likely to include:
- Imposing a common and pre-determined curriculum on teacher education that severely limits faculty ability to enact their commitment to preparing teachers to promote critical multicultural education, social justice, and democratic citizenship.
- Privileging the teaching practices of the dominant culture by distance scorers who are asked to use reductive, standardized assessment rubrics to evaluate student writing and brief video clips.
- Reinforcement of institutional racism, classism, and white supremacy through standardization and the centralization of authority that accompanies it.
- Marginalizing the contributions of teachers, supervisors, and school administrators that are generally central to teacher development.
- Marginalizing opportunities to learn to teach through critical dialogues and feedback from others. Furthering the problematic “hidden curriculum” that proscribes teaching as a process of obedience to prescribed mandates rather than critical thinking and empowerment.
- Invasion of privacy of classroom students and student teachers in the sharing of video and, for student teachers, intellectual property with a private company.
- Encouragement of high-surveillance mechanisms and dehumanizing high-stakes measures as instruments of control in teaching and learning to teach.
- Further encroachment of corporate control into the intensely personal, human, humane, and democratic endeavor that is public education.
- Introducing, through the additional fee of $300 suggested by Pearson, Inc. of another barrier to diversifying the teaching force.
While NAME respects that people of good will have been a part of the edTPA initiative, we see the efforts to create a standardized assessment and scale it up through outsourcing to a private corporation as, at best, nai?ve and, at worst, very dangerous. It is critical that educators at every level be aware of the dangers of standardization and of ongoing privatizing efforts and the insidious manner in which corporate profiteers enter the public commons and eventually overtake it. We cannot fool ourselves. We know that corporate interests are ultimately reducible to profit, and that education for democracy and for profit are incompatible. Further, as educators who understand that classroom teachers must be knowledgeable about and attentive to the culture, context, and lived experiences of their students, so too teacher educators must be knowledgeable about and attentive to the local, contextual, lived reality of the student teachers with whom they are working. Indeed, our commitment to the knowledge created within these culturally and linguistically diverse communities, and then shared across communities, is core to our understanding of multicultural, social justice education.
Therefore, we call on all teacher educators, pre-service teachers, teachers, administrators, parents, and community members to join with the student teachers and faculty of UMass Amherst in questioning and resisting this imposition of standardization and privatization into the work of preparing teachers. We can take specific actions to join this resistance:
Teacher educators: Claim your professional knowledge about the education of teachers, including your commitment to have critical multicultural education as the core of teacher education. Demand that student- teaching assessment reflect a critical multicultural framework, and happen within the relationships of supervision, mentoring, and coursework. Organize locally and regionally to demand the removal of corporate interests from teacher assessment.
Teachers and school administrators: Engage parents, students, and community members in conversation about the purpose of education and the complex work of teaching. Identify and reject the standardization and corporatization of teaching and learning wherever it occurs. Refuse to allow any video recording in your classrooms except for local use.
Student teachers: Demand critical multicultural, social justice education as the core of your teacher education programs and assert your right to developmental work within the context of relationships with teachers, students, faculty, and parents. Communicate with cooperating teachers, parents, and school administrators to engage their support in questioning and resisting the edTPA and Pearson.
Parents: Engage teachers, administrators, community members, and your children in conversations about the purpose and possibilities of education, of what teaching and learning can and should look like. Identity and name any corporate incursions into public education. Refuse to allow your child to be in any video recording not for local use.
Community members: Demand that children and teachers be protected from their commodification by corporate interests, and the tools of surveillance and standardization.
DOWNLOAD the Complete DOWNLOAD the Complete NAME Position Statement on the edTPA
See additional NAME Position Statements here.