Welcome to NAME


2013 NAME Awards


NAME Awards for Excellence and Innovation in Multicultural Education

 2013 Award Winners

Carter Goodwin Woodson Service Award
Celina Echols

The Carter Godwin Woodson Service Award is presented to an individual whose career has been highlighted with service to multicultural education that continuously corrects the deficiencies in American history where African American History and the history of other cultures is misinterpreted, distorted, or ignored.  The 2013 recipient is Dr. Celina Echols.

As a student enrolled at the University of Southern Mississippi, Echols fought to have the Pan-Hellenic Dorms integrated, discontinue the playing of Dixie at football games, and organize the creation of the Clyde Kennard Scholarship.  Kennard was an African American soldier who was killed for attempting to enroll in USM.  As a Wesleyan student, Celina lobbied Congress against US support of Contra aid and the many human rights violations against the Sandinista supporters.  Echols’ graduate thesis addresses Voter Registration in Mississippi; while her dissertation addresses Affirmative Action in Higher Education.

Echols joined the faculty at Southeastern Louisiana University in 1998.  She has been a member of NAME since 1998 and has served on NAME’s Regional Board of Directors.  Echols has taught at Southeastern Louisiana University for approximately 16 years.  She is the first African American to obtain the title of full professor.

She holds the title of Schleider Endowed Professor.  Her works include; Mentoring newcomers in academia: A case in point, Challenges facing Black American principals: A conversation about coping, Building cultural literacy through readers theater and bibliotherapy.

Dr. Echols espouses the ideals of a socially equitable society and is committed to the core values and principles of NAME.


Philip C. Chinn Book Award

“Becoming a Multicultural Educator:  Developing Awareness, Gaining Skills & Taking Action”

William A. Howe and Penelope L. Lisi, Sage Publications, Inc.

Dr. Bill Howe is the program manager for multicultural education at the Connecticut State Department of Education. He is also an adjunct professor of education at the University of Connecticut, Albertus Magnus College and Quinnipiac University.  He is Chair of the Connecticut Asian Pacific American Affairs Commission. For thirteen years he served on the board of NAME and is a Past President. He has been an educator for over 35 years in the U.S. and Canada.

In addition to numerous articles, he was a coauthor of the Handbook for Achieving Gender Equity through Education, 2nd Edition. In 2006 he was named the G. Pritchy Smith Multicultural Educator of the Year at the Annual NAME Conference in Phoenix, AZ. He was an Honoree at the 11th Annual “Immigrant Day” at the State Capitol in 2008, a day to honor immigrants from throughout Connecticut who have made valuable contributions to their communities and/or professions. In 2012 he was recognized with an award from the Pakistani American Association of Connecticut (PAACT) for his service to the community.

He is on the boards of several organizations, including the Anti-Defamation League’s Making Diversity Count Advisory Board, the National Advisory Board for the STEM Equity Pipeline, the Human Rights Campaign (HRC) Welcoming Schools National Advisory Council, Native Village Board of Advisors, and Senior Advisory Council for The National Association of Asian American Professionals (NAAAP) Connecticut.

He has been happily married for 35 years to his favorite psychotherapist, his wife Dianne.

•••       •••

Dr. Penelope L. Lisi, is a Professor in the Department of Educational Leadership at Central Connecticut State University. Dr. Lisi also teaches annually in CCSU’s masters degree program at Sam Sharpe Teachers College, Montego Bay, Jamaica. Her scholarly work focuses on leadership for social justice, leadership for teaching and learning, and leadership in international school settings.

In 2000, Dr. Lisi received a semester-long Fulbright Scholar Award to teach at the University of Iceland. Since that time, she has made more than 20 trips to Iceland to investigate educational leadership in an environment of school change. Dr. Lisi has delivered more than 45 peer-reviewed papers at conferences in the United States, England, Finland, Portugal, Hungary, Switzerland, Jamaica, and Iceland. She is an adjunct faculty member in the Global Education Program through The College of New Jersey, teaching summer courses since 2005 in Palma de Mallorca.

At CCSU, Dr. Lisi also serves as Director of the Center for Multicultural Research and Education. She has been a primary sponsor of the annual New England Conference for Multicultural Education (NECME). Prior to her work at CCSU, Dr. Lisi taught at the elementary, middle, and high school levels in the United States and, for three years, in international schools in Scandinavia. She received her bachelors degree in education and French at DePauw University, her masters degree at the University of Wisconsin, Milwaukee, and her doctoral degree at the University of Wisconsin, Madison.

Since 1998, Dr. Lisi has served as editor of Multicultural Perspectives, the official scholarly publication of the National Association for Multicultural Education (NAME).


Carl A. GrantMulticultural Research Award
Thomas M. Philip

Thomas M. Philip is on the faculty of the Urban Schooling Division, Graduate School of Education & Information Studies, UCLA.

Thomas’s scholarship leverages theoretical and methodological approaches from the learning sciences to explore questions of ideology.  His research focuses on how teachers understand the purpose and nature of their work within a society stratified by power, particularly how they make sense of race, racism, and racial justice.  Thomas has made significant contributions to the field by nuancing the affordances and limitations in programs of teacher education that shape prospective teachers’ understandings of teaching for equity and social justice.  His work also explores the unique strengths, needs, and trajectories of teachers of color.  A second strand in Thomas’s research focuses on the ideological contexts that shape the work of teachers and how these contexts enable and constrain teachers’ ability to engage in social-justice oriented work. Through this strand of research, Thomas teases apart common assumptions about new digital technologies as a motivator for learning in schools, the troubling intersection of these assumptions with market-based solutions for school-reform, and the real and significant effects of these assumptions on the work of teachers.  Thomas’s scholarship has appeared in journals such as Harvard Educational Review, Cognition and Instruction, Journal of Teacher Education, and Educational Policy.


Multicultural Children’s Publication Award
Skipping Stones: Multicultural Literary Magazine
Arun N. Toké, Editor 

Skipping Stones is an award-winning, international, non-profit magazine. We celebrate ecological and cultural diversity, facilitates a meaningful exchange of ideas and experiences. Young readers of Skipping Stones, ages 8 to 16, hail from diverse cultural and socioeconomic backgrounds.

We try our best to make their reading of Skipping Stones an active experience, relevant to issues confronting them locally and globally. Youth respond to the world through Skipping Stones Magazine.

Skipping Stones readers hail from north, south, east, and west. From villages to inner cities, youth have something to say, about their culture, school, religion, environment, neighborhood… and Skipping Stones provides a forum for sharing it. Any way you choose to express your dreams and opinions, Skipping Stones provides a place for writers and artists of all ages and backgrounds to communicate creatively and openly.


NAME Presidential Chapter Award

University of Montevallo, Region 4: Courtney Bentley, President

When Dr. Courtney Bentley arrived at the University of Montevallo in 2009 the chapter had limited participation, campus buy-in, and activity. Since that time we have significantly increased the number of national members from our chapter, which now includes both faculty and students. The chapter has more than 50 members and remains the only local chapter in the state of Alabama.  One of our most notable achievements is the Annual Region 4 NAME Conference hosted by the University of Montevallo for the last three years.

Dr. Bentley collaborated with the Department of Social Work to co-sponsor their Advocacy Day and also Social Justice movie nights (Spring/Fall2012). She also involved the chapter with the Department of Social Work, the Department of Communications, and the Alabama Birth Coalition to co-sponsor Jennie Joseph as a guest speaker on campus for Black History month in Feb 2013. Our NAME chapter is now highly involved with the UM Office of Service Learning working alongside community partners and advocacy groups like the Alabama Poverty Project. In addition, we continue to partner with Teaching Tolerance as a Tier 1 site for piloting their new Perspectives curriculum.

Through events and partnerships such as those listed above, we have worked hard to raise awareness and funds necessary to grow our chapter. Now that we are established, we will continue our efforts. Our immediate plan is to expand the regional conference and to launch an annual publication associated with the conference beginning spring 2014.

Multicultural Media Award
40 Years Later:  Can We Talk Now?
Lee Ann Bell and Markie Hancock, Teachers College Press

Professor Lee Anne Bell is Barbara Silver Horowitz Director of Education at Barnard College, Columbia University. Her innovative Storytelling Project provides a model for designing anti-racist and social justice curriculum.  This model is described in her book Storytelling for Social Justice: Connecting Narrative and the Arts in Antiracist Teaching (Routledge, 2010). She is also co-editor of Teaching for Diversity and Social Justice, A Sourcebook (Routlege, 2007).

Bell’s documentary film project, “40 Years Later: Now Can We Talk?” tells the stories of the first class of African Americans to integrate the white high school in their Mississippi Delta town in the years 1967-69.  The film is based on three separate dialogues among alumni from that period filmed between 2009 and 2011.  The first dialogue, among the African American alumni, came about when they were invited to their class reunion in 2009 for the first time in 40 years to dialogue about their experiences in 1967-69. At the reunion, white alumni were asked if they would be willing to meet to have a similar dialogue. Each of these separate dialogues raised similar themes but from different perspectives. In both groups, participants said they would like to meet together to discuss their experiences, and this third dialogue occurred in May 2011. The film integrates material from all three dialogues to elucidate a particular moment in history from the 1955 Brown v. Board of Education decision, and the reverberations of this historic period in the lives of a group of alumni as recalled by them forty years later.

Markie Hancock is a documentary filmmaker working in New York City. Her interests include religion, race and the formation of LGBTQ identities. She worked with Michelle Fine as filmmaker on Off Track:  Classroom Privilege for All and Echoes of Brown (both titles at Teachers College Press). In addition she produced and directed Exclusions & Awakenings: The Life of Maxine Greene.  She directed the autobiographical documentary, Born Again about the difficulties of “coming out” and away from religion and family.  Her current documentary Let Your Light Shine exposes the deep history of evangelical, Bible-based homophobia in the United States through the stories of survivors of Christian colleges. Clips of her work are available at www.hancockproductions.com


Equity and Social Justice Award
Robert P. Moses

Dr. Robert P. Moses is an American, educator who was an important part of the civil rights movement. He initiated and organized voter registration drives, sit-ins, and Freedom Schools for the Student Nonviolent Coordinating Committee.  He studied philosophy at Harvard and began teaching at the Horace Mann School Manhattan in 1958. Robert Parris Moses was one of the most influential black leaders of the civil rights struggle, with his vision of grassroots and community-based leadership.

In 1982 he received a MacArthur Fellowship, and used the money to create the Algebra Project, a foundation devoted to improving minority education in math. Moses taught math for a time at Lanier High School in Jackson, Mississippi, and used the school as a laboratory school for Algebra Project methods.

The Algebra Project works to change common attitudes of our society that routinely promote the exclusion and regression of minorities. The goal of the Algebra Project is to take the students who score the lowest on state math tests and prepare them for college level math by the end of high school. At its peak, the Algebra Project has provided help to roughly 40,000 minority students each year. Moses argued that Algebra was a “gatekeeper” subject because it was necessary for middle school students to advance in math, technology, and science. This put them in a better position to meet the requirements of getting accepted into college and become a part of the workforce.


Rose Duhon-Sells Program Awards

Teach Tomorrow in Oakland


Maryland Education That Is Multicultural and Achievement Network (ETMA)


Teach Tomorrow in Oakland in Oakland, begun in 2008, guides adults from the city as they fulfill credential requirements, pass their licensing tests, navigate the hiring process, and—crucially—negotiate the tumultuous first few years in the classroom.

Its manager, Rachelle Rogers-Ard, calls TTO a teacher-development program—a distinction underscoring that the initiative is not focused only, or even primarily, on recruiting teachers. In fact, the program requires recruits to commit to teaching in the district for at least five years. Since its inception, TTO has succeeded in helping a diverse mix of 70 adults become teachers in the 37,000-student Oakland district. It currently has a retention rate of 89 percent.

Maryland Education That Is Multicultural and Achievement Network (ETMA) was established in 2000 to provide a forum for the exchange of best practices and to reinforce the statewide implementation of multicultural education. The ETMA network addresses NAME goals for programs meeting the needs of diverse populations statewide and within school districts. Maryland is one of the 10 most ethnically and racially diverse states in the nation.


G. Pritchy Smith Multicultural Educator Award
Jioanna Carjuzaa

 Dr. Jioanna Carjuzaa holds a Ph.D. in Multicultural, Social and Bilingual Foundations of Education from the University of Colorado-Boulder. At Montana State University she is a tenured professor who teaches courses in education and Native American Studies.  She also serves as the facilitator of Indian Education for All (IEFA) professional development opportunities. With her commitment to implementing culturally responsive pedagogy and the personal connections she has in Indian country, Jioanna is considered one of the nation’s experts on IEFA.

Jioanna has been active in NAME since 1997, presenting at numerous conferences, as well as volunteering through assignments such as organizing the Conversations with the Authors series and reviewing conference proposals. She was a founder of the Oregon Chapter of NAME (OR-NAME), served as the first President from 2003-2006 and hosted the Inaugural OR-NAME Conference. She was a delegate on the NAME People to People trips to China and South Africa. In addition, Jioanna has an extensive publishing record and has contributed to Multicultural Perspectives, including one of its most downloaded articles ever, Montana’s Indian Education for All: Applying Multicultural Education Theory.

For more than two decades, Jioanna has distinguished herself as a multicultural educator, opening the eyes, minds, and hearts of her students. She embraces a framework of critical pedagogy and has taught over 10,000 students in hundreds of courses. Not only has her teaching touched her students, but her students have gone on to teach tens of thousands of others. In addition, through her scholarship and outreach she has inspired audiences across the U.S. and abroad. Teaching in the Middle and Secondary Schools, now in its 10th edition, is one of the most widely used methodology textbooks in teacher preparation programs worldwide.