Welcome to NAME


2013 Annual Conference: Oakland CA

Plan now to join us for the 23rd Annual International NAME Conference 

November 6–10, 2013
Oakland City Center Marriott, Oakland CA

Conference Theme:
Erasing the Shadows, Embracing the Light: Re/Visioning Multicultural Education

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In the light – no closets, no basements, no margins, no shadows – a vocal and activist-oriented majority, is demanding attention and justice.  Our communities challenge those in power, calling on all to reconsider who belongs, whose voices count, how to engage in teaching and learning, and how to embrace a multicultural democratic society: Who are we? How did we get here? Where are we going? What constitutes “the public?”  Today individuals and communities critique those systems of power that dismiss their rights and offer a vision and a powerful hope for the future. A better world, better schools, and better classrooms are possible.

Multicultural social justice-oriented educators and community activists foster diversity in education — incurriculum, pedagogy, assessment, and stewardship of schools and communities. We especially encourage the submission of proposals that explore creative and culturally responsive practices for multicultural education. Teachers and students are reframing the purposes of education to better serve the needs of students, families, caregivers, community activists, and advocates.

When the call for proposals opens, we will invite proposals that share cultural, pedagogical, and political strategies for assuring that these broad purposes of our work as multicultural educators are heard and take hold.

We invite NAME students, families, and community advocates to come out and come in–envision a world in which they want to live and create that world together.

NAME’s 2013 Conference art was produced by a student artist at MOCHA Arts Program in Oakland. Learn more at www.mocha.org


We are pleased to announce the following Oakland Conference


angela 2                             JAMES A. BANKS













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Once again, there are exciting opportunities to interact with many of NAME’s leaders in extended workshops.
CLICK for complete Info on Intensive Institutes

Institute Presenters for 2013 include:

Sonia Nieto

Gary Howard

Eddie Moore

Lee Mun Wah

Peggy McIntosh

Shatki Butler

Carl Grant

Bill and Rick Ayers

Dorothy Steele

Bill Howe

Paul Gorski

Penny Lisi 

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Add your vision to this conference that includes over 300 sessions with….

Leading Activists, Researchers & Scholars  

• Intensive Professional Development

• Multicultural Film Festival

• Conversations w/ Authors & FilmMakers

• Multicultural Arts & Music Events

• School Visits & Cultural Tours

• Multicultural Vendors & Exhibitors

• Networking Opportunities & Events

• Social Justice Discourse & Dialog



NAME Multicultural Film Festival Opening Event:
at the
23rd Annual NAME Conference, Oakland CA

Wednesday evening, Nov. 6, 2013
7:00 pm – 9:30 pm

A Special Screening of:

Cracking the Codes: The System of Racial Inequity


and Community Dialog with FilmMaker Shakti Butler

THE FILM: From Shakti Butler, the director of “The Way Home: Women Talk About Race in America”and “Mirrors of Privilege: Making Whiteness Visible” , comes a new film that asks America to talk about the causes and consequences of systemic inequity. Cracking the Codes: The System of Racial Inequity features moving stories from racial justice leaders including Amer Ahmed, Michael Benitez, Barbie-Danielle DeCarlo, Joy DeGruy, Ericka Huggins, Humaira Jackson, Yuko Kodama, Peggy McIntosh, Rinku Sen, Tilman Smith and Tim Wise.

Visit the website for more information, including THE RACIAL EQUITY LEARNING MODULES: This online racial justice curriculum accompanies the film. It bridges the gap between inspiration and democratic action that supports racial equity.  www.crackingthecodes.org


General Session Panel
Thursday evening, Nov. 7, 2013


 Asian Pacific Americans: Myths, Challenges, Successes, Strategies
The Model Minority Myth has been a great disservice to the Asian Pacific American Community by hiding, marginalizing and distorting the challenges. This panel of leaders in the Asian Pacific American community will discuss the often untold and unknown issues that must be a key part of the education of all educators and activists.


  • Darby_Price
  • Darby Li Po Price,Adjunct Faculty Asian American Studies, Native American Studies, Ethnic Studies, Environmental Management and Technology, and Communication




Doris Tulifau, President-Pacific Islanders
at CSU Sacramento, GraduateStudent
in Multicultural Education

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Lee Mun Wah,
Chinese American documentary filmmaker,
author, poet, Asian folkteller, educator,
community therapist 
diversity trainer



Nwe Oo,
Community Health for
Asian Americans (CHAA)


Eleni Soakai,
Community Liaison Partner,
Saturday Tongan Education Program,
Claremont Colleges: Asian American Resource Center  &
Intercollegiate Department of Asian American Studies




General Session Panel:
Friday morning, Nov. 8, 2013
8:30am – 9:50am

Latin@ Teachers Dialogue
The Centrality of Race and Political Struggle: Lessons From Social Justice Teaching and Community Organizing

Drawing from their teaching and community organizing experience, the panelists, all seasoned community organizers and active members of grassroots teacher-led organizations, will speak on the centrality of race and political struggle in reclaiming a liberatory and humanizing education by and for students of Color.  The panel presentation will include generative dialogues involving participants.




Karen Zapata, Teachers for
Social Justice (T4SJ)

Karen Salazar, The People’s
Education Movement (PEM) 



Kiki Ochoa,
Raza Educators (ARE)  

Miguel Zavala,
Cal State University–Fullerton



General Session Panel:
Saturday morning, Nov. 9, 2013
8:30am – 9:50am

Global Education Panel 


lopez Ann Lopez
University of Toronto

Yun-KyungCha carn Yun-Kyung Cha
Hanyang University
Seoul, South Korea


Ziad Abbas
Middle East Children’s Alliance


Conversations with Authors and Leading Scholars

(list to date)

The Oakland NAME Conference will include sessions for interacting with some of NAME’s leading authors, during the concurrent presentation blocks. This year we are pleased to present the following authors:

Two of NAME’s leading scholars, Bill Howe and Penny Lisi, have collaborated on a new core text for pre- and in-service P12 teacher education. They address the growing need for better teacher training in how to work with more diverse student populations, and, effectively prepare them for a global workplace while increasing academic achievement. Becoming a Multicultural Educator: Developing Awareness, Gaining Skills & Taking Action, published in 2013 by Sage Publishing, Inc. (wwww.sagepub.com) and is Sage’s best selling first edition publication for the year.

William A. Howe, Past-President of NAME, is the Education Consultant for Multicultural Education at the Connecticut State Department of Education. In 2006 he was named the G. Pritchy Smith Multicultural Educator of the Year at the Annual  NAME Conference in Phoenix, AZ.  He is also an adjunct professor of education at the University of Connecticut, Albertus Magnus College and Quinnipiac University. He is the Connecticut State Title IX Coordinator and Chair of the Connecticut Asian Pacific American Affairs Commission.  In addition to numerous articles, he was a coauthor of the Handbook for Achieving Gender Equity through Education, 2nd Edition. He has been an educator for over 35 years in the U.S. and Canada and has made seven trips to China and one to South Africa to study multicultural education.  In 2007 he made his first trip to Israel to study the Holocaust.


Penelope L. Lisi, Editor of Multicultural Perspectives, the official scholarly publication of NAME. is Professor in the Department of Educational Leadership at Central Connecticut State University. Her scholarship work focuses on leadership for social justice, leadership for teaching and learning, and leadership in international school settings. She has made more than 20 trips to Iceland to investigate educational leadership in an environment of school change.  Penny 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 in the Global Education Program through the College of New Jersey and has taught summer courses since 2005 in Palma de Mallorca. 


Alyssa Hadley Dunn is an assistant professor at Georgia State University in Atlanta, Georgia. A former urban high school English teacher, her scholarship and teaching focuses on the intersections of urban schools, multicultural education, and educational policy. An member of the leadership team of GA NAME and co-chair of the Critical Educators for Social Justice AERA SIG, she is also the co-author of  Urban Teaching in America: Theory, Research, and Practice in K-12 Schools, with Andrea Stairs and Kelly Donnell (Sage Publications, 2011). Her website is www.alyssadunn.com

Dunn’s new book, Teachers Without Borders?: The Hidden Consequences of International Teacher in US Schools (Teachers College Press, 2013). The book  is the story of four Indian teachers who came to the United States in the face of tremendous personal and professional odds to teach in urban schools. Their experiences are brought to life in this groundbreaking empirical study, through interviews with their principals, district representatives in charge of recruitment and orientation, recruitment agency personnel, and union representatives, as well as in-depth classroom observations and student commentary. This well-researched work raises an essential question: If international teachers face daily exploitation, a lack of personal and professional support, and a lack of pedagogical and cultural preparation, are they able to give urban students the high-quality multicultural education they need and deserve?

The book is a volume of the James Banks Series on Multicultural Education, published in 2013, Teachers College Press (www.teacherscollegepress.org.)


Sonia Nieto is Professor of Education, University of Massachusetts, Amherst. She has been a teacher for 35 years, teaching students at all levels from elementary grades through graduate school. Her research focuses on multicultural education, the education of Latinos, immigrants, and other culturally and linguistically diverse students, and Puerto Rican children’s literature. Her books include Affirming Diversity: The Sociopolitical Context of Multicultural Education (4th ed., 2003), The Light in Their Eyes: Creating Multicultural Learning Communities (1999), and Puerto Rican Students in U.S. Schools (2000).She has also published numerous book chapters and articles in such journals as The Harvard Educational Review, Educational Forum, Multicultural Education, and Theory into Practice.

She serves on several national advisory boards that focus on educational equity and social justice, and she has received many awards for her advocacy and activism, including the 1989 Human and Civil Rights Awardfrom the Massachusetts Teachers Association, the 1995 Drylongso Award for Anti-Racist Activists from Community Change in Boston, the 1996 Teacher of the Year Award from the Hispanic Educators of Massachusetts, and the 1997 Multicultural Educator of the Year Award from NAME.

Nieto has authored numerous important books in the field of multicultural education, including Affirming Diversity: The Sociopolitical Context of Multicultural Education ( ), What Keeps Teachers Going? (Teachers College Press, 2003), Language, Culture, and Teaching:  Critical Perspectives for a New Century (Lawrence Erlbaum Inc., 2002). Her most recent publication is   Finding the Joy in Teaching Students of Diverse Backgrounds (Heinneman, 2013). Nieto interviewed 22 teachers of varying backgrounds and school settings who help answer the question of what effective, culturally responsive teaching looks like in the real world. Their stories of success, failure, frustration and hope will resonate with everyone who has struggled to meet the needs of diverse students in our current sociopolitical context and from a social justice perspective. She ultimately raises a persuasive argument that teaching is an ethical endeavor, that we must honor students’ identities and believe in their futures, and that ultimately teaching is an act of love.


Christine E.  Sleeter, NAME’s Immediate Past President has a new publication, Confronting Injustice with Critical Research and Action

(New York, Bern, Berlin, Bruxelles, Frankfurt am Main, Oxford, Wien, 2013. 274 pp. Higher Ed: Questions about the Purpose(s) of Colleges and Universities. Vol. 22 General Editors: Norm Denzin, Joe L. Kincheloe and Shirley R. Steinberg) www.peterlang.com

This collection of essays frames the work of teachers and teacher educators within a struggle over what it means to educate a highly diverse public. Visions for public education, as shaped by progressivism and the Civil Rights movements, have emphasized preparation of all children and youth for participation in a diverse democracy. This vision is being challenged by neoliberalism, which frames education as a commodity to be acquired for individual advancement within a competitive marketplace, and as an arena for profit-making. In this book, Sleeter connects incisive conceptual analyses, research reviews, and descriptive portraits of teachers and teacher educators as they «teach back to power.» She argues that the work of pushing back against neoliberalism, especially as it overlaps with racism, patriarchy, and radical religious fundamentalism, is a political project, but one that research can help to support.

Christine E. Sleeter (PhD, University of Wisconsin-Madison) is Professor Emerita in the College of Professional Studies at California State University Monterey Bay, where she was a founding faculty member. Dr. Sleeter has published over 100 articles in edited books and journals. Her recent books include Creating Solidarity Across Diverse Communities (with Encarnación Soriano, 2012), Professional Development for Culturally Responsive and Relationship-Based Pedagogy (Peter Lang, 2011), and Teaching with Vision: Culturally Responsive Teaching in Standards-Based Classrooms (with Catherine Cornbleth, 2011).



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