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• Intensive Institutes

Once again the Oakland NAME Conference offers a rich variety of Intensive Institutes that  provide extended opportunities to work with NAME scholars and activists. Half-day options are available before and throughout the conference. Intensive Institutes are scheduled so that participants do NOT miss keynote sessions. Additional costs apply.

NAME the Change sessions are specially priced opportunities that highlight particularly vital issues for our community. NAME the Change sessions are priced at $25 per session. The cost for the other institutes is $49 per session for NAME members; $69 for non-members per institute.

Wednesday Nov 6 Afternoon Intensive Institutes
1:00 pm to 3:50 pm

W1. Forging the Path: How to Create an Institutional Strategic Diversity Plan for Social Justice
We all talk about strategic planning, but how do we do it?  This institute will highlight one institution’s successful planning efforts.  Strategic plans are essential documents created by educational and other institutions. Through strategic plans an institution can not only establish a clear vision for the future but also confirm a set of guiding principles and values that shape the nature of the institution. Typically strategic plans attempt to speak to all aspects of an institution, and in the case of educational institutions issues like recruitment and retention, infrastructure, curriculum, and assessment often take the highest priority, leaving other issues as secondary. Simultaneously, research shows that educational institutions are in a consistent battle to effectively address diversity needs. While diversity can be constructed as a key value in strategic planning, ensuring attention to diversity also deserves a specific plan. This institute will engage participants in the process of designing a diversity strategic plan. We will use NIU’s Strategic Diversity Plan as a case study.  Key to this exploration is an investigation into the theory and practice of shared governance; the nature and construction of curriculum; linking budget to planning; the intersection of identity, multiculturally relevant pedagogy, and social justice; addressing resistance; and tracking change. The workshop will balance an exploration of theoretical underpinnings for the endeavor of creating a diversity strategic plan with practical activities that can help participants think about how to create and implement a diversity strategic plan for their own institutions.
Presenters: Northern Illinois University Team

  • Joseph Flynn, Rebecca Hunt, Instructional Technology
  • James Cohen, Literacy Education
  • Scott Wickman, Counselor Education
  • Betsy Hull, CPA, College Budget Manager
  • Connie Fox, Associate Dean
  • LaVonne Neal, Dean

 

Weds, Nov. 6 – 1:00 pm to 3:50 pm
W2. Reaching and Teaching Students in Poverty: An Equity Literacy Approach
Effectively reaching and teaching students in poverty requires more than learning about a “culture of poverty” or raising test scores. It requires a willingness and ability to recognize, respond to, and redress subtle and not-so-subtle class biases and inequities in our classrooms and schools. Participants in this session will learn about and help construct an equity literacy approach to class equity in schools, built on these competencies. Specific activities will include analyzing examples of subtle deficit ideology in multicultural education literature; brainstorming and examining common stereotypes about poor families and how they’re propagated implicitly in schools; and small-group work focused on imaging anti-poverty curricula across subject areas. Participants will receive a packet of resources including short readings on an equity proficiency and social justice literacy approach to education for economic justice; lists of subject-specific resources (such as web sites, curriculum kits); and descriptions of classroom exercises they can adapt for their own contexts.
Presenter: Paul Gorski, Loyola University and EdChange.org

 

Weds, Nov. 6 – 1:00 pm to 3:50 pm
W3. NAME the CHANGE Session:   
Writing for Publication

This popular institute is designed to assist anyone interested in publishing in professional journals or other related publications in the field of multicultural education. Facilitated by experienced editors and writers, it is particularly beneficial for graduate students and junior faculty. During this interactive workshop, participants will learn about the process of writing for publishing from both a writer’s perspective as well as the editor’s perspective. Topics to be covered include getting started (selecting appropriate journals, turning dissertations into articles, etc.), the submission and review process, and the relationship of publishing to tenure. Participants should be prepared to share their ideas for articles. Participants will receive an extensive package of materials to support their work towards becoming published authors.
Presenters:

  • Penelope L. Lisi, Editor, Multicultural Perspectives and Central Connecticut State University
  • Francisco Rios, Editor, Multicultural Perspectives, and Co-President-elect of NAME; Dean, Western Washington University
  • Carl Grant, author and past President of NAME; University of WI-Madison

 

Weds, Nov. 6 – 1:00 pm to 3:50 pm
W4. Teaching Multicultural Education Online: Strategies for the Effective Preparation of Tomorrow’s Teachers

Across the country, teacher preparation programs are adopting the online platform for instruction. Multicultural educators find this platform challenging because of perceived and real challenges with online instruction. In this four-hour intensive, we will compare the experiences of teaching diversity face-to-face and online, and discuss the advantages and disadvantages of teaching and learning diversity online. Participants will receive instruction on the design and delivery of their online diversity courses. We will address both technical and pedagogical questions on a range of topics – from building an online learning community to cultivating student development as multicultural educators. This interactive workshop will benefit the novice online instructor as well as the experienced instructor who would like to learn new strategies and/or engage with a community of online multicultural educators. Participants are welcome to bring their syllabi and encouraged to bring their laptop computers.
Presenters: Drexel University Team

  • Kristine S. Lewis Grant, Drexel University
  • Vera Lee, Drexel University, and
  • Meghan Strauser, Drexel University

 

Weds, Nov. 6 – 1:00 pm to 3:50 pm
W5. CANCELED. Teachers of Color in the Classroom, Any Classroom, Any School
Presenter:  Jennifer Williams, Duplichain University

Late Afternoon Institutes, Weds, Nov. 6 – 4:00 pm to 6:50 pm
W6. 
Developing a Multicultural Education Course – Higher Education

This new interactive Intensive Institute is designed specifically for faculty who teach or wish to teach courses in multicultural education. The presenter has taught multicultural education for almost twenty years in workshop settings, traditional classroom settings, blended courses, and online courses. Join in discussions about resistant students, mono-cultural and mono-lingual students, balancing theory and practice, the struggles of online teaching and more. Content includes review of sample course syllabi, use of simulations, video, assignments and assessment.
Presenter:  William A. Howe, Past-President of NAME, CT Department of Education and University of Connecticut, Albertus Magnus College and Quinnipiac University.

 

Late Afternoon, Weds, Nov. 6 – 4:00 pm to 6:50 pm
W7. NAME the Change Session: School To Prison Pipeline (STPP), The Role of Teaching and the Transformative Role of Arts-Based Engagement

Significant research continues to show that young Black men in the United States are incarcerated in juvenile justice systems four times the rate of White youth. Latino, American Indian and other youth of color are also suspended and incarcerated at rates disproportional to that of their white peers. This institute will articulate how creative multicultural education and the arts can enable institutions to become more fully human and humane to better serve populations at being ‘pushed out.’ The Institute will address teacher experience and will NAME the disparities in the education of PK-12 teachers–who consciously or ignorantly–contribute to the diversion of students of color to the pipeline. Through group interaction, the institute will problem-solve the role of teacher education and the work of teachers in dismantling the pipeline. The Institute will also study examples of multiculturally responsive pedagogy that is Arts-based and academically rigorous. Research has documented that these rich experiences for youth contribute to positive outcomes in academic achievement and reducing court-involvement.
Presenters:

  • Patty Bode, Ohio State University
  • Christine Clark, University of Nevada, Las Vegas
  • Derek Fenner, Mills College

 

Thursday, Nov. 7th Intensive Institutes

Thurs, Nov. 7 Morning – 8:30  am- 11:20 am
T10. A Bold Dream: Creating a World That Works for Everyone—
A Follow Up Workshop to Weds evening screening of the  film Cracking the Codes

As a follow-up to the Wednesday evening film/dialogue screening of Cracking the Codes: The System of Racial Inequity, this workshop will support participants to reframe and deepen the national conversation on race.  Through multi-media, dialogue, case studies and other participatory methods, racial justice educator and filmmaker Shakti Butler will guide participants to seek new questions that foster collective engagement and that build adaptive leadership skills that can illumine pathways towards healing, equity and a more sustainable future. A multicultural future requires that we move towards collective impact that is imbued with understanding, equity and wisdom.  To that end, participants will gain a practical framework for understanding and deconstructing systemic racial inequities, for creating positive dialogue and for building skills that allow us to continue the discussion.
Presenter: Shakti Butler, World Trust

 

Thurs, Nov. 7 Morning  – 8:30 am  - 11:20 am
T11. Stereotype Threat, Identity and Safety

This intensive institute shows how negative stereotypes about students’ social identities impacts their academic and social engagement with school.  It provides concrete, research-based and teacher-tested strategies for creating identity safe classrooms.  Identity safe classrooms create a sense of belonging as a valued member of the class which fosters student efforts to learn and their attachment to schooling. This is followed by school-based interventions that promote feelings of belonging and self-affirmation, rooted in helping students develop a sense of knowing one’s self and ones resources.  Participants will learn about identity safe teaching practices and explore ways to incorporate them into their daily practice. The institute concludes with audience discussion.
Presenters:

  • Greg Walton, Stanford University
  • Milton Reynolds, Facing History and Ourselves; and
  • Dorothy Steele, Early Childhood Educator, Stanford University (retired)

Thursday Afternoon Intensive Institutes 

Thurs Nov 7 Afternoon:  1:30 pm 4:20
T12. Navigating the Academy: Challenges and Opportunities for Multicultural Educators

Newly minted assistant professors and advanced doctoral students are often unprepared for the challenges of the profession, and this is particularly true of scholars interested in pursuing a career related to multicultural education, social justice, equity, and other related fields. Moreover, people of color, women, LGBTQ, and others from marginalized communities face an even greater challenge. In this pre-conference workshop, I hope to work with advanced doctoral students and junior faculty members to help prepare them for their work as academics. The institute by popular NAME Scholar and Professor Emerita Nieto will help new faculty demystify the academy’s “rules of the game,” as well as describe how to develop an action plan of strategies for survival and success. These include how to effectively develop a research agenda, and identify allies and mentors. The institute will help new faculty protect one’s identity within what can be hostile institutions.
Presenter: Sonia Nieto, Professor Emerita, University of MA––Amherst

 

Thurs, Nov 7 Afternoon:  1:30 pm 4:20 pm
T13. Welcoming Schools: Anti-bias Schools as Movement Building:  Classrooms, Schools & Communities

This institute will use Welcoming Schools – an LGBT inclusive approach to improving elementary school climate – as a model to examine key components that lead to systems change within schools.  We will examine how tenets of activism and community organizing are critical to school change. Participants will hear from a panel of educators, parents and administrators from Oakland and Berkeley who have been at the forefront of bringing Welcoming Schools to their schools.  Special attention will be paid to:

  • First steps to engage a cross-section of the community;
  • Specific strategies to increase the knowledge, skills and commitment of educators, parent, and guardians through professional development and community meetings
  • Effective strategies for responding to push/back or controversy
  • Classroom strategies (including standards-based lesson plans) to help educators engage students in conversations to embrace family and gender diversity and to stop bias-based bullying.

This institute will be interactive and include strategies to meet diverse learning styles, including role plays, dialogue, and individual planning. Participants will leave with a rich packet of materials, target strategies and the beginnings of a local action plan.
Presenters:

  • Kim Westheimer, Welcoming Schools
  • Tarah Fleming, Our Family Coalition

 

Thurs Nov 7 Late Afternoon 4:30 pm – 6:50pm
T14. Five Interactive Phases of Curricular and Personal Re-Vision With Regard to Gender and Race

This NAME Institute is led by Peggy McIntosh, Founder of the National SEED Project on Inclusive Curriculum and author of White Privilege: Unpacking the Invisible Knapsack. It will demonstrate teaching methods that come out of and are validated by her Five Interactive Phases of Curricular and Personal Re-Vision. Since its first appearance in 1983, McIntosh’s Phase Theory has inspired many changes in curricular content, teaching methods, and school climates in schools and universities in the United States and around the world. McIntosh will outline Phase Theory, and then she and SEED staff members will demonstrate interactive exercises that include all PreK-12 students and that have the power to transform teachers themselves. The Phases range from the most exclusive to the most inclusive frames of mind and heart. The laterally-oriented exercises and teaching methods that will be demonstrated lessen privilege in the classroom, engage students, and increase their interest in being in school, knowing that they belong regardless of their backgrounds.
Presenters:

  • Peggy McIntosh, Wellesley Center for Women, National SEED Project
  • Emmy Howe and Emily Jane Style, Co-directors of the National SEED Project

Friday, Nov. 8 Intensive Institutes  

Fri  Nov 8 Morning  - 10:00 am – to 12:50
T20. NAME the CHANGE Session:
Writing for the Public/Accessing the Media: Countering the Conservative, Anti-NAME Dominance

Ask most people, and no one knows of social justice and multicultural education organizations or issues. But they are well-aware of the rhetoric from the right against groups that promote equity concerns. Why? Folks on the right have successfully captured and maintained the news media’s attention, which have amplified their viewpoint. Effectively communicating the work of NAME requires understanding the rapidly evolving popular media. Communicating the importance of multicultural education to pre-K through 12 teachers, principals, parents and the public is essentially another cultural bridge we must successfully cross. This session led by a journalist who has shared this information all over the country will teach strategies, practices and techniques for engaging a wider audience for our work. The institute will focus on how to write and get published in newspapers, magazines, on websites, blogs and other venues. It also will present material on how to get news releases to the news media and be taken seriously instead of trashed. The strategies will include working with the local and national media to gain attention for events, the work of NAME and NAME members.
Presenter: Lewis Diuguid, Editorial Board member, Columnist at The Kansas City Star

 

Fri Nov 8 Morning – 10:00 am – to 12:50
F21. Indian Education for All:  A Model for Multiculturally Responsive Pedagogy 

Join us for this interactive workshop and learn about Montana’s state-wide initiative—Indian Education for All (IEFA) which is designed to address the achievement gap, promote educational equity and excellence for All students, while connecting communities, cultures, and classrooms. What is happening in Montana with Indian Education for All (IEFA) is unprecedented and has implications for all educators in all contexts. This workshop will reframe and rethink multiculturally responsive pedagogy, moving from a tokenistic “add-on”, to a comprehensive approach that informs all teaching endeavors. It will highlight Montana’s constitutional commitment to the cultural heritages of American Indians, and will explore how to overcome fears and resistance to integrating multiculturally responsive pedagogy that validates students’ cultural heritages and life experiences. Audience participation will be encouraged and visuals, artifacts, and resources will supplement the discussion. Extensive handouts, including curriculum guides, lesson plans, resources, and evaluation tools, etc. will be distributed.
Presenter: Jioanna Carjuzaa, Montana State University

 Friday Afternoon Intensive Institutes 

Fri Nov 8  Afternoon –  3:30 – 5:50pm

F22. The Art of Mindful Facilitation: Creating a Multiculturally Responsive School Community.

Traditional methods of facilitation, group process and therapy do not adequately address such issues as racism, sexism and cross-cultural communications and conflicts. Lee Mun Wah (film maker whose important works include The Color of Fear and If These Halls Could Talk) has developed a technique called The Art of Mindful Facilitation – a unique way of relating and observing from an Asian and Buddhist perspective. He believes that teaching skills to his audiences is essential to practicing diversity work. Throughout the seminar he points out different communication techniques and asks the audience to practice them. In that way, when the participants finish his seminars, they have a vast array of applicable skills. Through the use of guided questions, film clips, role play, discussion, personal stories and a variety of full and small group diversity exercises, full audience participation is guaranteed. This institute provides educators, teacher leaders, administrators, and family and community members with skills and strategies to effectively and compassionately communicate cross-culturally.
Presenter: Lee Mun Wah, Stir Fry Productions

Fri Nov 8  Afternoon –  3:30 – 5:50pm
F23. A Deeper Understanding of the System: History, Race, Power and Economics

This session will speak to history, power and economics and provide an analytical road map and analysis of current day structural inequities. Internal and external structures inform a system that continues to churn out racial disparities in the United States.  Addressing systems and structure can help us speak more fully to the challenges that impact both the marginalized and mainstream. Through the use of film and dialogue participants will reflect, inquire and engage with others. In order to envision, create and embrace a future that move towards equity – a world in which everyone can thrive -  we must challenge ourselves individually and collectively.  This is a highly participatory session
Presenter: Shakti Butler, World Trust

 

Fri Nov 8  Afternoon –  3:30 – 5:50pm 
F24. Arts-Based Counterstorytelling Interventions: Addressing Adichie’s “The Danger of The Single Story”

In this interactive workshop, participants learn three inter-related, creative pedagogical approaches that dismantle injustice in schools and communities. Activities explore how power, oppression and privilege figure in the stories we tell, the stories that shape our identities and actions. Participants will learn three concrete strategies aimed at disrupting what Nigerian author Chimamanda Adichie calls the “single stories” about racial and cultural others. Through an interactive writing activity, media literacy approach, and a creative art project, participants will converge on “counterstorytelling”. The activities are intended for youth and college students to develop skill in identifying and responding to the narrow stories told about racial and cultural others. These interactive approaches will be demonstrated in detail, with opportunities to examine both the benefits and limitations of such creative, storytelling approaches.
Presenters:

  • Nikola Hobbel, Humboldt State University
  • Özlem Sensoy, Simon Fraser University
  • Rochelle Brock, Indiana University Northwest

 

Saturday, Nov. 9 Intenstive Institutes

Sat Nov 9,  Morning  10:15am– 12:50 pm
S30. NAME the Change Session:
Math, Science, After-School Programs, and Families: Addressing Achievement Gaps

Interest in STEM (Science, Technology, Engineering and Mathematics) is sweeping the nation and after-school programs are no exception. In a Michigan state-wide survey, staff in after-school programs indicated that a lack of staff development in STEM led to low staff confidence, negatively effecting the quality and quantity of STEM education in after-school programs. This had the predictable negative effect on student interest in STEM careers. The effect is amplified because after-school programs traditionally serve STEM’s most under-represented student populations–the very individuals who are missing from the STEM picture in the workforce. This session will describe the year-long staff development effort designed to rectify the issues. After-school staff from diverse sites were trained in the use of 8 different curricula that address STEM education. Follow-up testing revealed large shifts in staff confidence, the amount and quality of STEM programming in after-school programs, and more positive student attitudes toward STEM content and careers. This institute describes the project and will focus on sample strategies that support children’s achievement in math and science from both the PD approach and the STEM curricula. Adaptable to numerous settings, this comprehensive process-oriented approach forges partnerships between school, parents, and community that improve learning for all children, especially children of color and girls. Activities will focus on the language and methods of preK- 8th grade math and science, and demonstration of ‘hands-on’ learning that use inexpensive, familiar materials commonly found around the home. Family Math, and Family Engineering are among the models that will be demonstrated.
Presenter: Marta Larson, Michigan After-School Partnership, STEM Consultant

 

Sat Nov 9,  Morning  10:15am– 12:50 pm
S31. Liberatory Curriculum from the Ground Up: Growing Local Grassroots Curriculum

The Chicago Grassroots Curriculum Taskforce (CGCT) works to transform the traditional educational model of classroom learning by infusing the curriculum with local and relevant content from students’ lives– through their families, cultures, histories, arts, communities, and experiences. CGCT seeks to bring students, parents, educators, and elders to the table to compile, publish, and advocate for these multiculturally relevant materials in our schools (Pre-K through Ph.D.). CGCT’s overall vision and work is to build local movements where curriculum/content development is transferred into the hands of teams comprised of educators, students, parents, and communities. Through powerful dialogue, critical analysis, group work, and creative learning participants will examine the case study of the development of GCT in Milwaukee, WI, including strategies for implementation in other locales. This discussion includes critical elements, a situational analysis based on participants’ local realities, and an honest look at “what it takes” to launch and sustain this critical work. The work to be examined (and which can be adapted in your locality), includes an overview of CGCT’s curriculum vision and prototype curricular unit for grades 7 – 16; Grassroots Community Tours as a student-generated vehicle to transform school curriculum, bridge youth and communities, initiate local social justice projects, and generate student/community content for curriculum publication. Participants will also receive The Grassroots Curriculum Toolkit, a living set of curriculum development tools for relevant and intentional local curriculum development.
Presenters: Chicago Grassroots Curriculum Taskforce

  • Anton Miglietta, CGCT director
  • Isaura Pulido, Northeastern Illinois University,
  • Kay Fujiyoshi and Lindsey Smith, teachers, and
  • Kesh Ross, CGCT program coordinator

 

Sat Nov 9, Morning 10:15am– 12:50 pm
S32. Multicultural Competence and Courageous Practice: Systemic Professional Development and School Change

Amidst all of the punitive politics and top-down mandates of school reform, how do we (re)ignite and sustain the flame of equity and social justice in the minds and hearts of teachers and school leaders?  In this session, long-time change agents and NAME activists describe their collaborative work in urban school districts. They will demonstrate a five-phase professional development process designed to stimulate bottom-up transformation of schools serving some of our most marginalized students and communities.
Presenters:

  • Gary Howard, Equity Institutes, Seattle
  • Charlene Lui, Granite School District, Salt Lake City
  • Aukram Burton, Jefferson Co. (KY) Schools
  • Judi Vanderhaar, Jefferson Co. (KY) Community Schools
  • Benjie Howard, The New Wilderness Project

 

Sat Nov 9, Morning 10:15am– 12:50 pm
S33. Oscar, Emmett and Trayvon: Transforming the Perceptions of African American Males

Many African Americans equated the slaying of 17-year-old Trayvon Martin on Feb. 26, 2012, in Sanford, Fla., with the brutal killing of 14-year-old Emmett Till in Mississippi. That took on graphic meaning after George Zimmerman in July was acquitted in the shooting death of Trayvon and photos of the victim’s body were shown in the media. Emmett Till’s mother insisted that his casket was open in the service so people could see what was done to her son. Pictures of that were carried in the black press. In addition, the movie “Fruitvale Station” was released this summer. The film tells the story of Oscar Grant, who was shot to death by a BART police officer in Oakland, Calif., even though Grant was in handcuffs and on the ground face down. The incident was captured on video, and it’s chilling.This institute will examine the impact of the photographs and the film on the public and explore the parallels between the three cases. Rosa Parks said the slaying of Emmett Till caused her in part to not give up her seat to a white passenger on a Montgomery, Ala., bus in December 1955, leading to her arrest and the start of the civil rights movement. Could Trayvon’s and Oscar Grant’s deaths spur similar seminal changes for African Americans in the 21st century? How might the situations be handled by families and educators? Does “the talk” that black parents traditionally have had with black children become more urgent today, and are white teachers and mixed race parents equipped to know what that means?

Presenters: Lewis Diuguid, Kansas City Star, and Chris Knaus, University of Washington–Tacoma

 

 Saturday Afternoon Intensive Institutes 

Sat Nov 9 Afternoon – 2:30pm – 4:50pm
S34. The Relationship Model: An Effective Practice in Sustaining a Multicultural Education Environment

Mary Gruenewald asks: “Twenty years from now, what kinds of memories will we want to have about how we faced these difficulties today?”  This workshop provides participants strategies and suggestions for building and/or deepening relationships among teachers, students, and administrators in educational institutions that focuses on developing and sustaining social justice leaders, long-term partnerships and challenge issues of power, privilege and oppression comprehensively across their communities/region. The presenters will share testimonies of this model in action, which addresses creating a diversity speaker series, a student lead leadership conference and preparing for, hosting and organizing a national conference. All of these successful ventures have evolved and expanded to establish/strengthen critical partnerships for multicultural social justice locally, regionally and nationally.
Presenter: Eddie Moore, Director of Diversity, Brooklyn Friends School

 

Sat Nov 9 Afternoon – 2:30 pm – 4:50pm

S35. Developing a Multicultural Curriculum– PK-12 and Community Settings

Since 1995, more than 4,000 people have taken this nationally recognized program to learn how to create a multicultural curriculum.  Content will cover fundamental theory, definitions, goals, objectives and models.  Participants will learn a method for creating lesson plans that are multicultural.  Learning outcomes include how to prepare all students for a diverse workforce and a global economy; and how to increase student achievement through culturally responsive teaching.
Presenter:  William A. Howe, Past-President of NAME, CT Department of Education; University of Connecticut, Albertus Magnus College and Quinnipiac University.

 

Sat Nov 9 Afternoon – 2:30 pm – 4:50pm
S36. Not Settling for Inequity: Reflecting on the Commitments of a Multicultural Educator

In this session we will take stock of our own passions, hopes, and commitments to educational equity and the extent to which we are living up to them. During this time in which the agenda of public education is being taken out of the hands of educators and in which teachers and administrators are under attack, how can we find the energy, the resources, and the support to continue pushing against the tide and advocating for our most disenfranchised students? By exploring the most contemporary thought on multicultural education and engaging in interactive activities and dialogue, we will gather the tools to persevere as multicultural, equitable, just educators, despite the challenges.
Presenter: Paul Gorski, Loyola University and EdChange.or

 

Sat Nov 9 Afternoon – 2:30 pm – 4:50pm
S37. Writing a Teaching Life: Creative Non-fiction, Journals, Memoir, and Democratic Ethnography

Too often the debates and the opinion pieces about education are produced by foundations, politicians, or university researchers. Teacher journaling and teacher writing is critical to the advancement of educational projects in the interest of young people. This institute will be an in-depth writing workshop, with participants doing hands-on activities and sharing their work. Our goal will be to release the genius in the room and to start, or restart, teachers on the path to powerful, reflective, and transformative narrative writing. Rick and Bill Ayers are also the co-authors of Teaching the Taboo.
Presenters:

  • Bill Ayers, University of Illinois-Chicago (retired) and
  • Rick Ayers, Co-President-Elect of NAME, University of San Francisco

 

Sat Nov 9 Afternoon 2 :30 pm TO 4:50 pm
S38 IF THESE HALLS COULD TALK–The Director’s Cut:  Film Screening & Diversity Dialogue with Lee Mun Wah

ITH_DirectorsCut_LoRes_DVDCover If These Halls Could Talk: The Director’s Cut,  college students share their experiences on campus, exposing their frustrations and anguish about trying to be understood and acknowledged.  Their stories are blatantly honest, courageous and, too often, painful. The students’ comments provide valuable insights into the lasting barriers to–and the critical future direction required–to make our classrooms, campuses and communities more multiculturally responsive and relevant. Using the film as a catalyst for a deeper diversity dialogue, Lee Mun Wah demonstrates techniques for creating a sense of community in the classroom, and how classroom “check-ins” can promote a deeper understanding and friendship with one another. These techniques and tools can deepen campus dialogues and mediate conflicts between students, faculty and staff. The institute is a terrific opportunity to work with the creator of some of the most powerful resources in our field, Lee’s earlier films, Color of Fear and Last Chance for Eden. The Director’s Cut (90 minutes) was created as a shorter, faster-paced version of the original and is filled with some of the most dynamic scenes from the film.
Presenter: Lee Mun Wah, Stir Fry Productions

If These Halls Could Talk: Director’s Cut: Film Description
During the hot summer of 2010, Director Lee Mun Wah brought together eleven college students to discuss what it is like on campuses across the country today. The students shared the frustration and anguish of trying to be understood and acknowledged on campus where the faculty and students are predominantly white. Their stories are starkly emotional and raw, filled with incredible tenderness, courage and pain. The issues that they challenge us to look at are equally provocative, begging to be heard and confronted.
If you have ever wondered why our students and faculty of color are leaving our campuses, if you have difficulties understanding students from other cultures, if you don’t know what to say or do when a conflict occurs as it relates to a diversity issue, then the film, If These Halls Could Talk will help model for you what it will take to have conversations on diversity that are both authentic and life-changing. This film will provide a glimpse into what is still missing and what is needed if we are ever going to come together in our classrooms, on our campuses and in our communities.

••• Institutes can be “added-on” to existing registration through our on-line registration process, or on site (if space is available).•••