TX-NAME's Call for Proposals: Region 5/2022 Virtual Conference: April 29-30
ANNOUNCING: Call for Proposals for
The 21st Annual Region 5-Texas NAME VIRTUAL Conference
April 29-30, 2022
• Proposals due 2/20/22 at 11:59 EST
CONFERENCE THEME: Education as an Act of Resistance: Disrupting Detrimental Practices for Ideological and Political Clarity during Ongoing Pandemics
The Texas Chapter of the National Association for Multicultural Education Virtual Conference
REGISTRATION RATES: This is a Virtual Conference taking place via Zoom.
- General Professional Rate - $50
- EC-12 Educator Rate/ Student Rate - $30
For more information: http://www.txname.org/, http://www.facebook.com/txname or @texasname on Instagram
Call for Proposals
~ Proposal Guidelines ~
• Proposals received after 11:59 pm on February 20, 2022 will not be accepted.
• Send electronic submissions to Texas NAME Proposal Submission Form
Conference Theme: Education as an Act of Resistance: Disrupting Detrimental Practices for Ideological and Political Clarity during Ongoing Pandemics
“Political clarity” refers to the ongoing process by which individuals achieve ever-deepening consciousness of the sociopolitical and economic realities that shape their lives and their capacity to transform such material and symbolic conditions (Bartolome?, 2004). It also refers to the process by which individuals come to understand the possible linkages between macro-level political, economic, and social variables and subordinated groups’ academic performance in the micro-level classroom (Bartolome?, 1994). In this way, achieving a higher level of consciousness becames a means to disrupt defecit practices and ideologies that are commonly upheld in today’s public school classrooms – partly due to the recent Texas legislation surrounding the crucifixation of Critical Race Theory and related teachings that challenge mainstream narratives and foster critical thinking and analysis about historical and contemporary happenings. “Ideological clarity” refers to the process by which individuals struggle to identify and compare their own explanations for the existing socioeconomic and political hierarchy with the dominant society (Bartolome?, 2004). The juxtaposing of ideologies should help teachers to better understand if, when, and how their belief systems uncritically reflect those of the dominant society and thus maintain unequal and what should be unacceptable conditions that so many students experience on a daily basis (Bartolome?, 2000). In this regard, it becomes evermore critical that teachers and leaders in educational spaces learn to become ideologically clear for the greater good. This year marks the continuation of so many pandemics that we have suffered and survived as a nation, but also a community, and people of color. It is in these times that we must stand firm in recognizing that education has, and still remains a force of resistance to systemic and structural inequities. Through the multicultural education framework, we are reminded that education is critical, emancipatory, and an act of self-healing. It is through this lens that we focus on ways to effectuate change for the good of our schools, community, and nation.
Bartolome, L. I. (1994). Beyond the Methods Fetish: Toward a Humanizing Pedagogy. Harvard Educational Review, 64(2), pp. 173-194.
Bartolome, L. I. (2004). Critical Pedagogy and Teacher Education: Radicalizing Prospective Teachers. Teacher Education Quarterly, pp. 97-122.
Types of Sessions
This is a Virtual Conference taking place via Zoom.
All sessions must address the conference theme. Please see below for information that should be included in the proposal summary.
• Paper Presentation – Paper presentations represent a formal report of research completed or underway that invites reactions. Please allow for audience questions and reactions during presentation time. Paper presentations may be grouped with other related presenters at the same time in the same room, sharing the time allotted.
• Poster Session – Posters will display research, best practices, novel approaches or current projects on a large poster board. The poster session will allow for informal discussions and attendees to speak with the presenters on an individual basis in an interactive style.
• Ideas and Issues – Ideas and issues are a presentation of current practices and/or research in a way that allows for interactive dialogue and ideas from the audience.
CONFERENCE STRANDS AND DESCRIPTORSI. Multicultural Education Research:
This strand emphasizes the following areas: 1) graduate programs; 2) effectiveness of undergraduate multicultural education courses; 3) use of multicultural education in response to academic achievement differences or gaps; 4) the role of multicultural education research in border crossings; 5) the use of multicultural education to examine changing demographics; 6) the role of multicultural education research in enhancing global citizenship; and 7) how multicultural education research is integrated in other disciplines.II. Professional Development in Multicultural Education:
This strand seeks to highlight research and evidenced based practices in Multicultural Education. Proposals should focus on career-enhancing skills and knowledge that improve educational materials and practices so that students experience heightened equity, cultural justice, and wellbeing.III. Teaching for Change: Supporting Social Justice, Resistance, & Hope:
This strand is designed to highlight culturally responsive lessons, activities, and pedagogical approaches that transform our classrooms into liberated anti-oppressive spaces.IV. Health, Human Development & Sustainable Communities:
This strand emphasizes research, effective practices and current issues related to culturally relevant and socially responsive community-focused program and practices. The strand provides a platform to explore solutions to disparate practices and programs that may hinder the wellbeing, education, and growth and development of communities in Texas, the United States, and around the world. The impetus for this strand is to provide viable solutions that: (1) increase overall knowledge and skills associated with medical practices specific to ethnic, cultural, religious, socioeconomic, linguistic and other dynamics that contribute to health disparities; and (2) that provide comprehensive community-focused practices and 4 programs that promote connections to local, national and international leaders with the goal of providing present and future generations with opportunities to benefit from historical and/or transformative practices.V. Policy and Practice:
This strand is designed to explore studies of classroom and/or school reform practices promoting multicultural education, citizenship education and comparative/international education while building scholarship related to multicultural education. Also, important to this strand are policies and practices associated with access, opportunity, and PK-20 preparedness that promote equity, access and/or social justice in education. Presentations exploring the prison industrial complex (school-to-prison pipeline, school discipline, zero tolerance, etc.) in the U.S. and around the world, as well as other impediments to social equity, are welcomed. 5
All proposals must be submitted to Texas NAME Proposal Submission Form. Please have the following information accessible to complete the submission process: Contact information for all presenters, Session Abstract (50 words max), Type of Session, 500-700 word proposal summary that includes (content and relationship to conference theme, significance of content, objectives, and process).
b. Full names of all co-presenters, their email addresses, and affiliation(s).
c. An abstract of the presentation, no more than 50 words in length, that will be included in the conference program if the presentation is accepted.
2. A proposal of no more than 500-700 words in length. The summary must respond to the following areas: a. Type of session. (Panel Session, Paper Presentation, Poster Session, Ideas and Issues).
b. Primary Conference Strand Addressed. (Multicultural Education Research; Professional Development in Multicultural Education; Teaching for Change: Supporting Social Justice, Resistance, & Hope; Digital Competencies for Global Citizenship; Health, Human Development, & Sustainable Communities; or Policy and Practice)
c. Content in relationship to conference theme. Briefly describe the content of your presentation and clearly connect to the conference theme.
d. Significance of Content. Why is the presentation significant? How will it advance our knowledge of or capacity for multicultural education? Include any relevant data or research supporting the presentation.
e. Objectives. What does the presentation seek to accomplish? Please state any guiding questions and/or objectives. How will the presentation be of use to conference participants? What should participants learn during the session?
f. Process. What is the format of the session? (i.e.: simulation/role play, group discussion, lecture, artistic performance, etc.) How will the audience be engaged in the session? What resources will be distributed?
NOTE: Please DO NOT include names or institution(s) on the proposal summary page.
Evaluation and Acceptance of Proposals:
Proposals will be peer-reviewed by up to three (3) readers using the following criteria:
- • Conference Strand/Theme (15%) – Clearly addresses strand/theme. Overall proposal is clear as to relation to strand/theme.
- • Significance of Content (50%) – Rationale based on current research, knowledge, or practice in field. Timely. In-depth.
- • Objective and/or Purpose (10%) – Clearly stated purpose related to an aspect(s) of multicultural education.
- • Audience (5%) – Proposal explains why various groups of attendees would be interested. Describes audience interaction.
- • Format (5%) – All parts of format present as listed in CFP (Call For Proposals).
- • Process of Presentation (5%) – Time frame of presentation broken down. Types of audience interaction described. Materials and handouts described.
- • Participant Outcomes (10%) – Provides an explicit statement of participant outcomes and how they will be achieved.
~ Information for Presenters ~
Conference presenters are volunteers and are not compensated for their presentations or travel. The program policies listed below apply to all organizers, authors, panelists, moderators, discussants, and other session participants.
The vitality of Texas NAME flows from its diverse membership. Thus, it is Texas NAME’s policy to ensure presentations by and about diverse ability, class position, gender, ethnicity, linguistic, race, religion, and sexuality. Presentations by teachers, school administrators, community activists, government and organization officials, higher education faculty, and others interested in the conference theme are encouraged. Students (high school, undergraduate, and graduate) and international scholars, practitioners, and activists are also encouraged to submit proposals.
To guarantee being listed in the conference program, all presenters must register for the conference no later than April 1, 2022. This policy includes anyone who is listed in the program as a presenter, co-presenter, panelist, moderator, or other participant in the session.
Submission of a proposal is a commitment to register for the Texas NAME’s 2022 virtual conference. After the lead presenter has received an acceptance notice, the lead presenter must ensure other presenters in the session are notified and registered.
Acceptance of notifications will be sent by March 15, 2022
Presenters will be expected to include supporting visuals via PowerPoint, Google Slides or comparable format.
All presenters must be registered for the conference by April 1, 2022.
Check us out on Facebook for important updates and conference information at http://www.facebook.com/txname
~ Texas NAME Award Nominations~
Description of Awards
The Texas Chapter of the National Association for Multicultural Education (TXNAME) currently accepts nominations for four (4) annual awards:
1) Outstanding Teaching Award, EC-12
Award granted to an individual that has taught in an EC-12 (Early Childhood - 12th Grade) educational setting for at least five years. The award nominee advocates for the advancement of multicultural education in their courses and demonstrates culturally diverse and responsive teaching practices. The award nominee clearly values education for all students. Nominee does not necessarily have to be a NAME member, but the Nominator should be a current, active NAME member. Self-Nominations are acceptable.
2) Outstanding Teaching Award, Postsecondary Faculty
Award granted to an individual that has taught in a Texas postsecondary setting for at least five years. The award nominee advocates for the advancement of multicultural education in their courses and demonstrates culturally diverse and responsive teaching practices. The award nominee clearly values education for all students. Nominee does not necessarily have to be a NAME member, but the Nominator should be a current, active NAME member. Self-Nominations are acceptable.
3) Service Award
Award granted to an individual, group, or entity that advocates for the advancement of multicultural education in the community, work settings, and/or TXNAME. The award nominee has demonstrated a strong commitment to valuing education and social justice and strives for social equity. Nominee does not necessarily have to be a NAME member, but the Nominator should be a current, active NAME member. Self-Nominations are acceptable.
4) Research Award
Award granted to an individual that has provided significant scholarly contributions to the field of multicultural education or closely related area of study. Nominee does not necessarily have to be a NAME member, but the Nominator should be a current, active NAME member. Self-Nominations are acceptable.
*Nominations should be submitted by March 1, 2022
**Additional Awards Forthcoming
Nominations can be submitted here: https://bit.ly/TXNAMEawards2022