AERA 2006 CESJ Sponsored Sessions

1. Social Justice and Teaching K-12

   Sponsor: SIG-Critical Educators for Social Justice
   
   Schedule Information:
   
   Scheduled Time: Sunday, April 9; 12:25 p.m.-1:05 p.m.
   Building/Room: Moscone Center West/3rd Floor, Room 3005
   
   Title Displayed in Event Calendar: Roundtable 55
   
   Session Participants:

   Assessing the Intercultural Sensitivity of a Preservice Teacher Cohort: Using the IDI in Teacher Education
   *Mary E. Curran (Rutgers, The State University of New Jersey)

   Building Solidarity With Others: Understanding Critical Practices in Social-Action Pedagogy
   *Shira Eptstein (Teachers College, Columbia University), Celia J. Oyler (Teachers College, Columbia University)

   How Urban Teachers’ Conceptualize Social Justice and Practice It
   *Omiunota N Ukpokodu (University of Missouri-Kansas City)

   Learning to Teach Mathematics for Social Justice: Getting Personal
   *Tonya Bartell (University of Delaware)

   Using Literature to Teach for Social Justice: The Rocky Terrain of Texts and Talk
   *Christine Diane Giese

   “How the Dreamers Are Born”: Elements Responsible for Developing an Identity as Activist Educator
   *Julio E. Diniz-Pereira (Federal University of Minas Gerais-Brazil)

   
   

2. Theoretical and Policy Studies in Social Justice

   Sponsor: SIG-Critical Educators for Social Justice
   
   Schedule Information:
   
   Scheduled Time: Sunday, April 9; 8:15 a.m.-8:55 a.m.
   Building/Room: Moscone Center West/3rd Floor, Room 3006
   
   Title Displayed in Event Calendar: Roundtable 49
   
   Session Participants:
   
   Double Consciousness, Collective Memory, and Multicultural Education: A Theoretical Foundation for Social Activism *Michael Leon Dunson (Stanford University)

   Becoming Antiracist: White Racial Justice Activists in Education
   *Mark R. Warren (Harvard Graduate School of Education)

   Critical Multicultural Arts and Public Education: A Support for Strong and Social Justice Teaching?
   *Therese M. Quinn (School of The Art Institute of Chicago), Michelle Corpus (The School of the Art Institute of Chicago), Mia Garcia-Hills (The School of the Art Institute of Chicago)

   Privileged Conceptions: A Self-Study of Whiteness, Democracy, and Social Justice Among White, Male, Novice Teacher Educators
   *Cheryl A. Fields-Smith (The University of Georgia), Todd Stevenson Hawley (The University of Georgia), Jason K. Ritter (The University of Georgia)

   Social Justice, Diversity, and Teacher Education in Turkey
   *Zeynel Amac (Indiana University-Bloomington)

   Zero Tolerance Policies and Labeling Students as "Severe Behavior": Is This Equitable, Legal, and Just?
   *Wanda E. M. Cassidy (Simon Fraser University)

   Emancipate Yourselves From Mental Slavery: Urban Youth Engage in Resistance Through Spoken Word (Uplifting Word)
   *Denise Pacheco (University of California-Los Angeles), Shiv Raj Desai (University of California-Los Angeles)

   
   

3. Social Justice Beyond the K-12 Classroom

   Sponsor: SIG-Critical Educators for Social Justice
   
   Schedule Information:
   
   Scheduled Time: Monday, April 10; 2:15 p.m.-2:55 p.m.
   Building/Room: Moscone Center West/3rd Floor, Room 3005
   
   Title Displayed in Event Calendar: Roundtable 67
   
   Session Participants:
   
   A Matter of Social Justice: Preparing Leaders to Create and Sustain Inclusive Schools
   *George Thomas Theoharis (Syracuse University), Julie N. Causton-Theoharis (Syracuse University)
   
   Equity at the Center: Developing a Signature Learning Experience Based on Social Diversity in a Canadian Community College
   *Jasmin Zine (Wilfrid Laurier University)
   
   Listening to the Silence: Exploring the Graduate Student Experience
   *Patricia H. Hinchey (The Pennsylvania State University), Rosa Roman Perez (The Pennsylvania State University)
   
   Manifestations of Global Discourses Within a Local Job Training Program: A Critical Discourse Analysis
   *David F. Ayers (The University of North Carolina-Greensboro), David Carlone (The University of North Carolina-Greensboro)
   
   The Radical Academy: Lessons for Doctoral Students and Assistant Professors From the Front Lines
   *Marc Pruyn (New Mexico State University)
   
   The Role of Popular Education in Ending Racism
   *Christine E. Selig (University of California-Berkeley)
   
   Transformative Learning in the Public Square: The Educational Dimensions of a Broad-Based Community Organizing Movement
   *Robert A. Filback (University of Southern California), Michael C Silverman (Mahidol University)
   

1. Bridging Private, Public, and Political: Strategies for Political Education and Organizing for Community Building

   Sponsor: SIG-Critical Educators for Social Justice
   
   Schedule Information:
   
   Scheduled Time: Sunday, April 9; 2:15 p.m.-3:45 p.m.
   Building/Room: Moscone Center South/Mezzanine Level East, Room 224
   
   Title Displayed in Event Calendar: Bridging Private, Public, and Political: Strategies for Political Education and Organizing for Community Building
   
   Session Participants:
   
   Chair: Michelle M. Fine (The City University of New York) Discussant: Mark R. Warren (Harvard Graduate School of Education)
   
   Organizing for Change: Education for All in the Community
   *Soo Hong (Harvard University)
   
   Political Education and Shifting Strategies of Community Development: Community-Based Regionalism in Asian Pacific Islander Communities
   *Martha Matsuoka (Occidental College)
   
   Organizing for a Multiracial Democracy: Power and Knowledge Through Education
   *Carolyn C. Leung (Harvard University)
   
   From Community Control to Consent Decree: Puerto Ricans Organizing for Education Rights in New York City in the 1960s and '70s
   *Madeline Perez (The City University of New York), Anthony De Jesus (Muatew College)
   
   Abstract:

        The investigation of community organizing as a force for community change warrants the attention of research. This panel, therefore, looks at the craft of organizing. Specifically, it focuses on organizing as a critical education tool. Organizing today is diverse in scope and can include organizing around an issue, neighborhood, or particular racial/ethnic community. Applied, it is more than a set of techniques. It often entails a process of education—political education in particular. A key feature of organizing is critical consciousness-raising for social action. Organizing is a form of critical literacy, with community members learning to read the world, not just read the word (Freire and Macedo, 1987).

   
   

2. Social Justice, Peace, and Environmental Education Standards: Vision and Accountability for Education in the Public Interest

   Sponsor: SIG-Critical Educators for Social Justice
   
   Schedule Information:
   
   Scheduled Time: Monday, April 10; 10:35 a.m.-12:05 p.m.
   Building/Room: Moscone Center West/2nd Floor, Room 2005
   
   Title Displayed in Event Calendar: Social Justice, Peace, and Environmental Education Standards: Vision and Accountability for Education in the Public Interest
   
   Session Participants:
   
   Chair: Marta P. Baltodano (Loyola Marymount University)
   Chair: Julie R. Andrzejewski (St. Cloud State University)
   
   Participant: Ray Barnhardt (University of Alaska-Fairbanks)
   Participant: Candice C. Carter (University of North Florida)
   Participant: Robert E. Crafton (Slippery Rock University)
   Participant: Eulynda Toledo Benalli (Crownpoint Institute of Technology)
   Participant: David A. Gruenewald (Washington State University)
   Participant: Charlotte M. Harris (Wright State University)
   Participant: Todd E. Jennings (California State University-San Bernardino)
   Participant: S. Maxwell Hines (Hofstra University)
   Participant: Haoua M. Hamza (Niagara University)
   Participant: Leigh M. O'Brien (Montclair State University)
   Participant: Ji-Yeon O. Jo (Duke University)
   Participant: Linda Symcox (California State University-Long Beach)
   Participant: E. Diane Torres-Velasquez (The University of New Mexico)
   
   Abstract:

        In contrast to educational policies that serve corporate elites and standards that intimidate and penalize working class children and their communities, the Social Justice, Peace, and Environmental Education (SJPEE) Project is developing educational standards to challenge oppression and foster justice. Based on the Alaska Native Knowledge Network (ANKN) model, representatives/members of seventeen SJPEE SIGs and organizations are writing guidelines to assist educators and institutions committed to these principles. In different phases, about half the SIGs/Orgs are circulating written documents to their constituencies for response, others are still investigating pertinent theories, research, and international agreements representing best SJPEE practices. This year papers should reflect the wisdom of constituent communities, increasing visibility, credibility, and accountability for SJPEE in the public interest.

   
   

3. Community Study: Transforming Educators and Communities through Acting on Local Definitions of the Public Interest

   Sponsor: SIG-Critical Educators for Social Justice
   
   Schedule Information:
   
   Scheduled Time: Monday, April 10; 12:25 p.m.-1:55 p.m.
   Building/Room: Marriott San Francisco/Pacific A
   
   Title Displayed in Event Calendar: Community Study: Transforming Educators and Communities Through Acting on Local Definitions of the Public Interest
   
   Session Participants:
   
   Chair: Kathryn J. Lindholm-Leary (San Jose State University)
   
   Abstract:

         Educational research is clear in documenting the disconnect between schools and the low-income, racially, culturally and linguistically diverse (LI/RCLD) communities they serve. This study provides a counterexample to the above concerns. We focus on a Community Study conducted in a dual language immersion school. Our study documents that given the arena for democratic dialogue and the opportunity to incorporate local perspectives in defining schooling’s role in forwarding the “public interest,” educators can create culturally responsive pedagogy, relevant curriculum, effective instructional methods, and program structures and policies that forward a locally defined social justice agenda.

   
   

4. The Historical Legacy of the Civil Rights Movement

   Sponsor: SIG-Critical Educators for Social Justice
   
   Schedule Information:
   
   Scheduled Time: Friday, April 7; 2:15 p.m.-3:45 p.m.
   Building/Room: Moscone Center West/2nd Floor, Room 2004
   
   Title Displayed in Event Calendar: The Historical Legacy of the Civil Rights Movement
   
   Session Participants:
   
   Chair: Jerry Aldridge (The University of Alabama at Birmingham)
   
   Participant: Lois M. Christensen (The University of Alabama)
   Participant: Tondra L. Loder (The University of Alabama at Birmingham)
   Participant: Lillie Fincher (Birmingham Civil Rights Institute)
   Participant: Virginia Volker (Birmingham City Schools)
   
   Abstract:

         This is a collaborative effort among faculty at the University of Alabama at Birmingham (UAB), The Birmingham City Schools, and The Birmingham Civil Rights Institute. The effort advances civil rights education among educators. Learning at two levels occurs. The first focuses on the implementation process of the course and the second on methods of knowledge construction. Utilizing qualitative methods and pedagogical approaches the inquiry described how: To expand collaboration between UAB and the community. Course participants’ perceptions perpetuated what they learned through presenting technology workshops to peers. Course participants discovered ways the civil rights movement promoted freedom, social justice, and equality. The findings enlarged the thin body of literature about promoting civil rights education. Findings are transferable to educators, informing them of approaches that promote social justice at the elementary, secondary, and higher education levels.

   
   

5. Becoming Social Justice Educators: Experiences of Pre- and In-Service Teachers in Canada, New Zealand, and the United States

   Sponsor: SIG-Critical Educators for Social Justice
   
   Schedule Information:
   
   Scheduled Time: Saturday, April 8; 8:15 a.m.-9:45 a.m.
   Building/Room: Moscone Center West/2nd Floor, Room 2000
   
   Title Displayed in Event Calendar: Becoming Social Justice Educators: Experiences of Pre- and In-Service Teachers in Canada, New Zealand, and the United States
   
   Session Participants:
   
   Enlightened Beginning Teachers: The Challenges and Triumphs of Working With the Treaty of Waitangi in New Zealand
   *Pamela Burke (University of Otago)
   
   An Anti-Oppressive Education Approach to Teaching for Social Justice
   *Deirdre M. Kelly (The University of British Columbia), Gabriella Minnes-Brandes (University of British Columbia), Stephanie C. Higginson (The University of British Columbia)
   
   Learning to Teach for Social Justice Through a Focus on Student Work
   *Sonia V. James-Wilson (University of Rochester)
   
   Abstract:

         This symposium will describe three teacher education programs designed to prepare teachers to work for equity and social justice in schools. The data to be presented have been collected through interviews and focus groups with pre- and in-service teachers. Each paper will: describe the strategies used in each program to help challenge candidates’ core beliefs; report on the ways their identity influence what and how they teach; explore questions about their use of equity-based practices in schools that are not supportive, and suggest ways that teacher education programs can prepare candidates for these challenges.

   
   

6. Why Is a "Research-as-Praxis" Type of Investigation Excluded as an Option in the AERA Proposal Submission Menu?

   Sponsor: SIG-Critical Educators for Social Justice
   
   Schedule Information:
   
   Scheduled Time: Sunday, April 9; 10:35 a.m.-12:05 p.m .
   Building/Room: Moscone Center South/Mezzanine Level East, Room 232
   
   Title Displayed in Event Calendar: Why Is a "Research-as-Praxis" Type of Investigation Excluded as an Option in the AERA Proposal Submission Menu?
   
   Session Participants:
   
   Chair: Marta P. Baltodano (Loyola Marymount University)
   
   Distinctive Characteristics of Research-as-Praxis as a Paradigm of Research
   *Myriam N. Torres (New Mexico State University)
   
   Relationships Between Research-as-Praxis, Participatory Action Research, and Teacher Research
   *Barbara J. Coppola (New Mexico State University)
   
   Co-optation of Research-as-Praxis Into the Qualitative Paradigm
   *Luis Reyes (New Mexico State University)
   
   Research-as-Praxis and the Postmodern Critique
   *Luis M. Huerta (New Mexico State University)
   
   Abstract:

        The purpose of this symposium is to bring up awareness of Research as Praxis (RAP) as a distinctive education research paradigm, which by its own principles and goals works primarily in the public interest. Contributors to this symposium examine and document the reasons why this research paradigm is excluded from the current AERA menu of research types, as well as the ways in which it is assimilated into other more conventional research paradigms, co-opting thus its distinctive goals and principles of participatory democracy, collective transformative action, and a liberating project.

Joint Reception: Critical Examination of Race, Ethnicity, Class, and Gender in Education and Social Justice SIGs

Sponsor: SIG-Critical Examination of Race, Ethnicity, Class, and Gender in Education

Schedule Information:

Scheduled Time: Friday, April 7-6:15 p.m.-8:30 p.m.
Building/Room: Moscone Center West/2nd Floor, Room 2004

Title Displayed in Event Calendar: Joint Reception: Critical Examination of Race, Ethnicity, Class, and Gender in Education and Social Justice SIGs

Critical Educators for Social Justice SIG Business Meeting

Sponsor: SIG-Critical Educators for Social Justice

Schedule Information:

Scheduled Time: Monday, April 10, 6:15 p.m.-8:15 p.m.
Building/Room: Moscone Center South/Mezzanine Level East, Room 222

Title Displayed in Event Calendar: Critical Educators for Social Justice SIG Business Meeting

Session Participants:

Chair: Mara Sapon-Shevin (Syracuse University)

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