About More Than Words: Culturally Responsive-Sustaining Remote Writing Instruction
9/14/2020 3:30-5pm (PST)/ 6:30-8pm (EST)
9/14/2020 3:30-5pm (PST)/ 6:30-8pm (EST)
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Webinar Description:
In this workshop, Dr. David E. Kirkland will engage participants in a conversation on what it means to teach writing in the time of global pandemic, social unrest, and economic uncertainty. In so doing, he will offer guidelines and resources to promote culturally responsive-sustaining teaching practices in technology-enhanced settings. As educators continue to respond to the systematic educational inequities highlighted and exacerbated by this moment, the expertise, scholarship, and advocacy of Dr. Kirkland will help support instructional changes and crucial conversations about how we can best serve our diverse populations during and beyond COVID and our reimagining of schools. |
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Bio:
David E. Kirkland, PhD/JD, is a distinguished professor of English and urban education in the Department of Teaching and Learning at New York University’s (NYU) Steinhardt School of Culture, Education, and Human Development. He also serves as Executive Director of The Metropolitan Center for Research on Equity and The Transformation of Schools. He has been described as an activist and educator, cultural critic and author. A leading national scholar and advocate for educational justice, Dr. Kirkland's transdisciplinary scholarship has explored a variety of equity related topics, including how to improve schools and how to teach vulnerable learners at the intersections of race, gender, class, and ability. With many groundbreaking publications to his credit, he has analyzed the cultures, languages, and texts of urban youth, using quantitative, critical literary, ethnographic, and sociolinguistic research methods to answer complex questions that sit at the center of equity and social justice education. Dr. Kirkland taught middle and high school and served as a school administrator for several years in Michigan and New York. He currently leads efforts to enhance education options for vulnerable youth throughout the U.S. Dr. Kirkland has received the 2016 AERA Division G Mid-Career Scholars Award, 2018 New York University Distinguished Teaching Award, the 2019 MLK Advocacy and Social Justice Award, and the 2019 NCTE Advancement of People of Color Leadership Award. A Search Past Silence: The Literacy of Black Males, the fifth book that Dr. Kirkland has authored, is a TC Press bestseller and winner of the 2015 Daniel E. Griffiths Research Award, the 2014 AESA Critics Choice Award, and the 2014 NCTE David H. Russell Award for Distinguished Research in the Teaching of English. He is also co-editor of the newly released Students Right to Their Own Language, a critical sourcebook published by Bedford/St. Martin’s Press, and executive editor of the scholarly journal Voices in Urban Education. Twitter: @davidekirkland |
Learn more about Dr. Kirkland's work below: ● How a Dyslexic Boy Fell in Love with Words; ● Elements of Oppression; ● Transformation Needed to Integrate School; ● English Professor Directs NYU Center to Make Education More Equitable ● Additional texts |
When Life Gives You Watermelons: Writing Communities, Race, and Transformative Justice
9/21/2020 3:30-5pm (PST)/ 6:30-8pm (EST)
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Webinar Description:
In this session participants will engage in the Transformative Justice English/Language Arts design principles which seek to leverage restorative justice theory and practice in writing communities. Winn will provide a brief overview of restorative justice; introduce the Transformative Justice English/Language Arts design principles; and demonstrate how the 5 pedagogical stances-- including History Matters, Race Matters, Justice Matters, Language Matters, and Futures Matter—can serve as tools for paradigm shifting toward justice in learning communities. And, finally, participants will build their own toolkits for using the 5 pedagogical stances in their own work. |
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Bio:
Maisha T. Winn is the Chancellor’s Leadership Professor in the School of Education at the University of California, Davis where she co-founded (with Dr. Lawrence “Torry” Winn) and serves as the Faculty Director of the Transformative Justice in Education (TJE) Center in the School of Education. Much of Professor Winn’s early scholarship examines how young people create literate identities through performing literacy and how teachers who are “practitioners of the craft” serve as “soul models” to emerging writers. Most recently, she has examined how restorative justice theory can be leveraged to teach across disciplines using a Transformative Justice Teacher Education Framework. Professor Winn was named an American Educational Research Association Fellow (Spring 2016). In 2014 she received the William T. Grant Foundation Distinguished Fellowship and was named the American Educational Research Association Early Career Award recipient in 2012. Professor Winn served as the Jeannette K. Watson Distinguished Visiting Professor in the Humanities at Syracuse University for the 2019/2020 academic year. She is the author of several books including Writing in Rhythm: Spoken word poetry in urban schools (published under maiden name “Fisher”); Black literate lives: Historical and Contemporary Perspectives (published under maiden name “Fisher”); Girl Time: Literacy, Justice, and the School-to-Prison Pipeline; and co-editor of Humanizing Research: Decolonizing Qualitative Research (with Django Paris). She has two new books, Justice on Both Sides: Transforming Education through Restorative Justice (Harvard Education Press) and Restorative Justice in the English Language Arts Classroom (with Hannah Graham and Rita Alfred on National Council of Teachers of English Principles in Practice Series). She is also the author of numerous articles in peer-reviewed journals including Review of Research in Education; Anthropology and Education Quarterly; International Journal of Qualitative Studies in Education; Race, Ethnicity and Education; Research in the Teaching of English; Race and Social Problems; and Harvard Educational Review. |
Learn more about Dr. Winn's work below:
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Words as Balm: Civic Writing and Healing in Precarious Times
9/28/2020 3:30-5pm (PST)/ 6:30-8pm (EST)
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Webinar Description:
In this session, Antero Garcia will guide participants through ways to center youth civic voice in classrooms and explore how such writing can help address the complex emotions of teachers and students today. Recognizing the complicated political contexts many teachers work within, this workshop will discuss how to guide authentic voice in ways that attend to localized contexts. Additionally, we will explore the multimodal possibilities of exploring civic texts and digital student production. |
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Bio:
Antero Garcia is an Assistant Professor in the Graduate School of Education at Stanford University where he studies how technology and gaming shape both youth and adult learning, literacy practices, and civic identities. Prior to completing his Ph.D., Antero was an English teacher at a public high school in South Central Los Angeles. His most recent research studies explore learning and literacies in tabletop roleplaying games like Dungeons & Dragons and how participatory culture shifts classroom relationships and instruction. Based on his research focused on equitable teaching and learning opportunities for urban youth through the use of participatory media and gameplay, Antero co-designed the Critical Design and Gaming School--a public high school in South Central Los Angeles. Antero’s research has appeared in numerous journals including American Educational Research Journal, Harvard Educational Review, and Reading Research Quarterly. His most recent books are Good Reception: Teens, Teachers, and Mobile Media in a Los Angeles High School, Doing Youth Participatory Action Research: Transforming Inquiry with Researchers, Educators, and Students (with Nicole Mirra and Ernest Morrell), and Pose, Wobble, Flow: A Culturally Proactive Approach to Literacy Instruction (with Cindy O'Donnell-Allen). Antero received his Ph.D. in the Urban Schooling division of the Graduate School of Education and Information Studies at the University of California, Los Angeles. Twitter: @anterobot |
Learn more about Dr. Garcia's work here
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Sam Wineburg Livestream
This event will take place on 10/28/2020. Registration will be open soon.
Sam Wineburg will discuss argument writing in the history classroom. The Margaret Jacks Professor of Education, Dr. Wineburg is an expert in helping students learn to think like historians, evaluate evidence, and construct arguments—don't miss this valuable learning opportunity!
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Find some practical applications of Dr. Wineburg's work at The Stanford Education History Group (SHEG) or in one of his many publications!
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