Education is the civil rights battleground of the 21st century. It can also be a powerful force for social justice.
In order to educate all the children of the next generation, not just those of privilege, there is a moral imperative to ensure that every adult who teaches is prepared for this responsibility. This professional work cannot be left to chance, or to individual prerogative. New teachers have earnest commitments to doing right by all students; they understand the power of good teaching, but often they don’t know how to work skillfully. That is the starting point and the heart of this year’s seminar series: getting “inside” of instruction together to better prepare every one of our teachers to teach skillfully with all students.
In this year’s seminar, we focus on the intersection of teaching practice and equity. Each talk will center on one high-leverage practice, and will investigate the enactment of the practice, and the ways in which issues of equity are fundamental to the practice itself. Building from a definition of the practice, each speaker will examine core dilemmas inherent in the work of enacting the practice with students and content. In so doing we will make visible the ways in which equity issues play out inside of each of the high-leverage practices.
H. Richard Milner IV
H. Richard Milner IV (also known as Rich) is the Helen Faison Endowed Chair of Urban Education, Professor of Education as well as Director of the Center for Urban Education at the University of Pittsburgh. He has courtesy professorship appointments in Africana Studies, Sociology and Social Work. His research, teaching and policy interests concern urban teacher education, African American literature, and the social context of education. In particular, Professor Milner’s research examines practices and policies that support teacher effectiveness in urban schools.
His research has appeared in numerous journals, including Educational Researcher, Journal of Negro Education, Teachers College Record, Journal of Teacher Education, Teaching and Teacher Education, Race, Ethnicity and Education, Journal of Black Studies and the Review of Research in Education. He has published six books, including the best seller, and award winning, Start Where You Are, but Don’t Stay There: Understanding Diversity, Opportunity Gaps and Teaching in Today’s Classrooms (published by Harvard Education Press in 2010) and Rac(e)ing to Class: Confronting Poverty and Race in Schools and Classrooms (published by Harvard Education Press in 2015). In 2015, Professor Milner received the Division K Award for Innovations in Research on Diversity in Teacher Education from the American Educational Research Association. In 2016, he became a Fellow of the American Educational Research Association.
Currently, he is Editor-in-chief of Urban Education and co-editor of the Handbook of Urban Education, published with Routledge Press in 2014.
Kris D. Gutiérrez holds the Carol Liu Chair in Education Policy and is Professor of Language, Literacy, and Culture in the Graduate School of Education, University of California, Berkeley. She was the Inaugural Provost’s Chair and Distinguished Professor of Learning Sciences/Literacy at the University of Colorado, Boulder. She also was Professor of Social Research Methodology at GSE&IS at UCLA for most of her professional career. Professor Gutiérrez is a national leader in education, with an emphasis in literacy, learning sciences, educational policy, and interpretive and design-based approaches to inquiry. Gutiérrez is a member of the National Academy of Education and is the Past President of the American Educational Research Association and the National Conference on Research on Language and Literacy. Gutiérrez was appointed by President Obama and confirmed by the U.S. Senate as a member of the National Board for the Institute of Education Sciences where she served as Vice-Chair. She serves on the National Research Council Committee on Strengthening Science Education through a Teacher Learning Continuum and on the Guiding the Implementation of PreK-12 Engineering Education Committee, National Academy of Engineering. Her empirical studies are funded by NSF and the MacArthur Foundation. She is currently a co-pi on the MacArthur Funded Connected Learning Research Network.
Her research examines learning in designed learning environments, with attention to students from nondominant communities and English Learners. Her work on Third Spaces examines the affordances of hybrid and syncretic approaches to literacy, new media literacies, and STEM learning and the re-mediation of functional systems of learning. Her work in social design experiments seeks to leverage students’ everyday concepts and practices to ratchet up expansive forms of learning. Professor Gutiérrez's research has been published widely in premier academic journals and is a co-author of Learning and Expanding with Activity Theory.
Gutiérrez has received numerous awards for her empirical work, including the 2014, Distinguished Contributions to Social Contexts in Education Research – Lifetime Achievement Award and the 2014 Henry T. Trueba Award for Research Leading to the Transformation of the Social Contexts of Education, (Division G, AERA), the 2005 AERA Division C Sylvia Scribner Award for influencing the field of learning and instruction. She was a Fellow at the Center for Advanced Studies in the Behavioral Sciences, an AERA and NEPC Fellow, and an Osher Fellow at the Exploratorium Museum of Science. Gutierrez received the AERA Hispanic Research in Elementary, Secondary, or Postsecondary Education Award and the Inaugural Award for Innovations in Research on Diversity in Teacher Education, Division K (AERA).She served on the U.S. Department of Education Reading First Advisory Committee and a member of President Obama’s Education Policy Transition Team. Professor Gutiérrez was also identified as one of the 2009 Top 100 influential Hispanics. She will receive the Columbia University/Teachers College Medal of Excellence on May 16, 2016.
Tyrone C. Howard
Tyrone C. Howard is professor in the Graduate School of Education and Information Studies’ at UCLA. He is also the Associate Dean for Equity, Diversity & Inclusion. Professor Howard’s research examines culture, race, teaching and learning. He has looked at this work in particular with the experiences of Black males and other males of color in K-12 schools. Dr. Howard’s work has assessed the utility of race and racism in the school experiences and practices affecting racially diverse students.
Professor Howard has published over 75 peer reviewed journal articles, book chapters, and technical reports. He has published several bestselling books, among them, Why Race & Culture Matters in Schools and Black Male(d): Peril and promise in the education of African American males. Dr. Howard is also the Director and Founder of the Black Male Institute at UCLA, which is an interdisciplinary cadre of scholars, practitioners, community members, and policy makers dedicated to improving the educational experiences and life chances of Black males.
Dr. Howard was recently named the recipient of the 2015 UCLA Distinguished Teaching Award, which is the highest honor provided to teaching excellence at the university. In 2016, Dr. Howard was listed by Education Week as one of the 50 most influential scholars in the nation informing educational policy, practice and reform.
José Luis Vilson
José Luis Vilson is a math educator, blogger, speaker, activist in New York City, NY. He is the author of This Is Not A Test: A New Narrative on Race, Class, and Education, and has spoken about education, math, and race for a number of organizations and publications, including The New York Times, Education Week, The Guardian, Al Jazeera America, Huffington Post, Edutopia, GOOD, and El Diario / La Prensa, NY.
He is the founder of EduColor, a Math for America fellow and on the Board of Directors for the Center for Teaching Quality.
Jennifer Langer-Osuna is an assistant professor of elementary mathematics education at Stanford University. Dr. Langer-Osuna's research focuses on the nature of student identity and engagement during collaborative mathematical activity, and the ways in which authority and influence are constructed in interaction. Her current work, supported by an IRiSS faculty fellowship and the Center to Support Excellence in Teaching, focuses on understanding and supporting productive and equitable collaborative mathematics problem solving among elementary students.
Her work has been published in the Journal for Research in Mathematics Education, Journal of the Learning Sciences, Mathematics Teaching and Learning, ZDM, Mathematics Education Research Journal, Canadian Journal of Science, Mathematics, and Technology Education, among other outlets.
Dr. Camille Wilson is an associate professor of Educational Foundations, Leadership & Policy in the Department of Educational Studies at the University of Michigan. Her research is interdisciplinary in nature. She explores school-family-community engagement and transformative leadership as they relate to urban education reform and policy. She is a qualitative researcher who draws upon critical and feminist methodologies. Her current research explores the community-based, educational advocacy of adult and youth activists in Detroit.
Dr. Wilson’s work has been published in leading U.S. journals like Teachers College Record, in numerous scholarly books, and in highly regarded, international journals such as the International Journal of Qualitative Studies in Education. She's also the co-editor of the book: Advancing equity and achievement in America’s diverse schools: Inclusive theories, policies, and practices, which was published by Routledge in 2014. Dr. Wilson received her Ph.D., in urban schooling from the University of California, Los Angeles in 2001. Her teaching philosophies and practices are greatly informed by the core tenets of sociocultural learning theory, critical multicultural education, and critical pedagogy.