2018-2019 Seminar Series

(How) does knowing content matter for disrupting the persistence of oppression?

This year, building on the work we have done together in the seminar series over the past few years, we investigate the relationship between the special nature of knowing content in teaching and the work of seeing and hearing children’s ideas with subject matter and supporting their growth.  We seek to uncover and articulate the relationship between advancing justice and the teaching of content. Patterns of racism and oppression can be reproduced or interrupted depending on what content is selected for students’ learning, how it is opened up and related to students’ experiences and perspectives, and the ways in which students’ interactions with it are supported and shaped. Seeing students’ strengths, understanding their ideas, and attending to and intervening on how students are positioned – each of these critical practices depends on a nuanced and flexible knowing of content.

We have structured this year’s seminar to afford us significant opportunities to investigate how we might take up these issues in English language arts, in mathematics, social studies, and science.  We will ask our seminar speakers to speak to these questions, and to share the ways that they work with their candidates to build their capacity to interact with students around content in ways that disrupt persistent patterns of oppression. Join TeachingWorks and our efforts to intertwine the high-leverage practices and challenging academic content and skills in order to disrupt racism and oppression in pursuit of a more just society.



Thursday, September 13, 2018
The Social Funding of Race: The Role of Schooling
Seminar lunch (12:00-1:00pm) in Tribute
Seminar Series (4:00pm-6:00pm) in Prechter

Gloria Ladson-Billings

  • Kellner Family Chair in Urban Education at the University of Wisconsin-Madison

Gloria Ladson-Billings is Professor Emerita and former Kellner Family Distinguished Chair of Urban Education in the School of Education at the University of Wisconsin-Madison. Ladson-Billings work focuses on culturally relevant pedagogy and critical race theory applications to education. She was the 2005-2006 President of the American Educational Research Association and is the current President of the National Academy of Education.

Teaching Works Seminar - 09/13/18 from TeachingWorks at UMSOE on Vimeo.

Seminar slides

Articles:

The Social Funding of Race: The Role of Schooling

Culturally Relevant Pedagogy 2.0: a.k.a. the Remix

 

Monday, September 24, 2018
Teaching is the Revolutionary Act: Reclaiming Content and Pedagogy in the Reawakening of Racial Violence
Seminar lunch (12:00-1:00pm) in Tribute
Seminar Series (4:00pm-6:00pm) in Prechter

Marcelle Haddix

  • Dean’s Associate Professor and chair of the Reading and Language Arts department in the Syracuse University School of Education
  • Inaugural co-Director of the Lender Center for Social Justice

Dr. Marcelle Haddixis a Dean’s Associate Professor and chair of the Reading and Language Arts department in the Syracuse University School of Education, where she is an inaugural co-Director of the Lender Center for Social Justice.  Her scholarly interests center on the experiences of students of color in literacy and English teaching and teacher education and the importance of centering Blackness in educational practices and spaces. She directs two literacy programs for adolescent youth: the Writing Our Lives project, a program geared toward supporting the writing practices of urban middle and high school students within and beyond school contexts, and the Dark Girlsafterschool program for Black middle school girls aimed at celebrating Black girl literacies.  Haddix’s work is featured in Research in the Teaching of English, English Education, Linguistics and Education, and Journal of Adolescent and Adult Literacy and in her book, Cultivating Racial and Linguistic Diversity in Literacy Teacher Education: Teachers Like Me, which received the 2018 Outstanding Book Award from the American Association of Colleges for Teacher Education.  Other awards and recognitions include the American Educational Research Association Division K Early Career Award; the National Council for Teachers of English Promising Researcher Award; and the NCTE Janet Emig Award. She is the President-elect of the Literacy Research Association.  She earned a Ph.D. from Boston College, a master’s degree in education from Cardinal Stritch University, and a bachelor’s degree in English education from Drake University.

Wednesday, October 24, 2018
Designing for Heterogeneity in Science Learning in the 21st Century
Seminar lunch (12:00-1:00pm) in Brownlee
Seminar Series (4:00pm-6:00pm) in Prechter

Megan Bang

  • Professor, Learning Sciences & Psychology, Northwestern University
  • Senior Vice President, Spencer Foundation

Megan Bang is a Professor of the Learning Sciences and Psychology at Northwestern University and is currently serving as the Senior Vice President at the Spencer Foundation. Dr. Bang’s research focuses on understanding culture, learning, and development broadly with a specific focus on the complexities of navigating multiple meaning systems in creating and implementing more effective learning environments in science, technology, engineering, arts, and mathematics education. Megan approaches her work through rigorous mixed methods – utilizing experimental design in her foundational cognition and development studies, to community based participatory design work in which she co-designs learning and teaching with communities, families, and youth as well as engages in the collaborative study of such environments. She conducts research in both schools and informal settings. She has taught in and conducted research in teacher education as well as leadership preparation programs. Dr. Bang has won several awards including the AERA early career award in Indigenous Education as well as the Division K early career award in Teaching and Teacher Education. She has published in leading outlets such as Cognition & Instruction, Science Education, and Educational Psychologist. She is currently serving on the Board of Science Education at the National Academy of Sciences and the editorial boards of several top journals.

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Wednesday, January 16, 2018
"Still not Justice" Challenging, structuring and re-creating social studies content to disrupt oppression
Seminar lunch (12:00-1:00pm) in Brownlee
Seminar Series (4:00pm-6:00pm) in Prechter

Beth Rubin

  • Professor; Coordinator, Social Studies Education Program, Rutgers

Professor at the Graduate School of Education at Rutgers, the State University of New Jersey, Beth C. Rubin usesschool-based, ethnographic study to explore how young people come to see themselves as citizens and as learners amidthe nested contexts of classroom, school, community and society, with particular attention to how civic identity takes shape within local contexts marked by historical and contemporary inequalities.She collaborates with educators to design and study curricular and pedagogical innovations, and develops approaches to teacher education that attend to this critical, sociocultural understanding of youth civic learning. Her work can be foundin theAmerican Educational Research Journal,Teachers College Record,Harvard Educational Review,Curriculum Inquiry,Theory Into Practice,The Urban Review,Social Education, theJournal of Teacher Educationand elsewhere; her most recent bookMaking Citizens: Transforming Civic Learning for Diverse Social Studies Classrooms(Routledge, 2012), is designed to help pre-and in-service social studies teachers integrate meaningful, critical civic learning into their practice. Current projects include Creating Civically Engaged Districts, a socially transformative design project integrating youth civic voice into school district practices; an investigation of civic and historical learning in intentionally integrated schools in countries experiencing conflict; and an edited book on design-based research in the social studies.Dr. Rubin’s research has been supported by the Spencer Foundation, the Fulbright Foundation, CIRCLE, the Overbrook Foundation, among others.

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Monday, February 18, 2018
Oooh What a Wonderful World this Could Be: The Role of Knowing (Math) in Love and Liberation
Seminar lunch (12:00-1:00pm) in Tribute
Seminar Series (4:00pm-6:00pm) in Prechter

Maisie Gholson

  • Assistant Professor, University of Michigan

Within a Black feminist framework, Maisie Gholson’s research seeks to understand how our identities and relational ties to mathematics, peers, and teachers create different developmental trajectories and learning opportunities within mathematics contexts. She actively investigates that which is often dismissed as superfluous to mathematics—children’s social relationships and networks. A driving force in her research is to foreground children’s and adolescents’ humanity, i.e., to take seriously the constructed racialized and gendered backdrop of childhood and adolescence as a visceral context in the process of mathematics identity development. As such, Maisie deals explicitly with issues of race and gender, along with the theoretical and methodological challenges that these complex constructs entail. Her methodological interests have also led to her investigation of the relational work involved in critical mathematics teaching, as well as how the narrative constructions of White womanhood mediate young, White pre-service teachers’ development as justice-oriented instructors. Maisie is a former high school mathematics teacher and prior to that a patent writer in her hometown of Houston, Texas. She is a UM NCID member, STaR Fellow, and a recipient of the National Academy of Education/Spencer Dissertation Fellowship, the National Science Foundation Graduate Research Fellowship in STEM Education, and UIC Graduate College Abraham Lincoln Fellowship. She received her Ph.D. in curriculum and instruction from the University of Illinois at Chicago (UIC) and her BS in electrical engineering from Duke University.

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