PA-NAME proudly presents a
MULTICULTURAL EDUCATION SYMPOSIA
Sponsored by Temple University’s Office of Multicultural Affairs and Drexel University’s Multicultural Collaborative
Monday, April 12, 2010
Howard Gittis Student Center 217A
1755 N. 13th Street
Dr. Tanya Casas
Lecturer of Social Sciences
Delaware Valley College
Sustaining Peoples and Communities
through Multicultural Education
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This presentation will outline the ways in which indigenous communities in Ecuador are using a holistic approach to multicultural education that emphasizes the sustainability of indigenous cultures, languages and histories through privileging the relationship between humans and the environment.
Tanya Casas is a Lecturer of Social Sciences at Delaware Valley College in the Liberal Arts Department. She teaches courses in sociology, political economy and anthropology. She also serves as an advisor to a very active student group, Students for Diversity. She earned her B.A. in International Relations with a concentration on Latin America from Johns Hopkins University. She earned both her M.S. (1999) and Ph.D. (2006) from Cornell University in Development Sociology where she focused on indigenous activism in education in the Andes region from primary school through the university. While conducting her field research in Ecuador, Dr. Casas worked as an English teacher in a small rural bilingual intercultural education school in the Andes region. She also worked translating documents for the Confederation of Indigenous Nationalities of Ecuador. Prior to joining the Delaware Valley College faculty in 2007, Dr. Casas worked as a qualitative research analyst consultant for Analytica, a for–profit, minority owned and operated company that provides research analytics to organizations in the social, behavioral, educational, and heath-care sectors. Dr. Casas’ research interests include indigenous rights, identity politics, social movements, state and economic development and bilingual and multicultural education. Her publications include an article in Native Americas and the bilingual journal, Agrosociedad, of the National Autonomous University of Mexico.
PAST SYMPOSIA PRESENTATIONS
Wednesday, December 09, 2009
Howard Gittis Student Center, Room 223
13th Street and Montgomery Avenue
Dr. Kristine Lewis
Assistant Professor of Education, Drexel University
Challenges to Community:
Ethnicity, Sexual Orientation and Black Student Unity
Past research has well documented the marginalization of Black students on predominantly White campuses. Fewer studies have examined the experiences of Black students within these peripheral locations. Contrary to popular perceptions of a close-knit group, the Black campus community is a contested space. Many Black students find themselves further ostracized by those with whom they seek an affinity and alliance. Differences in ethnicity and sexual orientation are among the chief fault lines that threaten a shared sense of community and fortified union. Findings from this qualitative study explore these dynamics, and offer important implications for the work of student affairs professionals who support Black college students and other marginalized populations.
Kristine Lewis, Ph.D., is Assistant Professor of Multicultural and Urban Education in the School of Education at Drexel University. Her research interests include race, ethnicity, and education; student development and leadership; and, culture, care, and community in education. She has presented internationally at annual meetings of the American Educational Research Association, National Association for Multicultural Education and the Association for the Study of African American Life and History. Her publications include co-authored papers in the Journal of Black Studies, Sociology of Education, Journal of Research in Education, Children, Youth and Environments, and Evaluation Exchange. Dr. Lewis contributes to a range of projects that seek to improve the quality of education in Philadelphia–area schools, including serving as a co-principal investigator of Drexel’s Transition to Teaching Program, a faculty liaison to the Lindy Scholars Program, and a regional representative for the Pennsylvania chapter of the National Association for Multicultural Education. She is also a contributing member of the REACH Project and Drexel’s Multicultural Collaborative.
Monday, January 25, 2010
Stern Conference Room in Hagerty Library
33rd and Market Streets
Dr. Kimetta R. Hairston
Assistant Professor of Education, Penn State University, Harrisburg and PA-NAME President
Critical Race Theory in Education:
The Effects of President Barack Obama on Education and the Nation
On January 21, 2009 Barack Hussein Obama was inaugurated as the first Black President of the United States of America. A year later, it is time to evaluate how the leader of the “land of the free and the home of the brave,” has been called a terrorist, Marxist, socialist and other words, meant to be distasteful and disrespectful, by fellow Americans. Issues surrounding the budget, health care and education have been topics dominating the news, however, the descriptive labels previous stated often coincide with comments regarding the issues. It is time to ask the question that has to be on a lot of peoples’ minds - is President Obama encountering all of the controversy and disrespect because he is Black? This presentation will allow participants to evaluate comments, issues, commentaries, and media clips and decide if RACE in America is the cause for the negativity that America’s President is experiencing, and if so, how is this negativity effecting an equitable education for children in America’s public school system?
Dr. Kimetta R. Hairston is an Assistant Professor of Education at the Penn State University, Harrisburg. She received her Ph.D. from the University of Hawaii at Manao; with a focus on qualitative research design, multicultural education, and diversity and disability studies. In addition to her professorship, she conducts Cultural Awareness and Diversity Training for various organizations across the states of Pennsylvania, Hawaii, Maryland, Virginia, and Washington, D.C. Her most current co-authored book is They Followed the Trade Winds – African-American Experiences in Hawaii, and two entries (Dehumanization and Alienation) in the Encyclopedia of Race and Crime. She has also published in other educational research journals on topics that include: Critical Race Theory in Education, the Dehumanization of African American Females, Cultural Sensitivity and Diversity in Education, Critical Multiculturalism, and the Four Stage of Diversity.
Monday, October 12, 2009 4-5:30pm
National Association for Multicultural Education
The Culture of Self:
Learning How to Tell Our Stories
In this presentation Ms. Johnson-Jones will speak to the exploration of self cultural development, social identity, and how this shapes a teacher practices in cultural relevant pedagogy. She will share how reflection and discussion will impact the personal beliefs, values, and teaching practices of teachers working in diverse classrooms. It is important for children understand that while each of us is unique, we all have feelings, needs, and want, which make us similar. We are all human. “Every child,” says Duong “is like all other children, and like some other children, and like no other child.” Learning to tell our personal stories also helps us to listen to others.
Ms. Johnson-Jones serves on the Board of Directors as President for the National Association of Multicultural Education (NAME). She has served as a member of the Illinois Association of Teacher Educators Executive Council for two years and represented the state on the national board for the Association of Teacher Education. She is a member of the National Education Association.
She received a Bachelor of Arts degree in General Studio, Bachelor of Science in Art Education, Master of Fine Arts and is presently completing a doctoral degree in Teacher Supervision and Instruction all from Southern Illinois University. She presently serves as a Clinical Instructor/Center Coordinator at Southern Illinois University which involves teaching and supervision of undergraduate students in the Teacher Education Program.
Ms. Johnson-Jones is very committed to the improvement of retention and recruitment of cultural diverse educators and educators who understand the sense of community, traditions and have a common commitment to work together for the education of all students.
Wednesday, November 04, 2009 4-5:30pm
Dr. Maria Sanelli
Associate Professor of History Education, Kutztown University
Negotiating Race, Gender, and Orientation in
This presentation seeks to first, feature Goffman’s Stigma Theory. While stigma theory is an old social theory, it does presents common stigma-management strategies that apply to various minority social categories. This part of the presentation will point out societal prejudices and lay out commonalities between racial, gender and sexual minority approaches to avoiding stigma. The objective of this first part of the presentation is for the participants to view common experiences, rather than emphasizing different experiences.
The second part of the presentation seeks to feature Cummins’ Empowerment Theory. While traditionally utilized by language professionals, it is also empowering to utilize this model to expand the breadth of what we see as “multicultural education”. This theory emphasizes the importance of an additive curriculum, reciprocal interactive curriculum, advocacy-oriented assessment and community building. We will take this theory, commonly applied to ethnic/linguistic minorities, and apply the same theory to gender and sexual minorities to unveil what a multicultural curriculum could look like. What would it look like to utilize Cummins empowerment theory to all minority groups?
Basic information about Goffman and Cummins’ theories will be introduced assuming that no one in the session will be familiar with both theories. While some may be familiar with one or both theories, few individuals have previously contemplated the combination of using both theories in one analysis. Session participants will leave this session with a clear understanding that the current status of multicultural education is not clear. Participants will learn that looking back to the past can inform our movement toward the future. And most importantly, a common ground to explore difference will be recognized and explored for future analysis.
Dr. Maria Sanelli is an Associate Professor of History Education at Kutztown University. She is the President of both the Middle States Council of the Social Studies and Kutztown University Senate. Dr. Sanelli is also the Director of the Frederick Douglass Institute on her campus. She has a B.S. Ed. in Education from Kutztown University, a M.Ed. in Educational Leadership and Policy Studies from Temple University and a Doctorate in Education from University of the Pacific in Multicultural Education.
Dr. Sanelli is an experienced university professor, leader, grant writer, and diversity trainer. Maria has a wide range of scholarly interests as a researcher, writer, and curriculum specialist. She has developed curricular materials related to Italian Americans, German Americans, and African Americans; conducted research on teaching multiculturalism, inner-city high school students, and teacher education, as well as published in various academic journals on subjects ranging from Using Local History Sites To Teach Social Studies to ‘I Could Be Anybody’: Meeting The Needs Of Gay, Lesbian And Bisexual Students.
Dr. Sanelli is widely known for her exceptional oratorical skills having presented papers at conferences across the United States. Her presentation topics have included Revisiting Brown V. Board of Education: Cultural, Political and Educational Responses to Lesbians, Gays And Bisexuals Marrying; Culture and Conflict: The Arab And Muslim American Backlash; A Delicate Balance: Developing Patriotism and Ethnic Pride Without Ethnocentrism; and Teaching about the Pennsylvania Germans: Using Local Ethnic Pride As A Bridge to Respect All Peoples and Cultures.
For more information, call 215-204-5509 or e-mail firstname.lastname@example.org.