Tentative Conference Schedule for Sunday

2nd Annual International Conference on Teacher Education and Social Justice

SUNDAY, JULY 25

9:00 a.m.	Registration begins
9:00-11:15 a.m.	Light Breakfast (provided)
9:30-11:00	Breakout Session #7
11:15-12:45	Breakout Session #8
1:15-2:45	Breakout Session #9
3:00-4:00	Post-Conference Meeting

Breakout Session #7
9:00-10:30

WORKSHOP: Quantitative Literacy for Social Justice (Marina del Rey)

In this workshop, participants will learn how to better prepare K-12 students to be quantitatively literate in today's information age. They will receive useful handouts and engage in discussions and cross-curricular activities designed for applying and reflecting on the critical role of essential mathematics skills in achieving greater social justice. (Heidi J. Higgins, Janet Frost Corbin, and Lynda R. Wiest, University of Nevada, Reno)

PANEL DISCUSSION: Riding the Waves or Resisting the Tide?: Current Efforts to Create and/or Maintain Public Schools and Teacher-Education Classrooms as Critical, Multicultural, Anti-Racist Spaces Promoting Equality and Social Justice (Monterey)

This workshop examines how current policy mandates are reproducing socio-economic and racial hierarchies. Participants will share stories of transforming curriculum to be more culturally responsive to students' needs, and will dialogue about how to create critical, multicultural, anti-racist spaces that promote equality and social justice. (Virginia Lea, Somona State University; Elena Featherston, Featherston and Associates; and others)

WORKSHOP: Snakes and Ladders: Ethnographic Play Reading on Anti-Homophobia Education (Santa Barbara)

This workshop will involve a collective reading and disucssion of a new play, "Snakes and Ladders," that was written based on findings from an ethnographic research study of the ways four public schools in Toronto have begun to implement their school board's groundbreaking anti-homophobia policy. (Tara Goldstein, Ontario Institute for Studies in Education, University of Toronto, Canada)

Breakout Session #8
10:45-12:15

WORKSHOP: Homophobia and Heterosexism Discussion Starters for Tempering the Conversation for Social Justice (Marina del Rey)

This workshop will engage participants in interactives activities and discussion about heterosexism and homophobia, including effective communication guidelines, the process of learning heterosexism/homophobia, commonly used terms, personal actions toward social justice, and the importance of awareness and sensitivity. Resources will be distributed. (Pamela A. Taylor, Seattle University)

PAPER PRESENTATIONS: Critical Perspectives on Race in Education (Monterey)

Negotiating "Double-speak" in a "Triple-speak" Course
This paper reflects on teaching an undergraduate cross-cultural education course where students were attempting to code-switch between their home language, standard English, and academese. Half of the students were Asian and Pacific Islander, and half of them were first-generation, ESL students. (Jean Ishibashi, San Francisco State University)

Beyond Black and White: Toward a Critical Perspective on "Race," Globalization, and Education
This era of globalization, forced migration, and neo-liberal capitalism requires reconceptualizing race and racism. This paper argues that educators and activists must move beyond binaries of black and white and develop a critical discourse on racism that takes into account its new and subtle manifestations at the local and global level. (Gina Wang, University of British Columbia, Canada)

PAPER PRESENTATIONS: Addressing Students with Special Needs in International Contexts (Santa Barbara)

Responding to a School Community's Information and Communication Technology (ICT) Needs in a Service-Learning Program for Learners with Special Needs
This paper examines student teachers' knowledge-making experiences in a service-learning project in urban South Africa. The project aims to assist teachers in a school for learners with special needs with the design and implementation of an ICT curriculum that will be custom designed for the socially excluded students, who hail from previously racially segregated living areas. (Rabaitse Diseko, Rand Afrikaans University, South Africa)

Teacher Educators in Malawi: Vehicles of Change for Girls with Disabilities
This paper explores issues surrounding the preparation of teachers to teach girls with disabilities in Malawi, and in particular, the "hidden agendas" of educational practices for disadvantaged groups. It will discuss institutional, social, cultural, political, and gender barriers in relation to changes in "best" educational practices. (Nancy J. Lubeski, Michigan State University)

Breakout Session #9
1:45-3:15

WORKSHOP: (En)Gendering Educators: Gender Ideologies and Education (Marina del Rey)

This workshop will examine the impact of gender stereotyping on students' interest levels, self-esteem, and future life choices. Participants will examine a film flip with gender non-conforming children, as well as children's books with positive gender images, and discuss such themes as bullying, gender inclusion, and acceptance of others. (Sherrie Carinci, California State University, Sacramento)

WORKSHOP: The San Francisco Unified School District's Approach to Creating Safe Schools (Monterey)

The SFUDS Support Services for Sexual Minority Youth program has been in existence for fourteen years. This interactive workshop will explore the history and overview of the K-12 program, as well as the challenges and successes faced in recent years. The participants will have the opportunity to discuss issues in their own work with queer youth, as well as identify strategies to overcome challenges. (Olivia Higgins, San Francisco Unified School District)

WORKSHOP: Poetry and Spoken Word as Critical Pedagogical Tools: An Anti-Oppressive Approach to Teaching (Santa Barbara)

This workshop presents poetry and spoken word as critical teaching tools that can be employed to foster critical consciousness, dialogue, and action in and outside of the classroom. We demonstrate that in writing, reading, and sharing poetry, students and teachers are able to "name" their world in an anti-oppressive manner. (Denise Pacheco, Shiv Desai, and Tyson Marsh, University of California, Los Angeles)

PAPER PRESENTATIONS: Re-Conceptualizing Resistance among Student Teachers (Santa Clara)

Critical Perspectives in Teacher Education: Issues, Dilemmas, and Challenges of Pre-Service Teacher Candidates Trying to Negotiate a Critical Teaching Practice
This paper examines the practicum classroom as a site of struggle and activism, and investigates some of the challenges faced by pre-service teachers trying to negotiate a critical, inclusionary space in the curriculum as well as some of the resulting consequences of taking up a critical teaching practice. (Andrew M.A. Allen, University of Windsor, Canada)

When Democracy Flares Up: Dealing with Resistance to Teaching Democratically
This paper examines student responses to democratic practices in secondary social studies and language arts methods classes. Through case study and cross-case comparison, it describes attitudes of both acceptance of and resistance to opportunities for deep and disciplined inquiry and power sharing. It then discusses implications for curriculum development. (Nancy C. Patterson, Bowling Green State University)

"Reading Myself Between the Lines": White Teachers Engaging in Critical Self-Reflection in a Teacher-Education Course
While white teachers are often painted as resistant to meaningful and critical reflection about their own biases and the relationship between their perspectives and their pedagogy, the author has seen that they are able to do so when provided with a safe, challenging, structured, and validating learning environment. This paper describes their learning process and offers recommendations for teacher education. (Sharon M. Ravitch, Arcadia University)

Post-Conference Meeting (Marina del Rey)
3:30-4:45