Development Education Trips: Taking Global Citizenship On (and Off) the Road

This session will chronicle the presenter's experiences leading a group of high school students on a development education trip from Vancouver, Canada to a small rural village in the Ecuadorian Andes. By use of slides and narrative, this presentation will illustrate the challenges, risks, and rewards of such projects and will explore a number of issues surrounding global citizenship, culture(shock), and community.

David Darts, University of British Columbia, Canada.

Strategies for Teaching Peace to Youth of Color

This session explores the importance of allowing youth of color to express themselves as leaders with confidence and respect. Demonstrating cultural connections to a deference for generational reciprocity, spirituality, and activism teaches youth of color how to effectively speak with empathy, intellect, and confidence.

Linda Turner Bynoe, California State University, Monterey Bay.

Have you attended a lot of anti-homophobia workshops? After implementing the ideas in these workshops, have you been left thinking that homophobia and anti-gay harassment seem to be more complex than these workshops explain? Do you still have questions? Do you have some ideas? Let's share those amongst ourselves and try to reach the next level in our understanding of homophobia and heterosexism.

David M. Orphal, Zoe Barnum High School and Humboldt State University.

Two teacher educators share how they use their personal identities and perspectives to help students understand how their identities influence their pedagogy. The session will offer opportunities to investigate how these two professors negotiate their respective approaches to issues of diversity. Session participants will also experience different instructional strategies that address privilege and oppression.

Ann Schulte, California State University, Chico.

Anne René Elsbree, California State University, Chico.

Physical use of space influences and reveals our learning styles, according to Ray Barsch, who developed a theory that relates human movement to cognition. Participants will learn to view themselves and others through a different lens, one that can help them understand and teach students in a more equitable fashion.

Kristeen Pemberton, San José State University.

In a teacher/student teacher collaboration, we constructed curriculum that explored historical and contemporary issues around the U.S.-Mexican border and its connection to the lives of children in an urban setting in New York City. Using teacher narrative and critical reflections, we also examined the pedagogical beliefs, values, and personal experiences that influence the creation of a multicultural, transformative curriculum.

Robyn Ulzheimer, P.S. 87, New York City and Teachers College, Columbia University.

Edwin Mayorga, P.S. 165, New York City.

Breakout Session #7
10:00-12:00

Teaching Social Justice through Jazz!: Resistance, Resilience, and Hope.

This session will present creative and challenging critical pedagogy that integrates social justice curriculum and jazz. We will present instructional strategies that facilitate optimal learning experiences for culturally and linguistically diverse students. Jazz selections will focus on music of resistance, resilience, and hope.

Josephine Arce, San Francisco State University.

Art Sato, San Francisco Unified School District and KPFA Radio Station.

America Strikes Back? Critical Media Literacy in Times of War

In this session, the facilitator will discuss the origins, purpose, and responses to her recently launched website, "Critical Media Literacy in Times of War" (http://www.tandl.vt.edu/foundations/mediaproject), which is designed to engage students in analyzing issues such as how international and domestic press report on anti-war protests, civilian casualties in Afghanistan, and the sanctions in Irag.

Megan Boler, Virginia Polytechnic Institute and State University.

How Do We Reach Students Who Feel No Need to Understand Oppression?: A Search for Answers

Given an intensive living and learning community experience, service learning in schools with large minority populations, four courses linked around the theme of social justice, and students' self-selection into this program, why is it that some students still resist any and all discussions of oppression? This session presents the variety of techniques used and searches for what else might be done to bring along these future teachers.

John Bruno, Florida State University.

Rosemary Traore, Florida State University.

Melissa Hartley, Florida State University.

Lisa Hawthorne, Florida State University.

(Re)visions to a Secondary Teacher Education Course: Disrupting Hegemonic Understandings and Performances of Education

In this session we explore the ways that (re)visions to a secondary teacher-education program provided structured reflection spaces to facilitate critical consciousness-raising experiences that disrupted hegemonic understandings and performances of education. We give specific attention to how course activities challenged pre-service teachers' identities as individuals and as future teachers.

Debra M. Freedman, Pennsylvania State University.

Patricia L. Bullock, Pennsylvania State University.

Teacher as Dialogic Author: Philosophies of Teaching Implicated

Colleagues are invited to participate in the creation of imaginative possibilities emerging from a novel metaphor, "teacher as dialogic author." The metaphor has a real potential to implicate our notions of pedagogical act as a non-oppressive act. Witness our teaching philosophies transformed in front of our eyes.

Lyudmila Bryzzheva, Adelphi University

An Introduction to StoryLines for Literacy: Collaborative Community Building through Story and Theatre

Participate in learning activities that are fun, co/pro/active, and stimulating. This workshop will offer a taste of what can be accomplished through listening to, creating, and telling stories. There will be physical activity, attentive listening, and positive affirmation. The StoryLines for Literacy workshop model is endlessly adaptable.

Annie Smith, University of British Columbia, Canada.

Teacher-Leadership Tensions and Transformations: The Indiana English Teachers Collaborative for Social Justice

This interactive session draws from an ongoing research project, focusing upon a group of secondary/postsecondary teacher-researchers in English and English education committed to social justice. We explore the particular conceptions and contradictions that arose as participants alternately embraced and resisted teacher-leadership roles within the group, even as they demonstrated leadership capabilities beyond it.

Mary Beth Hines, Indiana University.

Beth Lehman, Indiana University.

Journeys into Urban Education: From Urban Classrooms to a Just Society

Six college professors present the poetics of their autobiographical journeys from grounded experience in urban education. They will tell stories of themselves and their students teaching/struggling and thriving in culturally, economically, and linguistically diverse classrooms.

Kitty Epstein, Holy Names College.

June Kearney, Holy Names College.

Thea Maestre, Holy Names College.

Kim Mayfield, Holy Names College.

Norma Murphy, Holy Names College.

Karen Teel, Holy Names College.

A Grim Fairy Tale: Performatively Reworking Trauma through Narrative

I am a gay man researching taboo topics in education and am performatively re-working and re(w)riting my history of mother-son incest as part of that work. Drawing on sourcebooks on wounded storytellers, mythopoetics, performative inquiry, and anti-oppressive pedagogy, I will demonstrate how people can reclaim their voices through narrative approaches, including the fairy tale.

Kevin Kirkland, University of British Columbia, Canada.

Sexual Politics, Identity, and Second-Class Citizenship: An Integrative Approach to Teaching Students about the Legitimacy of the LGBT Community

This presentation draws from a range of sources in queer studies to critically examine notions of citizenship and sexual identities. Implications for the classroom will be explored.

Benjamin Brenkert, Hofstra University.

Making the Invisible Visible: Reflections on a New Course in Teacher Education

Although South Africa’s liberal Constitution protects the rights of homosexuals, teacher-education courses dealing with non-normative sexualities are still seen as "controversial" and "sensitive." This presentation reports on initial attempts to introduce components into Educational Studies courses that enable students to confront their own prejudices about homosexuality and to think differently about their roles as educators in a democracy.

Eric Richardson, University of the Witwatersrand, Johannesburg, South Africa.

Closing Plenary Session
1:30-3:00

Prominent and influential educators, teacher educators, activists, and leaders from across the United States share their thoughts on one of the most pressing issues in the world today, namely, the escalating "war on terrorism." What does it mean to prepare teachers to teach towards social justice in times of war? Confirmed speakers include:

Margo Okazawa-Rey, Director, Women's Leadership Institute, and Visiting Professor, Women's Studies, Mills College. Okazawa-Rey's co-edited books include Beyond Heroes and Holidays: A Practical Guide to K-12 Anti-Racist, Multicultural Education and Staff Development and Women's Lives: Multicultural Perspectives. Her current research examines the interconnections between militarism and globalization of the economy, and she is co-founder of the East Asia-US-Puerto Rico Women's Network Against Militarism.

Richard Ruiz, Professor, Department of Language, Reading, and Culture, University of Arizona. A former editor of Bilingual Research Journal, Ruiz has consulted for governments around the world on language planning and policy development. He is a member of the National Planning Committee for Brown Plus 50 (a conference commemorating the Brown v BOE Supreme Court decision) and is currently the Director of Social Justice for the American Educational Research Association.

Mara Sapon-Shevin, Professor, Teaching and Leadership Programs, Syracuse University. Sapon-Shevin consults frequently with schools districts that are attempting to move toward more inclusive schools and has just published her latest book, Because We Can Change the World: A Practical Guide for Building Cooperative, Inclusive Classroom Communities (Allyn and Bacon). She is Co-President of the International Association for the Study of Cooperation Education.