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CRITICAL EXAMINATION OF RACE, ETHNICITY, CLASS,

AND GENDER IN EDUCATION (CERECGE) SIG

NEWSLETTER, SPRING, 2010

   

Greetings SIG Members,

 

I am excited as we prepare to embark upon another successful year.  I want to take this opportunity to congratulate Dr. Deneese Jones, Program Chair, for putting together a wonderful program for our SIG.  On behalf of the entire SIG, I want to thank her for all of her hard work.  Gratitude is also extended to our newsletter editor, Benjamin Blaisdell, for his efforts toward keeping us informed.  I am truly grateful for having such a wonderful team of scholars who have dedicated their time and energy toward the success of our SIG.  Special thanks to all of you for your support during my first year as SIG Chair.

 

But, it is all of you, our SIG membership, you make us what we are.  Our work, inside and outside the ivory tower, makes a difference everyday in the lives of pupils, parents and families, pre-service teachers, and emerging scholars.  And it is our job to make sure that our voices are heard.  During this upcoming annual meeting, we will, once again, have the opportunity to speak our truths.  But, as I said in my first newsletter message, it is my hope and desire that we "pump up the volume".  Your ideas, suggestions, comments, are welcome. 

 

I am looking forward to seeing all of you at our Business Meeting where we will feature Drs. Diane Smith and Zeus Leonardo as our keynote speakers.  Once again, thanks for your continued support.

 

Theodorea Regina Berry, Ed.D.

SIG Chair

 

Greetings SIG Members!

Well, the time for the AERA annual meeting is drawing near!  Thanks to the many excellent, well written submissions and some exceedingly comprehensive reviews, I believe that we have a significant cornerstone of outstanding sessions to contribute to this year’s program in Denver, CO.  On behalf of the SIG—Critical Examination of Race, Ethnicity, Class and Gender in Education-- and following the annual meeting theme, “Understanding Complex Ecologies in a Changing World”, it is exciting to learn that our final contributions to the program include one invited session, one structured poster session, one workshop, one research paper session, three symposium sessions, and six roundtable sessions with 3-5 individual papers/presentations in each. 

 

You will observe that some of the most relevant titles within this variety of sessions include:  “Black Scholar Activists:  The Revolution That Was Not Televised”, “Exploring Cultural Constructions of Racialized Students in the Postsecondary Context”, “Critical Race Theory:  Examining the Complexities of Family History, Community, and Generational Differences”, “Walking the Walk?  Examining the Cultural Responsiveness of Six Elementary Teachers Through Their Literacy Practices in Diverse Classrooms”, and “Querer Es Poder!:  Using Critical Race Theory to Document the Educational Experiences of Chicana/os”.  More specifically, the six roundtable sessions have several really intriguing individual paper titles such as:  “From Girls to Women:  The Education and Empowerment of African American and Latina Girls”, “Advanced Placement Courses and American Indian Performance”, “Applying Critical Race Theory to Examine Texas State-Mandated Tests by Race, Class, and Gender for the Years 1993-2009”, “Differences in Mathematics Achievement Between Gender and Race Among Rural High School Students”, “My Little Sistah’s Keeper:  The Need to Cultivate the Next Generation of Black Feminists”, and “A Meta-Analysis of the Correlation Between Socioeconomic Status and Achievement for Col Data”. 

 

And finally, our business meeting session will be one not to miss!  We have acquired two exceptional speakers:  1) Dr. Zeus Leonardo, The University of California at Berkeley, and author of the text, Race, Whiteness, and Education which include such provocative topics as “The Color of Supremacy”, “The Myth of White Ignorance”, and “The Souls of White Folk”; and 2) Dr. Dianne K. Smith, University of Missouri at Kansas City, whose research interests include qualitative research, urban education, and womanist/feminist theory.  Social justice is a theme that resonates throughout her teaching and publications. 

 

I encourage you to check the on-line program for all of the SIG sessions and make plans to attend as many of them as possible during your attendance at the 2010 annual meeting.  There are so many more sessions and roundtable paper titles that I did not name in this newsletter but which will prove worthy for you to attend so that you can be stretched, affirmed, and challenged through high levels of professional development and dialogue.  Please feel free to stop me and share your experiences at these sessions; your comments will provide me an enriched and concise idea of your scholarly needs as we plan for next year’s conference.

 

Your servant leader,

Deneese L. Jones, Ph. D.

Program Chair 2009-2012

 

 Additional News for 2010 Annual Meeting

 

CERECG SIG Speakers

 

 

COMMITTEE ON SCHOLARS OF COLOR IN EDUCATION 

2010 CSCE Research-Mentoring Lecture

 

In addition to providing a context for professional connections among junior and senior scholars, we are excited to announce the 2010 CSCE Research-Mentoring Lecturer, Dr. Caroline Turner, who will honor us with a presentation during the Research-Mentoring Program and Reception. Dr. Turner is the Lincoln Professor of Policy Leadership and Curriculum at Arizona State University. Dr. Turner has extensive expertise and published scholarship focus on access, equity and leadership in higher education, ethnicity and gender processes among faculty in the academy, organizational change, and the use of qualitative methods for policy research. Among Dr. Turner’s many honors is her recent receipt of the 2009 Recipient of the AERA Scholars of Color in Education Distinguished Career Contribution Award as well as 2009 AERA Dr. Carlos J. Vallejo Memorial Award for Lifetime Scholarship. Dr. Turner is an ideal selection for our Research-Mentoring

Lecture, because she has conducted research on mentoring, has served as an outstanding mentor for other scholars, and has received and benefited from supportive mentoring throughout her career. She will draw on themes from her scholarship as well as insights from her own experiences in her presentation.

 

Other CSCE Events at the AERA Annual Meeting 

 

Early Bird Awards and Open Business Meeting:

Even if you are not invited to participate in our Research-Mentoring Program and Reception, please consider attending our Early Bird Awards and Open Business Meeting on Saturday, May 1, 2010; 8:15 a.m. - 9:45 a.m. at the Hyatt Regency, Denver / Quartz.

 

This meeting will provide you an opportunity to connect with others and learn about issues relevant to the committee goals. In addition, we will honor our Early Career, Distinguished Scholar, and Distinguished Career Awards recipients. A light breakfast will be provided.

 

CSCE Sponsored Sessions:

1. Multiple and Complex Ecologies Around Race, Gender, Culture, and Class:

Implications for Educational Practices at Classroom, School, and District

Levels.  Saturday, May 1, 12:25pm-1:55pm, Colorado Convention Center, Room 205

 

2. Youth Research and Advocacy for Educational Justice: Actions for

Achievement and Change.  Saturday, May 1, 4:05pm-6:05pm, Colorado Convention Center, Room 404

 

3. Understanding the Experiences of Students of Color: To and Through

Graduate Education.  Sunday, May 2, 2:15pm-3:45pm, Colorado Convention Center, Room 402

 

4. The Development of Youth Competence: Cultural and Contextual Considerations.  Invited Presentation: Dr. Cynthia Hudley.  Monday, May 3, 8:15am-9:45am, Colorado Convention Center, Room 402

 

5. Knowing the Past Informs the Future: A Historical Overview of the Development of Urban Communities and Barrios and Influences on Urban School and Education.  Monday, May 3, 10:35am-12:05pm, Colorado Convention Center, Room 402

 

Kudos to Our Colleagues

 

 

 

 

SIG Sponsors Annual Critical Race Studies Conference

 

The CERECG SIG co-sponsors the annual Critical Race Studies in Education Conference. This year's theme is "De-constructing Contemporary Post-Racial Discourses".  Because of the SIG's sponsorship of the conference, members of the SIG receive 50% discount on registration fees: only $25 for graduate students and $50 for faculty. In addition, graduate students and junior faculty become eligible to receive one of several Gloria Ladson-Billings Travel Awards for Research at the Intersection of Race, Class & Gender.

 

Conference dates: May 13-15, 2010

In the Talmage Building at the University of Utah.

For more information see: www.crseassoc.org.

 

 

Looking to Publish?

 

Race, Ethnicity and Education is the official Newsletter of the CERECG SIG.  Here is a description of the journal from the Editor, David Gillborn:

 

Race Ethnicity and Education (REE) is published four times a year by Routledge. We publish original and challenging research that explores the dynamics of race, racism and ethnicity in education policy, theory and practice. Now entering its thirteenth year, the journal has established itself as essential reading for those working in this field and especially welcomes writing that addresses the interconnections between race, racism and multiple forms of oppression including class, gender, sexuality and disability. All articles are independently refereed and the journal is supported by a distinguished international editorial panel.

 

REE is particularly important because it combines work by some of the world’s leading scholars alongside articles by newly qualified researchers – the key criterion is the quality of the work, not who produced it.

 

The journal is known for publishing topical, cutting-edge work that meets the highest scientific and ethical standards. Recent special issues include ‘Critical Race Praxis’; ‘The State of Research on Asian Americans and Pacific Islanders’; ‘The “No Child Left Behind” Policy’; and ‘Postcolonial Perspectives on Education’. Other important strands of work include articles on the nature of ‘Whiteness’ and hidden racism on campus; diversity and teacher education; educational inequality in Post-Apartheid South Africa; and the racialized consequences of educational reform internationally.

 

REE is open to education scholars working in any field. Although the journal is edited and published in the UK the majority of published papers are by scholars in the US. This signals its status as a truly international forum. REE is included in the World’s leading indexing and abstracting services, including the Social Science Citation Index (SSCI). Perhaps most importantly, REE is used by scholars and activists alike. Last year there were around 40,000 full article downloads: REE does not merely report on issues, the journal carries research that informs and shapes the field.

 

For further information see the journal website at: http://www.tandf.co.uk/journals/titles/13613324.asp

 

If you have any questions about the journal or would like to discuss the suitability of something you are working on (as an article or special issue proposal) please feel free to contact any of the following:

 

Editor:  David Gillborn, d.gillborn@ioe.ac.uk

Associate Editor (North America):  Annette Henry, ahenry@u.washington.edu

Associate Editor (Europe):  Nicola Rollock, n.rollock@ioe.ac.uk

 

An Opportunity from the Breaking the Molds book series…

 

CALL FOR CHAPTER PROPOSALS

Breaking the Mold of Education for Culturally and Linguistically Diverse

Students: Innovative and Successful Practices for 21st Century Schools

 

Editors: Andrea Honigsfeld, Ed.D. and Audrey Cohan, Ed.D.

 

Publisher: Rowman and Littlefield

 

SCOPE AND PURPOSE:

After publishing Breaking the Mold of School Instruction and Organization: Innovative and Successful Practices for the 21st Century (2010) (www.rowmaneducation.com) and currently finishing a second edited volume entitled Breaking the Mold of Pre-service and In-service Teacher Education: Innovative and Successful Practices for the 21st Century, Rowman and Littlefield has given us a contract for a third book in the Breaking the Mold series. This new book will be titled Breaking the Mold of Education for Culturally and Linguistically Diverse Students: Innovative and Successful Practices for 21st Century Schools.

 

We have several invited chapters and now we are soliciting previously unpublished proposal submissions through this open invitation. As the title suggests, this edited book aims to offer a collection of innovative ideas representing best practices for educating culturally and linguistically diverse students in the Pre-Kindergarten through 12th grade context. We are looking for proposal submissions that share authentic, research-based, successful practices that break the traditional mold of instruction for students from diverse backgrounds, especially for those who may be at risk of being marginalized.

 

The book will be divided into five majors sections, each having approximately five chapters. The sections represent the following categories: Culturally Responsive Practices in Classrooms, Schools, and Districts; Family and Community Involvement; Social Justice and Advocacy; Pre-service and In-service Teacher Education for Diversity; and Global Perspectives on Cultural and Linguistic Diversity.

 

Culturally Responsive Practices in Classrooms, Schools, and Districts:

Chapters will be written by or about practicing PreK-12 teachers and administrators who are highly responsive to diversity in their classrooms, schools, and districts. Successful school wide and district wide diversity initiatives and programs will be highlighted.

 

Family and Community Involvement:

These chapters will showcase examples of active family and community engagement through successful collaborative practices designed to address diverse student, family, and community needs.

 

Social Justice and Advocacy:

In this section, compelling documentary accounts of initiatives that have successfully advocated for diverse student groups and fulfilled the promise of creating socially just learning opportunities will be included.

 

Pre-service and In-service Teacher Education for Diversity:

Chapters will depict effective teacher preparation and professional development programs that focus on diversity issues. Successful and innovative practices that meet the needs of an increasingly diverse student population will be featured. (Please note this section of the book is already complete).

 

Global Perspectives on Addressing Cultural and Linguistic Diversity:

International perspectives on best practices in diversity education will be included.

 

TARGET AUDIENCE:

The primary audience for the book will be Pre K-12 educators, teacher educators, school and district administrators, and professional developers. Specifically, this book will support both novice and experienced teachers and administrators in varied stages of their professional development who wish to look for examples of successful, innovative instructional practices related to culturally and linguistically diverse students. The secondary audience will be pre-service teachers who will benefit from reading the book since it offers a range of successful innovations and strategies.

 

SPECIAL NOTES TO PROSPECTIVE AUTHORS:

There are no restrictions on the background or specialization of the authors, as long as their chapters reflect research-based scholarship, a concise theoretical framework, and documented, successful implementation of innovative practices in one of the above five categories.

 

Scholars and practitioners who are interested in contributing to this book are invited to submit a 500-word manuscript proposal in Microsoft Word by April 30th, 2010. Include a minimum of five references to support your proposal but do not count them as part of the 500-word limit. The proposal should clearly describe the content of the proposed chapter by highlighting the research base, the theoretical context, and the actual implementation of the innovative practice or program. To be aligned with the focus of the book, please incorporate authentic, concrete examples, and an account of the successful, documented outcomes.

 

On a cover page, please provide the following for all authors:

Name, title, current position, complete contact information including work mailing address, phone number, email address, and a 3-4 sentence biographical blurb. Please also include a no more than one-page list of key publications by each contributing author. Remember to include a working title for the proposal and please indicate which of the five major sections your proposal will best match. Only submissions following these guidelines and including APA-style references may be considered.

 

Chapter proposals will be assessed based on originality, topic suitability, well established research-base, innovativeness, and reader-friendly, yet scholarly writing style. Invitations to submit a full, 2500-3000 word chapter (including references, tables and charts) will be sent out by July 15th 2010. Completed chapters will be due no later than November 30th, 2010.

 

Please e-mail your proposal to acohan@molloy.edu. We can be contacted at ahonigsfeld@molloy.edu or acohan@molloy.edu with any questions.

 

 

An Opportunity from Art Education and the City

 

Call for submissions to an edited book on Art Education and the City:

To be published by Teachers College Press with the following working title: Urban

Education with a Vision: Art, Social Justice, and the City as Possibility.  Edited by Karen Hutzel, Flavia Bastos, and Kimberly Cosier

 

Please consider submitting a 1-page chapter abstract by April 1, 2010 for the edited book on Urban Art Education. See guidelines below.

 

This edited volume promotes quality art and education in urban environments by highlighting successful models of visual art education practice, including those in school, community, and organizational and museum settings. Our intent is to offer a book that focuses on possibilities and evidence of success in learning in and through art in urban contexts. Promoting social justice and social reconstruction, we are inspired by an asset-based approach derived from community development theory. Too often, writing on urban education comes from a deficit-based model. We place a greater value in the resources available in city spaces than on the limitations that exist and are faced on a daily basis by schools, communities, and arts organizations. Although we recognize, question, and challenge the inequalities that impact students and teachers in urban settings, we wish to promote a pedagogical discourse that focuses on possibility, fomenting an educational imagination aimed at hope.

 

Draft Outline:

The book’s three primary sections disclose fundamental dimensions of our school renewal project:

 

Section One, “City as an Asset: Unveiling Possibilities for Urban Visual Art Education,” will lay out the theoretical underpinnings of our approach to urban education, drawing from community development methodologies and participatory action research. This first section presents a framework that confronts the issues of urban settings head-on, without dismissing the unique needs and challenges of urban educators. It will provide a discourse of hope and possibility, in which problems are met with creativity and the end goal of student learning and advancement is not sacrificed by oppressive understandings of urban students’ potential. A broad understanding of visual art and visual culture that embraces the built environment of the city and schools is at the center of our vision of transformative visual art education practices in urban settings.

 

Section Two, “Preparing for Success: Teacher Training and

Professional Development for Urban Educators,” will outline theoretical, philosophical, and practical implications for urban teacher education in art and visual culture. The section promotes the importance of an activist stance in urban art education, which has been shown to be key to success in schools. The chapters in this section will recognize the essential nature of urban teacher education in working for democracy and social justice and the power of learning through visual studies for urban students. Contributors will showcase successful programs in teacher education and professional development programs and share knowledge gained through their important work in city schools and community and cultural organizations

 

Section Three, “Engaging in Stimulating Pedagogy: Curriculum and Methodologies in Urban Spaces,” will offer pedagogies of possibility through application of teaching through an asset-based foundation of art education. Building on the previous two sections, this final section offers practical approaches and meaningful success stories of school reform through curriculum development and education practices rooted in constructivist learning and cultural relevance, and considerate of local issues and concerns. Chapters will highlight successful art and visual culture curricula and programs in schools and community settings that utilize students’ and communities’ assets and resources while building on local cultural dynamics manifested through art and visual culture.

 

The Conclusion, “Reflecting on the Stories: Issues and Possibilities for the Future,” provides an analysis of the book’s chapters in considering our call toward the possibility of urban contexts through visual learning. This chapter wraps up the book’s efforts toward re-envisioning urban spaces for the possibility inherent as opposed to the problems we often highlight. Within this, we reassert a rationale for the inclusion of art programs in urban schools, highlight common themes among the exemplary programs discussed in the book, and summarize issues raised within the chapters.

 

Timeline:

April 1, 2010               Author Submissions of Potential Chapter Abstracts:

May 1, 2010                Author Notification and Invitation to submit chapters for review

July 30, 2010               Chapter Submissions Due

August 30, 2010         Editors respond to chapter submissions

September 30, 2010    Revised (accepted) chapters Due

Fall, 2011                    Projected Publication Date

 

Please follow the guidelines below for submitting a 1-page chapter abstract. Please keep in mind the following information concerning your chapter abstract:

 

The book will serve a wide audience of art educators and urban educators, teachers, administrators, and future educators. It is our goal that the book be useful for college courses that prepare art teachers, graduate courses for existing art teachers, or courses in urban education programs preparing classroom teachers and school administrators toward school reform and social justice. The book can also serve urban school districts, organizations such as museums and community art centers, and professional development programs.

 

Guidelines:

The 1-page abstract should contain the following elements:

Your name

Your discipline and institutional role (title)

Contact information (address, email, phone)

References: Please provide a brief bibliography

The following critical prompts may help you focus your abstract:

Section: Which section from the draft outline of the text do you see your manuscript contributing most to? Why?

Theoretical Orientation: How will you address the asset-based approach that is the book’s foundation?

Approach/Topic: How will you support the theoretical approach in your topic? What format will your chapter take? What might readers learn from your contribution?

Future directions: What are questions to ponder, resources to explore, or activities to pursue? What are suggestions for those who teach in urban settings?

 

Chapter Abstract due by April 1, 2010.

Please e-mail a Word (.doc) version of your abstract to the following address:

urbanarteducation@gmail.com

 

 

 

SIG Executive Committee

Chair:

Theodorea Regina Berry

 

Program Chair:

Deneese Jones

 

Secretary/Treasurer:

Norvella Carter

 

Awards Chair:

Kimberly Scott

 

Webmistress:

Caryn Park

 

Newsletter Editor:

Benjamin Blaisdell

 

Graduate Student Coordinator:

Michelle Sparza

 

Program Committee:

Marlene Munn-Joseph

Jonathan Lightfoot

Marvin Lynn

 

 

If you have any news, calendar items or scholarly writings that you would like to share, please email Caryn Park at ccaryn AT u.washington.edu