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Tied to the 2024 Annual Meeting theme "Dismantling Racial Injustice and Constructing Educational Possibilities: A Call to Action," the AERA Presidential Sessions provide rich and compelling content designed to engage attendees on key issues in education research, policy, and practice. All times are in Eastern Time. Please regularly check the searchable online program for possible schedule updates. Download a printable list of the sessions here.
Genius Joy and Love: Reawakening the African Teaching Tradition Thursday, April 11, 9:00 am to 10:30 am Pennsylvania Convention Center, Level 200 - Room 201B Chair: Micia Mosely (Black Teacher Project) Discussant: Valerie Kinloch (Johnson C. Smith University) Participants: Micia Mosely (Black Teacher Project), April M. Warren-Grice (University of Pittsburgh), Taliah Baldwin (University of Pittsburgh - Greensburg), Anyah Jackson (University of Pittsburgh), Lori Delale-O'Connor (University of Pittsburgh), Maria Hassan, Fatima M. Brunson (Spelman College), IAsia Thomas (Pittsburgh Public Schools), C'enna Crosby (Propel Schools), Vaughn Bryant (Washington & Jefferson College), Valerie Kinloch (Johnson C. Smith University)
The objectives of this session are two-fold: (1) affirm the role of the concepts “Genius,” “Joy,” and “Love” in teaching and learning; and (2) discuss how the three create teaching and learning environments in which students, teachers, and those interested in teaching can thrive and flourish. Panelists will immerse the audience in a traditional presentation as well as performing arts representative of how their lived experiences, identities, and development were influenced by time spent in the Genius Joy and Love Summer Academy for students and Institute for educators.
It’s Time to Teach the Truth: On Developing a Black Studies Curriculum for New York City Public Schools Thursday, April 11, 10:50 am to 12:20 pm Pennsylvania Convention Center, Level 200 - Room 201B Chair: Sonya Douglass (Teachers College, Columbia University) Discussant: M. Christopher Brown (Thurgood Marshall College Fund) Participants: Ann LoBue (Teachers College, Columbia University), Rosa L. Rivera-McCutchen (Hunter College - CUNY), Dawn Brooks DeCosta (Teachers College, Columbia University), Brandi N. Hinnant-Crawford (Clemson University), Samantha Chung (Teachers College, Columbia University), Deirdre L. Hollman (Teachers College, Columbia University), Dane Daryl Peters (Teachers College, Columbia University), Joyce E. King (Georgia State University), Gloria S. Boutte (University of South Carolina), Kofi Lomotey (Western Carolina University), Dawn G. Williams (Howard University), Sonya Douglass (Teachers College, Columbia University), M. Christopher Brown (Thurgood Marshall College Fund)
The proposed Presidential Session, “It’s Time to Teach the Truth: On Developing a Black Studies Curriculum for New York City Public Schools” will present empirical case study findings and lessons learned from New York City’s Education Equity Action Plan (EEAP) – a three-year project funded by the New York City Council for the development and implementation of a comprehensive, interdisciplinary PK-12 Black studies curriculum for New York City Public Schools.
Toward a Black Education Clearing: On AntiBlackness in Education and the Political Act of Black Dreaming Thursday, April 11, 2:30 pm to 4:00 pm Pennsylvania Convention Center, Level 200 - Room 201B Chair: Kihana Miraya Ross (Northwestern University) Discussant: Jarvis R. Givens (Harvard University) Participants: Joyce E. King (Georgia State University), James D. Anderson (University of Illinois at Urbana-Champaign), Micia Mosely (Black Teacher Project), Robin Alan Simmons (University of Huddersfield), Zenzile Saharee Riddick (Harvard University)
In this session we will engage an intergenerational group of scholars in a panel discussion towards two ends: 1. We will explore a key analytic in Black Education Studies: antiblackness. We will ask participants to explore the recent history of deploying antiblackness as an analytic in education research; in particular, we will discuss when and how the term entered the field of education and the myriad ways scholars have employed antiblackness as a framework for analysis. 2. We will seek to understand what it means to really grapple with antiblackness in education and what it means for scholars in their own lived realities...Thus beyond an explanation of the ways antiblackness manifests in education, we will also engage scholars in a reflective exercise to consider what antiblackness means and has meant in their own educational trajectories. 3. We will engage participants in a question that leads into the next part of the session (see below for session format): What does the world “as it should be” look like? What did it look like to dream in the past? What does it look like to dream in our present? In the realm of Black educational futurities?
Complicating Black Fatherhood as a Site of Educational Theorizing and Practice Thursday, April 11, 4:20 pm to 5:50 pm Pennsylvania Convention Center, Level 200 - Room 201C Chair: Shaun R. Harper (University of Southern California) Discussant: Tyrone C. Howard (University of California – Los Angeles) Participants: Ed Brockenbrough (University of Pennsylvania), Anthony L. Brown (University of Texas at Austin)
This session will consider what perspectives on racial and educational justice become possible through more nuanced engagements with Black fatherhood. Drawing on their onto- epistemologies as Black men who study Black masculinity in education, and with a particular focus on the intellectually generative nature of their own relationships to Black fatherhood, the four panelists in this session will explore the hybrid ways that Black fatherhood as a site of racial, gender, and sexual politics and pedagogies gets complicated in their work. By disrupting cursory understandings of Black fatherhood within academic and public discourses, this session will address the 2024 Annual Meeting theme by presenting new approaches to Black fatherhood as a site for theorizing and pursuing racial and educational justice.
Learning from New Research on Large Scale Efforts to Disrupt Racial Injustices in Education Thursday, April 11, 4:20 pm to 5:50 pm Pennsylvania Convention Center, Level 200 - Room 201A Chair: Joseph P. Bishop (University of California - Los Angeles) Discussant: Danfeng Soto-Vigil Koon (University of San Francisco) Participants: Danfeng Soto-Vigil Koon (University of San Francisco), Sierra Wollen (University of Washington), Angelique Day (University of Washington), Anthony Gomez (University of California - Berkeley), Clive R. Belfield (Queens College - CUNY), Viviana Rodriguez (University of Texas - San Antonio), Travis E. Dumas (Rutgers University), Angela James (University of California - Los Angeles), Joseph P. Bishop (University of California - Los Angeles), Lucrecia Santibanez (University of California - Los Angeles), Olivia E. Obeso (University of California - Los Angeles), Brian Huff (University of California - Los Angeles), Mary-Louise Leger (University of California - Los Angeles) Presenter: A. Brooks Bowden (University of Pennsylvania)
Findings from the research of the UCLA Center for the Transformation of Schools California Multi-Tiered System of Support (MTSS) Research Consortium provides a window into the power and promise of research geared toward systems of support initiatives nationally and advancing an unapologetic focus on racial justice. Further, this symposium and its experts can help spur the development of new initiatives and policies as a way to dismantle, not reinforce structures of white supremacy across the United States.Consortium findings will resurface the challenges of top-down, colorblind, race neutral approaches for building out systems of support. Instead, researchers present strong, empirically-grounded alternatives for not only ending exclusionary practices, but also emphasizing prevention, key investments and embracing the racial, cultural and linguistic assets often disregarded in tiered systems of support models.
Elevating Youth Scholar Voice Through AntiRacist Educational Practices Friday, April 12, 11:25 am to 12:55 pm Pennsylvania Convention Center, Level 200 - Room 201B
Chair: Fatima Morrell (Buffalo Public Schools) Discussant: Jevon D. Hunter (Buffalo State University – SUNY) Participants: Nevah Foster (Buffalo Public Schools), Damariel Hill (Buffalo Public Schools), Omar Jallow (Buffalo Public Schools), MD Khandaker (Buffalo Public Schools), Robert Procter (Buffalo Public Schools), Jordan Rookstool-Woods (Buffalo Public Schools), Jamari Shaw (Buffalo Public Schools), Savanna Turner (Buffalo Public Schools), Calieb Walker (Buffalo Public Schools), Avery Williams (Buffalo Public Schools), Paul Wilson (Buffalo Public Schools)
In this session, attendees will reflect upon the questions, “How can I create increased educational spaces aligned to culturally and linguistically responsive teaching practices that elevate student voice?” and “How does elevating student voice play a key role in dismantling racial injustice?” Through an interactive rotation of table and artistic presentations, distinguished 9th through 12th grade youth scholars from the Buffalo Public School District will document their experiences and learning outcomes as participants in the Office of Culturally and Linguistically Responsive Initiatives’ nationally recognized scholar programs. Youth scholars will reflect upon their own experiences in these programs and share key learnings, lived experiences and personal thoughts, and their own ideas for creating brave spaces which elevate student voice and action to disrupt racial injustices and inequalities in education. Additionally, youth scholars will discuss how participation in programs grounded in culturally and linguistically responsive teaching practices hone their social justice advocacy skills, identity and sense of self, and appreciation for the value of anti-racist educational experiences.
Scholarship that Befits a Democracy: Disrupting Educational Inequality through the Scholarship of Mike Rose Friday, April 12, 3:05 pm to 4:35 pm Pennsylvania Convention Center, Level 200 - Room 201B Chair: Kris D. Gutiérrez (University of California - Berkeley) Discussant: Kris D. Gutiérrez (University of California - Berkeley) Participants: Kris D. Gutiérrez (University of California - Berkeley), Glynda A. Hull (University of California - Berkeley), Shirin Vossoughi (Northwestern University), Manuel L. Espinoza (University of Colorado - Denver), Janelle T. Scott (University of California - Berkeley), Na'ilah Suad Nasir (Spencer Foundation), Christina A. Christie (University of California - Los Angeles)
Mike Rose’s body of work at its core is fundamentally about disrupting inequality and injustice: racial, economic, and educational injustice. Few scholars have had such a profound influence on education in the U.S., using his scholarship to disrupt deficit conceptions about the intelligence and possibility of poor, working class, and youth of color. Mike Rose was a renowned scholar in the academy and a public intellectual whose life work was devoted to building a democratic education for all youth.
Intersectional Organizing, Solidarity-Building, and Educational Justice: A Town Hall Conversation with Scholars and Community Organizers Friday, April 12, 4:55 pm to 6:25 pm Pennsylvania Convention Center, Level 200 - Room 201A Chair: Mark R. Warren (University of Massachusetts - Boston) Participants: Shawn A. Ginwright (San Francisco State University), Patrice M. Hill (University of California - Davis), Denisha Coco Blossom (University of California - Davis) Panelists: LuzMarina Serrano (Genders & Sexualities Alliance Network), Megan Bang (Northwestern University), Bettina L. Love (Teachers College, Columbia University), Vajra M. Watson (California State University - Sacramento), Jonathan Stith, Letha Muhammad
This session brings into conversation scholars and community organizers to discuss insights from research and from movement-building efforts to create solidarity across communities and issue-based campaigns. In this way the session will help make scholarship more relevant and movements better informed by research as we seek to dismantle systems of white supremacy and imagine the possibilities for educational justice and a liberatory future.
A People's Victory: Defeating Racist Anti-CRT Friday, April 12, 4:55 pm to 6:25 pm Pennsylvania Convention Center, Level 200 - Room 201B Chair: James Joseph "Jim" Scheurich (Indiana University – Indianapolis) Participants: David Greene (Purpose of Life Ministries), Jerell Alexander Blakeley (NJ Work Environment Council), Russell J. Skiba (Indiana University), LaQuita Maxey (Indiana University), Hardy Murphy (Indiana University – Purdue University at Indianapolis)
This will be a panel of those who helped facilitate and lead the defeat of state-level anti-CRT legislation in red state; thus, there will be no papers. Nonetheless, the panelists will address some research and/or conceptual issues raised by the panel, including what were the pre-conditions of both anti-CRT state-level legislation, how did the Coalition resist the legislation, how was the victory possible, and what was learned that can be passed along to other states and coalitions. This session then is highly relevant to this year's theme but pushes the conversation in a particular way--toward scholar activism that combines research and research knowledge with social justice activism. Thus, this session is a multi-racial panel discussion of the successful resistance, a people's victory, to anti-CRT bills in Indiana, and the panel will be composed of those who facilitated this activism. These include a Black pastor who is the President of a Black ministerial group, two teachers' union organizers, and three university professors whose research work is focused on racism and white supremacy. Based on a set of structured questions (all related to research on multiracial social movements), these panelists discuss how in this specific case in one state, it was possible to develop and deploy a multiracial coalition that twice defeated anti-CRT legislation, thus working to dismantle racial injustice.
How Youth-Led Belonging Initiatives Are Transforming Urban Public School Environments Through Fashion, Media, and Architecture Saturday, April 13, 7:45 am to 9:15 am Pennsylvania Convention Center, Level 200 - Room 201B Chair: DeLeon Gray (North Carolina State University) Discussant: DeLeon Gray (North Carolina State University) Participants: Joanna N. Ali (North Carolina State University), Kia Allah (North Carolina State University), TaiSean Jones
This interactive youth-led forum moves beyond surface-level strategies for supporting students’ belonging by positioning Black and Brown youth as belonging subject-matter experts, and by providing vivid and textured youth-led examples of youth who are demanding their belonging. As the students in this session teach us, White supremacist structures can pervade even within predominantly Black school environments that students generally find affirming. These students also teach us how such structures can be disrupted through youth-led communal incubators that spark new movements and help actualize new realities. Guided by a psychological framework of belonging designed to address the experiences of students from culturally and linguistically diverse backgrounds, the purpose of this interactive panel is to provide vivid, first-hand descriptions, and a synthesis of the ways Black and Brown students are demanding their belonging in predominantly Black schools characterized as urban emergent.
Understanding and Addressing Racialized History and Violent Extremism across P-12 Systems and Settings Saturday, April 13, 9:35 am to 11:05 am Pennsylvania Convention Center, Level 200 - Room 201B Chair: David M. Osher (American Institutes for Research) Discussants: Maurice J. Elias (Rutgers University), Rich Milner (Vanderbilt University), Mary Cathryn Ricker (St. Paul Federation of Teachers/AFT), Robert C. Scott (U.S. Congress), Howard Stevenson (University of Pennsylvania), Brenda L. Townsend Walker (University of South Florida), W. Fitzhugh Brundage (University of North Carolina - Chapel Hill), Dennis Barr (Facing History and Ourselves), Monique M. Chism (Learning Point Associates)
Racialized history and violent extremism contribute to racial injustice in P-12 systems through their effects on the ecosystems of students, educators, schools, and districts in a manner that is particularly salient to many students and families today as illustrated by state and district censorship and suppression of ideas and by the ways in which racialize extremist violence penetrates the school both through trauma and stress and through individual acts of violence and aggression. These social toxicities can and must be addressed if we are to create strong conditions for learning, teaching, and well-being for black students, other minoritized and marginalized students, as well as more privilege students who are trapped by the ideology and dynamics of white supremacy. The proposed presidential session will address racialized history and violent extremism through three papers that draw upon a variety of materials and media and an interactive panel of six distinguished discussants who can bring a variety of perspectives to how to address these issues in a manner that contributes to dismantling racism while countering the toxic effects of contemporary extremist violence and censorship. This panel will be followed with an opportunity for the audience to ask questions via text or email to a researcher who will be coordinating the questions in the event that there is more than time will permit.
Elevating Black epiSTEMologies: Theories, Methodologies, and Praxis for Dismantling Racial Injustice in Postsecondary STEM Education Sunday, April 14, 7:45 am to 9:15 am Pennsylvania Convention Center, Level 200 - Room 201B Chair: Terrell R Morton (University of Illinois at Chicago) Discussants: Adrienne D. Dixson (University of Kentucky), Na'ilah Suad Nasir (Spencer Foundation) Participants: Martinique A. Sealy (American University), Osasohan Agbonlahor (North Carolina A&T State University), Paula Groves Price (North Carolina A&T State University), Brian McGowan (American University), Nickolaus A. Ortiz (Georgia State University), Shari E. Watkins (American University), Andrea Tyler, Tia C. Madkins (University of Texas at Austin), Yasmiyn Irizarry (University of Texas at Austin), Jennifer Dawn Adams (University of Calgary), Ricardo Lowe (University of Texas at Austin), Ashley N. Woodson (Albion College), Kiana Foxx (University of California - Los Angeles), Lul Baba (UIC)
In this symposium the presentations will share insights into: 1) the mechanisms for collaboration employed to engage a large-scale, cross-disciplinary, nationwide research study of Blackness in the current sociopolitical climate; 2) a model for engaging multigenerational-multidirectional mentoring in educational research; 3) the development of mosaic ethnography as a research methodology leveraged to ascertain a nuanced perspective of Blackness; and 4) the development and application of a conceptual framework of multidimensional-multiplicative perspective Blackness. Upon completion of the presentations, this symposium will include discussion centered on the implications of the Black epiSTEMologies research project for the enhancement of racial equity policies, research, and practices in and outside of STEM education.
A Community Conversation: The Education of Students in the School District of Philadelphia Wednesday, April 10, 6:00 pm to 8:00 pm Mary McLeod Bethune Elementary School 3301 Old York Road, Philadelphia, PA 19140
AERA attendees and community members in Philadelphia and the surrounding communities are invited to attend a community conversation with leaders from the School District of Philadelphia and other individuals who work in K-12 education. The purpose of this community conversation will be to address, think about, and discuss factors that impact the social, emotional, and academic opportunities and outcomes for students in the School District of Philadelphia, and especially students of color who often under-perform academically due to a variety of factors. This conversation will address two themes of the 2024 AERA Annual Meeting: (1) Why do race and racism continue to plague educational opportunity? and, (2) What is required to imagine educational spaces free of racial injustice? The broad purposes of the session will be to (1) provide an opportunity for stakeholders (parents, students, social service agency representatives, city and community leaders) an opportunity to engage in meaningful conversation with individuals who are on the front lines of educating children in the School District of Philadelphia, and, (2) provide an opportunity for educators to articulate their vision, goals, objectives, and leadership strategies as they relate to the overall mission of the School District of Philadelphia.
Expanding on the Scholarship of a Pioneer Advocate for Racial Justice Thursday, April 11, 9:00 am to 10:30 am Pennsylvania Convention Center, Level 200 - Room 201A Chair: Carl A. Grant (University of Wisconsin – Madison) Discussant: Tyrone C. Howard (University of California – Los Angeles) Participants: Ming Fang He (Georgia Southern University), Yiting Chu (University of South Florida - Tampa), Hyunhee Cho (Daegu National University of Education), Rich Milner (Vanderbilt University), Bryant O. Best (Vanderbilt University), Laura Fittz (Vanderbilt University), A Longoria (Western Washington University), Raedell Boateng (University of Washington), Lin Wu (Western Oregon University), Emily Alicia Affolter, Melissa Braden (Prescott College), Tyrone C. Howard (University of California – Los Angeles)
At various career stages and living in different geographical regions and continents, the presenters aim to leverage our experiential and academic knowledge to articulate Geneva’s contributions to curriculum studies, culturally responsive teaching, culturally responsive mentoring, and culturally responsive research. Through interactive dialogue, storytelling, poetry, art, and traditional academic presentations, the presenters will entice researchers and practitioners to build on Geneva’s pioneering scholarship to advance racial justice.
Disrupting Dehumanization through Education: Abolition, Viral Justice, and Humanization as Fugitive Remedies for Progressive Dystopias Thursday, April 11, 10:50 am to 12:20 pm Pennsylvania Convention Center, Level 200 - Room 201A Chair: David Philoxene (University of San Francisco) Discussant: David O. Stovall (University of Illinois at Chicago) Participant: David O. Stovall (University of Illinois at Chicago), Savannah Shange-Binion (University of Pennsylvania), Ruha Benjamin (Princeton University), Patrick Camangian (University of San Francisco), Shabnam Koirala-Azad (University of San Francisco)
This panel features papers and a discussion from activist-scholars in anthropology, sociology, African-American/Black Studies, criminology and education. Their work in urban schools and major metropolitan cities examines the P20 systems as contested terrain and develops abolitionist, anti-colonial, and radical democratic strategies to critically name and dismantle racial injustice in schools of education, partner districts, and local schools. The panel will problematize American society and its schooling as colonial and carceral in nature and offer concrete examples of creating fugitive spaces to resist paradigms, policies, and practices that are hostile to the humanity of Black, Indigenous, and other people of Color (BIPOC) communities. As Stovall (2017) (proposed discussant) teaches us, fugitive spaces radically imagines and co-creates emancipatory, abolitionist approaches to educating one’s own—an education that can help people explain the situation they find themselves in, and can inform how they must move forward to transform their relationships to White supremacy, colonialism, and the carceral state in their collective consciousness and communities.
Black Women Leaders in Predominantly White Institutions: On the Front Lines of Creating and Sustaining Racially Just Spaces in Higher Education Thursday, April 11, 12:40 pm to 2:10 pm Pennsylvania Convention Center, Level 200 - Room 201A Chair: Linda C. Tillman (University of North Carolina – Chapel Hill) Participant: Stephanie J. Rowley (University of Virginia) Panelist: Rema E. Reynolds Vassar (Wayne State University), Andrea E. Evans, Trayce Davis (HFCC), Monika Williams Shealey (Temple University)
The purpose of this session will be to explore and discuss the lived experiences of Black females who now hold or have held administrative positions in two and four- year predominantly white colleges and universities and minority serving institutions. Panelists will give brief descriptions of their positions, their primary responsibilities in their respective institutions, and what they view as major factors that contribute to racial injustice in higher education. Panelists will then be asked to respond to three to four questions about how they, as Black women, approach the complex task of dismantling racial injustice, and the strategies they use as they work toward ensuring a racially just institutional climate.
Lessons and Reflections from Ghana: Toward Justice and Freedom in the U.S. Education System Thursday, April 11, 2:30 pm to 4:00 pm Pennsylvania Convention Center, Level 200 - Room 201A Chair: Tyrone C. Howard (University of California - Los Angeles) Discussant: Cynthia Dillard (Seattle University) Participants: Cynthia Dillard (Seattle University), Jaleel R. Howard (University of California - Los Angeles), Earl J. Edwards (Boston College), Tr’Vel Lyons (University of Southern California), Gene F McAdoo (University of California - Los Angeles), Keara L. Williams (University of California - Los Angeles)
This research paper symposium is intentional in theorizing liberatory education practices and research in the United States toward justice and freedom. One of the essential ways of dismantling racism, and creating educational possibilities is to seek models and frameworks beyond the US context. The symposium includes nine Black scholars who experienced Ghana. The scholars will discuss their experiences in Ghana and the importance of embracing and (re)claiming their identity and conducting research to dismantle anti-Black racism across the educational landscape and in greater society.
Striving to Make Our Ancestors Proud: Buffalo Black Males Leveraging Rebellious Literacies for Educational Justice and Thrival Thursday, April 11, 2:30 pm to 4:00 pm Pennsylvania Convention Center, Level 200 - Room 201C Chair: Jevon D. Hunter (Buffalo State University - SUNY) Discussant: Jevon D. Hunter (Buffalo State University - SUNY) Participants: Douglas L. Hoston (Buffalo State University - SUNY), Jabari Blodgett, Darren Cameron (Buffalo State University - SUNY), William O’Neil-White (University at Buffalo - SUNY), Melique Young (University at Buffalo - SUNY)
In this uniquely conceived presidential session, a multigenerational, multidisciplinary panel of Black adolescents and men who live, learn, and love in Buffalo, New York will share how we leverage what we refer to as rebellious literacies to challenge, trouble, and fight against both historical and contemporary forms of racism and anti-Blackness in educational spaces. Attendees will hear from a continuum of Buffalo Black males representing high school youth, recent university students, a high school English/ language arts teacher, a STEM researcher, and a literacy teacher educator to learn how literacy has been leveraged in one city to continue the fight of our anchor ancestors and contemporaries against white supremacy in all of its iterations. While we draw from the liberating literacy educational tradition of Black Americans and the extended emancipatory models of Black literacies, we argue that at the core of our individual and collective educational efforts is to use literacy to create other liberating learning spaces for, with, and by Black youth to support and ensure their thrival, a sentiment/concept used to illustrate minoritized young peoples’ joyful, visionary, and restorative pursuit of learning and growth as they negotiate their everyday lives despite an existence within the legacy and immediacy of white supremacy, its epistemologies, axiologies, ontologies, and agents of harm.
Toward the Fulfillment of Full Personhood: The Persistent Invisibility of Latinx Communities Across Institutions and Educational Scholarship 3.0 Thursday, April 11, 4:20 pm to 5:50 pm Pennsylvania Convention Center, Level 200 - Room 201B Chair: Kris D. Gutiérrez (University of California - Berkeley) Discussant: Dolores Delgado Bernal (Loyola Marymount University) Presenters: Alfredo J. Artiles (Stanford University), Cecilia Rios-Aguilar (University of California - Los Angeles), Krista L. Cortes (University of Pennsylvania), Amalia Z. Dache (University of Pennsylvania), Laura K. Munoz (University of Nebraska - Lincoln), Mirelsie Velázquez (University of Illinois at Urbana-Champaign), Omi Salas-SantaCruz (Pennsylvania State University), Cindy Cruz (University of Arizona), Luis Urrieta (University of Texas at Austin), Dolores Calderon (Western Washington University), Anne-Marie Nunez (University of Texas - El Paso), Gina Ann Garcia (University of California - Berkeley)
This session reconvenes intergenerational pairs of Latinx scholars to lift up their scholarship and contribution, and to engage and elaborate a range of relevant topics that both remain central or at the edges of new scholarship with implications for the field, the academy, and communities. The pairs will engage in a twelve minute ignite conversation in which they address a series of questions to create dynamic conversations that will cumulatively contribute to the larger focus on achieving full personhood as a community. This is an area of scholarship rarely featured at the level of the presidential session or the larger conference, and thus provides opportunity to advance more expansive understandings of Latinx communities, their regularity and variances, while troubling and disrupting extant theories, methods, and discourses around these significantly diverse communities. The presentations will engage tensions in the scholarship, opening up new conversations for the AERA community and will address a range of topics, from Hispanic Serving Institutions which have tripled since these institutions were first federally designated in 1992, to discussions of the complexity of the Latinae experience relevant to national origin, languages, race and gender, various notions of citizenship and civic life, as well as to historical and geographic landscapes.
Imagining Principled Possibilities of Ethnic Studies: Disrupting Racial Injustice from Policy to Pedagogy and Practice Friday, April 12, 7:45 am to 9:15 am Pennsylvania Convention Center, Level 200 - Room 201A Chair: Edward R. Curammeng (California State University - Dominguez Hills) Discussant: Allyson Tintiangco-Cubales (San Francisco State University) Participants: Ratha Kelly, Brian Anthony B. Batugo (San Diego Unified School District), Ricky Medina, Tere Cesena Bontempo, Jocyl Sacramento (California State University - East Bay), Patricia D. Lopez (California State University - Fresno), Von Torres (Clovis Community College), Artnelson Concordia, Miranda Jue (Santa Barbara Unified School District), Lailan Huen (Oakland Unified School District), Leah Aguilera, Laurence Tan (University of California - Los Angeles), Chloe Romley (Jefferson Elementary School District), Flordellyn Castillo (Jefferson Elementary School District), Kay Flewelling (University of San Diego), Allyson Tintiangco-Cubales (San Francisco State University), Jazmine Fortes (Oakland Unified School District), Kimberly Lewis (Teachers College, Columbia University)
This panel is composed of practitioners who are at the forefront of leading California’s schools and districts on the implementation of ES. Our session provides five examples from districts across the state that have courageously committed to implementing Ethnic Studies. Each practitioner provides perspectives to: 1. Define ES in ways that are clear, accessible, and rooted in its origin and purpose; 2. Connect the importance of identity/ies development in becoming ES teachers; 3. Understand the pedagogical purpose and nuances in their ES classroom practice; and 4. Underscore what needs to be in place to make sure students, families, and communities have a place at the table to dream together as co-constructors of Ethnic Studies in their local districts; and 5. Describe what needs to be done to ensure that ES has at its center the goal of dismantling racial injustice.
Faculty are Subverting Racial Injustice and Expanding Educational Opportunities for Students through Practitioner Research at Our Minority-Serving California Community College Friday, April 12, 9:35 am to 11:05 am Pennsylvania Convention Center, Level 200 - Room 201A Chair: BernNadette Thokozile Best-Green (San Joaquin Delta College) Discussant: Danny C. Martinez (University of California – Davis) Participants: Steven Graham (San Joaquin Delta College), Kevin Cabrera (San Joaquin Delta College), Marcus Green (San Joaquin Delta College), Mariela Guzman (San Joaquin Delta College), BernNadette Thokozile Best-Green (San Joaquin Delta College)
This Presidential Session introduces conference attendees to five California-based community college professors who completed a year-long formal training in practitioner research. This research extends existing conversations in the literature pertaining to practitioner research designed to ameliorate current disparities in rates of college enrollment, engagement, persistence, and achievement of students who identify as URMs. The papers featured within this session explore the following (4) questions: 1) How can community college professors employ practitioner research to subvert racial injustice and ameliorate educational opportunities within their own classrooms? 2) What are students’ perspectives about ways that equity-minded FETA class-based interventions influenced their college enrollment, engagement, persistence, and/or achievement? 3) What are Delta College faculty’s perspectives about ways that engagement in FETA has influenced their praxis as a practitioner-researcher? 4) What are Delta College faculty’s perspectives about ways that FETA has influenced their ability to improve teaching and learning within their own classrooms?
The Mourning After Affirmative Action: Reflecting on the Dissenting Opinions, Antiblackness, and Possibility Friday, April 12, 9:35 am to 11:05 am Pennsylvania Convention Center, Level 200 - Room 201B Chair: David O. Stovall (University of Illinois at Chicago) Discussant: David O. Stovall (University of Illinois at Chicago) Participants: Uma Jayakumar (University of California - Riverside), María C. Ledesma (San Jose State University)
This session will emphasize how the Court’s dismissal of close to five decades of legal precedent, affirming the value in the limited use of race in college admissions, unearths evidence of antiblackness, while simultaneously ignoring racial injustice and obscuring educational possibilities. We endeavor to (re)cover affirmative action’s pivotal history, as well as to (re)connect to possibility and inspire new liberation movements.
Researching the Reparations in Schools: Urban Youth as Researchers of School Quality Friday, April 12, 11:25 am to 12:55 pm Pennsylvania Convention Center, Level 200 - Room 202AB Chair: Jeffrey M.R. Duncan-Andrade (San Francisco State University) Discussant: Jeffrey M.R. Duncan-Andrade (San Francisco State University) Participants: Laurence Tan (University of California - Los Angeles), Jeffrey M.R. Duncan-Andrade (San Francisco State University)
The focal school for this presentation is the last predominantly Black elementary school in East Oakland (CA), a community that has been devastated by gentrification and corporate chartering of schools despite being world renown as the birthplace of the Black Panthers. Recently, the school district has implemented a Black Reparations Initiative which aims to build on the 2010 launch of the Office of African American Male Achievement by prioritizing the well-being and success of Black students. The youth researchers on this panel will be presenting their findings on the fidelity of implementation and quality of impact of this program in their school.
Reconciling Traditional Quantitative Methods with the Imperative for Equitable, Critical, and Ethical Research Friday, April 12, 3:05 pm to 4:35 pm Pennsylvania Convention Center, Level 200 - Room 201A Chair: Rachel E. Durham (Notre Dame of Maryland University) Participants: Nichole M. Garcia (Rutgers University), Tia C. Madkins (University of Texas at Austin), Linette P. Ross (National Board of Medical Examiners), Linda C. Tillman (University of North Carolina - Chapel Hill)
Quantitative research has contributed to sharpening color lines, promoting white supremacy, and essentializing groups as monolithic. This session confronts this history head on with conversations among scholars at the vanguard of transforming research paradigms (e.g., QuantCrit, Intersectionality) and moves the field forward in how scholars can design and implement research and measurement that improve upon customary quantitative methods. While mixed methods and qualitative paradigms are more immediately amenable to counter-narratives and critical methods, this session acknowledges that the need for quantitative data and analysis is not going away but needs to be interrogated. The proposed session urges users to evolve their approaches as a way to foster racial equity in their methodological approaches.
The Role of HBCUs in Constructing Knowledge: Race, Relevance, and Research Friday, April 12, 3:05 pm to 4:35 pm Pennsylvania Convention Center, Level 200 - Room 201C Chair: M. Christopher Brown (Thurgood Marshall College Fund) Discussant: Kassie Freeman (African Diaspora Consortium) Participants: T. Elon Dancy (University of Pittsburgh), Fred A. Bonner (Prairie View A&M University), Paquita M. Yarborough (Thurgood Marshall College Fund), Kassie Freeman (African Diaspora Consortium), Kimberley Edelin Freeman (Howard University)
The proposed session is a research-based treatment of the role of historically black colleges in universities in producing empirical research and transformative scholarship with a critical examination of the politics of anti-blackness in P20 systems.
Dismantling the Color Lines of the 21st Century: Race and Racism in AI-Enabled Social and Virtual Spaces Thursday, April 12, 4:55 pm to 6:25 pm Pennsylvania Convention Center, Level 200 - Room 201A Chair: Kui Xie (Michigan State University) Discussant: Amber D. Dumford (University of South Florida - Tampa) Participants: Brendesha M. Tynes (University of Southern California), James L. Moore (National Science Foundation)
The rapid development and integration of newer technologies, such as social media, virtual reality, and AI, have profoundly impacted our society and educational systems. These technologies have transformed the spaces where children and educators teach, learn, and live. In this context, crucial questions arise regarding the significance of race and racism within these virtual realms. There is already some evidence that AI tools can cause discriminatory harm – often based on existing bias in the data that informs the AI algorithms, development, design, implementation, and use. With the ability to customize avatars and engage in interactions both with other humans and AI algorithms, it becomes essential to explore questions, such as, What do race and racism mean in these AI enabled social and virtual spaces? How race and racism manifest in these spaces? While individuals control their virtual representations, it remains crucial to examine the ways in which racial dynamics shape these environments. Moreover, it is imperative to address how we can dismantle the color lines of the 21st century within AI-enabled social and virtual spaces. We must strive to establish guidelines, standards, and strategies that promote diversity and equity in these technological advancements and applications within educational systems. By doing so, we can work towards fostering an inclusive educational environment that ensures fair and equal opportunities for all individuals, irrespective of their race or background.
Troubling Gender and Sexuality: Meditations on Performances of (Un)gendering in Black Educational Spaces Saturday, April 13, 7:45 am to 9:15 am Pennsylvania Convention Center, Level 200 - Room 201A Chair: Tyrone C. Howard (University of California - Los Angeles) Discussant: Ashley L. Smith-Purviance (The Ohio State University) Participants: Gene F McAdoo (University of California - Los Angeles), Caleb E. Dawson (University of California - Berkeley), Jessica Lee Stovall (University of Wisconsin - Madison), Darion A. Wallace (Stanford University), Jacques Pierre Lesure (University of Wisconsin - Madison), Shamari Reid (New York University)
With a keen eye towards gender and sexuality, these papers focus on the interstitial performances of gender enacted by Black teachers and students as they respond to the rigid social context of American schools and explore what selves are possible for themselves and their full humanity. Central to this panel is the matter of performance, in which each of these papers take up as a theoretical lens to explore how “human beings fundamentally make culture, affect power, and reinvent their ways of being in the world” (Bailey, 2016, p. 18). Moreover, this collections of papers index and undermine essentialist notions of race and gender that are imposed upon Black K-12 educators and students, and instead offer new possibilities for how Black humanity can be seen, valued, and best positioned to engage in meaningful education that meets the demands of the 21st century (Wynter, 2003). In alignment with this year’s AERA theme, these papers seek to explore and uplift glimpses of new, liberatory educational possibilities for Black students that may be uncovered when Black educators and students enact expansive performances of gender that challenge oppressive power structures such as antiblackness and cisheteropatriarchy in educational settings.
Wounded Healer Leadership & Pedagogy Saturday, April 13, 7:45 am to 9:15 am Pennsylvania Convention Center, Level 200 - Room 201B Chairs: Yolanda Sealey-Ruiz (Teachers College, Columbia University), Angel Acosta (Acosta Consulting) Discussant: Maria Tan
Through an engaging discussion, introspective dialogues, and insightful narratives, this session aspires to not only reframe the discourse around leadership and pedagogy but to also offer a blueprint for profound transformation. A diverse panel of thought leaders from various disciplines including education, psychology, public health, indigenous science, and the healing arts will converge to illuminate the intersections of healing, leadership, and education.
Centering Black Children in Education: Revolutionizing K-12 and Higher Institutions and Research Toward Our Collective Liberation Saturday, April 13, 9:35 am to 11:05 am Pennsylvania Convention Center, Level 200 - Room 201A Chair: Rema E. Reynolds Vassar (Wayne State University) Discussant: Clyde Barnett III (Wayne State University) Participant: Erica B. Edwards (Wayne State University), Shaun R. Harper (University of Southern California), Tyrone C. Howard (University of California – Los Angeles), Bettina L. Love (Teachers College, Columbia University), Rich Milner (Vanderbilt University), Emmanuel Pittman (Detroit School of the Arts, Detroit Public School Community District), Mayowa L. Reynolds (Detroit School of the Arts, Detroit Public School Community District), Jordan Roebuck (Michigan State University), Ivory A. Toldson (Howard University)
Anti-Black racism must be examined if we seek to remedy normed harms Black children navigate across P-20 schooling spaces. Pathways to collective advancement requires educational systems designed to cultivate creativity, prioritize critical analyses of interlocking institutional racism and suppression, excavate stories of trials and triumph, and develop strategic collaborations necessary for Black students’ liberation. If those of us who recognize our consolidated freedom is bound with the freedom of Black people were to undertake rigorous research without considering mediocrity’s gaze, absent constrictions devoted to maintenance of averageness and perpetuations of oppression, what could we conjure for Black children? What would educational spaces determined to wholly nourish Black children’s multifaceted gifts look like?
Bilingual Special Education for the 21st Century: Reimagining the Future Saturday, April 13, 9:35 am to 11:05 am Pennsylvania Convention Center, Level 200 - Room 201A Chair: Gliset Colon (Buffalo State University – SUNY) Discussant: Gliset Colon (Buffalo State University – SUNY) Participants: Tamara O. Alsace (CUNY – IIE), Eduardo Rafael Munoz-Munoz (San José State University), Marcella C. McCollum (San Jose State University), Matthew L. Love (San Jose State University), Elizabeth Silva Diaz (University of Colorado – Boulder), Vanessa Santiago Schwarz (University of Colorado – Boulder), Lilly Padia (Erikson Institute)
This panel, Bilingual Special Education for the 21st Century: Reimagining the Future, addresses the complex intersection of bilingual education and special education with the overlay of culturally and linguistically sustaining practices. Presenters will tease out the often overlooked nexus of bilingual education and special education, while also providing practical solutions to current dilemmas and challenges today’s educators of multilingual learners with disabilities face in the classroom.
Space, Place, and Race: Addressing Settler Colonialism at the Roots of Education Saturday, April 13, 9:35 am to 11:05 am Pennsylvania Convention Center, Level 200 - Room 201C Chair: Katrina Liu (University of Nevada - Las Vegas) Discussant: Norma A. Guzman (Texas A&M University - Kingsville) Speakers: Mahlapahlapana Themane (University of Limpopo), Larissa Lam (Giant Flashlight Media), Kakali Bhattacharya (University of Florida), Zhu Qian (Duke Kunshan University), Noliwe Rooks (Brown University), Natalee Kehaulani Bauer (Mills College at Northeastern University)
This session engages decolonizing research scholars from the United States and the Global South to articulate the manifestation of racism in their specific space, and to further demonstrate the transformative praxis individuals implement based on local epistemologies in dismantling racism and creating places in their communities for the liberation of individual as well as society. This session highlights that transformation through education begins with the individual, but involves society as a whole, liberating both together—and that education as well as its decolonization must be undertaken both locally and globally.
As Black America Goes, So Goes the Nation: Re-Embracing Our HBCU Educational Programs in the Pursuit for Racial Educational Justice Saturday, April 13, 11:25 am to 12:55 pm Pennsylvania Convention Center, Level 200 - Room 201A Chair: Valerie Kinloch (Johnson C. Smith University) Discussant: Valerie Kinloch (Johnson C. Smith University) Participants: Janet Finch (Tennessee State University), Krystal Peters (Cheyney University of Pennsylvania), Paula Groves Price (North Carolina A&T State University), Dawn G. Williams (Howard University)
In this uniquely conceived symposium, we highlight the critical work of Black educational leaders who guide schools, colleges, and departments of education at our Historically Black Colleges and Universities (HBCUs) as they prepare the next generation of Black classroom teachers, building/district administrators, and education leaders. These Deans and Department Chairs are poised to offer an enriching conversation that helps to illuminate, clarify, and (re)affirm the roles and responsibilities that HBCUs have, both historically and contemporarily, in developing Black classroom practitioners and building/district/national leaders. The timing of this discussion is apropos given the current socio-political/ socio-educational context where state and national so-called leaders attempt to stymie educational progress by propagating racist policies and practices that mis/dis-inform the public, rewriting the histories and futures of Black Americans, and diminishing and/or erasing the role white supremacy has had in U.S. education. To make it plain, HBCUs have always stood in opposition to these threats to the educational, collective, and personal development of Black folks, and have been leaders in producing exemplary Black practitioners and leaders. Towards that end, we deliberately re-center and re-embrace the voices of our HBCU educational leaders to learn from, with, and by them as we seek to construct more authentic educational possibilities.
Moving the Needle: Promising Practices and Innovative Approaches for Educators, Administrators, and Practitioners to Imagine Spaces Free of Racial Injustice and Dismantling the Preparation “Pipeline” Saturday, April 13, 11:25 am to 12:15 pm Pennsylvania Convention Center, Level 200 - Room 201C Chairs: Tia C. Madkins (University of Texas at Austin), W. David Wakefield (California State University - Northridge) Presenters: Sandra Graham (University of California - Los Angeles), Deborah Rivas-Drake (University of Michigan), Olga Pagan (New York University), Gina Ann Garcia (University of California - Berkeley), Frank Harris (San Diego State University)
The proposed session will address the urgent need for creating racially just educational systems that equip educators with the tools to grapple with and respond to racial inequities within their classrooms and schools. This session will bring together leading scholars and practitioners to advance the conversation on promising practices of promoting racial justice and equity in K-12 and postsecondary educational settings. This session will be of interest to scholars, practitioners, and policymakers interested in dismantling systemic racism in education broadly across multiple AERA Divisions and SIGs. This session seeks to address the following questions: What can we do in the school setting to foster racial equity? What needs to happen in the educator preparation space to prepare educators to work in and foster/maintain racially just schooling contexts?
Additionally, the symposium will examine the benefits of community schooling as a promising practice for developing racially just schools. Community schooling emphasizes collaboration among schools, families, and community organizations to create comprehensive educational environments that address learners’ holistic needs.
Black Girls and Women Recalling, Resisting, And Reclaiming Self Through Multimodal Composing Saturday, April 13, 1:15 pm to 2:45 pm Pennsylvania Convention Center, Level 200 - Room 201B Chair: Delicia Tiera Greene (University at Albany – SUNY) Discussant: Detra Price-Dennis (The Ohio State University) Participants: Jennifer Danridge Turner (University of Maryland), Autumn A. Griffin (University of Pennsylvania), Tisha Lewis Ellison (University of Georgia)
This proposed session advances scholarship on Black girls and women’s digital literacies, focusing on the nuanced ways they composed content across multiple platforms, including digital stories, podcasting, and digital apps. Our work also extends scholarship on how literacy teachers can incorporate multimodal pedagogies in literacy instruction to support Black girls and women. What are the nuanced ways that Black girls and women create content using particular digital tools? Given this, how do Black girls and women use these various digital tools to dismantle racial justice and recall, resist, and reclaim self? How do they use these tools to express themselves and survive in a society that oppresses them? As digital literacy scholars, how do we support literacy teachers to incorporate multimodal pedagogies in ways that affirm Black girls’ personhood and cultivate a sense of agency and autonomy? What new theoretical underpinnings can be developed to further understand how Black girls and women recall, resist, and reclaim self digitally?
W. E. B. Du Bois in Our Times: Toward Racial Justice in Education in the 21st Century Saturday, April 13, 1:15 pm to 2:45 pm Pennsylvania Convention Center, Level 200 - Room 201C Chair: Derrick Alridge (University of Virginia) Discussants: Camika Royal (Loyola University Maryland), Derrick Alridge (University of Virginia), Jerome E. Morris (University of Missouri - St. Louis), Adrienne D. Dixson (University of Kentucky), Eddie R. Cole (University of California - Los Angeles)
W.E.B. Du Bois, arguably the foremost educator, intellectual and advocate for the dismantling of systemic racial inequity of the 20th century, frames this AERA Presidential session on pressing educational issues confronting African Americans today. Panelists draw on Du Bois’s writings to discuss systems of racial justice in education from early childhood to higher education, Black academic achievement, literacy and learning in the Black community, and the teaching of Black history. An interdisciplinary group of prominent scholars, whose scholarship reflects tenets of Du Bois’s educational thought, will broadly address the following questions: What did Du Bois say about racial justice and how do his views on education relate to the education of Black and other historically marginalized people then, and now? What pressing problems from early childhood to higher education did Du Bois ponder during his time, particularly related to the role of Black educational institutions, literacy and academic achievement, schools and communities, and Black teachers and the teaching of Black history?
Re/Reading and Re/Writing the Wor(l)d: Engaging in Racialized Conversations to Reimagine Literacy Engagement for Justice Saturday, April 13, 3:05 pm to 4:35 pm Pennsylvania Convention Center, Level 200 - Room 201B Chair: Katrina Liu (University of Nevada - Las Vegas) Discussants: Patricia A. Edwards (Michigan State University), Jevon D. Hunter (Buffalo State University - SUNY) Presenters: Nicholas Daniel Hartlep (Berea College), Guofang Li (University of British Columbia), Detra Price-Dennis (The Ohio State University), Timothy J. San Pedro (The Ohio State University), Yolanda Sealey-Ruiz (Teachers College, Columbia University), Sophia Tatiana Sarigianides (Westfield State University), Carlin Borsheim-Black (Central Michigan University)
As race and racism continue to be part of the social dialogue, it becomes a moral, ethical, and pragmatic imperative to develop and/or evolve educational discourses that allow educators and other stakeholders to engage in thoughtful, robust, and reflective conversations about race and racism. Literacy functions uniquely in this regard as discussions about race and racism can be dynamic and multidimensional, deepening our understanding conceptually, historically, and practically, while informing our notions of equity, egalitarianism, and justice. We can see how these conversations influence a variety of educational spaces whether they be conventional school classrooms and buildings, out-of-school learning contexts, literacy instruction across content areas, teacher education programs, or digital spaces. In this presidential session, researchers, researcher-practitioners, and teacher educators who work at the nexus of race/racism, literacy, and learning share their insights on how literacy education can be transformed to redress historical and contemporary forms of oppression by offering liberatory acts of knowledge production, instructional practices, and educational outcomes. Questions that inform this session are:
As conceived, this session provides attending participants the opportunity to hear and engage with leading experts in the area of race, racism, and literacy to put forth new understandings, informative paradigms, and creative practices, while also challenging what appears to be immutable ways of knowing and doing that have persisted in causing educational, communal, and individual harm.
The 27th Conversations With Senior Scholars on Advancing Research and Professional Development Related to Black Education Saturday, April 13, 3:05 pm to 4:35 pm Pennsylvania Convention Center, Room 204 ABC Chairs: Henry T. Frierson (University of Florida), Rodney K. Hopson (University of Illinois at Urbana-Champaign) Presenters: Kimberley Edelin Freeman (Howard University), Nicole Patton-Terry (Florida State University), Joy Ann Williamson-Lott (University of Washington), Wanda J Blanchett (Rutgers University), Stephanie J. Rowley (University of Virginia), Olga M. Welch (Duquesne University), Jomills H. Braddock (University of Miami), Donald Easton-Brooks (University of Nevada - Reno), Kofi Lomotey (Western Carolina University), Toks S. Fashola (American University), Will J. Jordan (Wallace Foundation), Valerie Kinloch (Johnson C. Smith University), Carol D. Lee (Northwestern University), Fred A. Bonner (Prairie View A&M University), Lillian B. Poats (Texas Southern University), Paula Groves Price (North Carolina A&T State University), Walter R. Allen (University of California - Los Angeles), Phillip J. Bowman (University of Michigan), William T. Trent (University of Illinois at Urbana-Champaign), Carl A. Grant (University of Wisconsin - Madison), Howard C. Johnson (Syracuse University), Monika Williams Shealey (Temple University), Eugene L. Anderson (Columbia University), Mary E. Dilworth (Independent Researcher), Monica B. Mitchell (MERAssociates), James Earl Davis (Temple University), Carol Camp Yeakey (Washington University in St. Louis), Caesar R Jackson (North Carolina Central University), James L. Moore (National Science Foundation), Na'ilah Suad Nasir (Spencer Foundation), Margaret Beale Spencer (University of Chicago), Gloria J. Ladson-Billings (University of Wisconsin - Madison), Jerome E. Morris (University of Missouri - St. Louis), Bernard Oliver (Georgia Gwinnett College), Charles I. Rankin (Kansas State University), Keena N. Arbuthnot (Louisiana State University), Tamara Bertrand Jones (Florida State University), Veronica G. Thomas (Howard University), Linda Darling-Hammond (Learning Policy Institute), Tyrone C. Howard (University of California - Los Angeles), William F. Tate (Louisiana State University), Rich Milner (Vanderbilt University), Maisha T. Winn (University of California - Davis), Vivian L. Gadsden (University of Pennsylvania), Eboni M. Zamani-Gallaher (University of Pittsburgh), Jerlando F.L. Jackson (Michigan State University), Chance W. Lewis (University of North Carolina - Charlotte), Joyce E. King (Georgia State University), Gaëtane Jean-Marie (Rowan University), Victoria Showunmi (UCL Institute of Education), Shaun R. Harper (University of Southern California), Ivory A. Toldson (Howard University), Don Pope-Davis (The Ohio State University), Marvin Lynn (University of Colorado - Denver), Laura P. Kohn-Wood (University of Miami)
Conducting Race-Focused Survey Research in the P-20 System during the Anti-Woke Political Revolt Sunday, April 14, 7:45 am to 9:15 am Pennsylvania Convention Center, Level 200 - Room 201A Chair: Sean Coleman (Bowie State University) Discussant: Gretchen Givens Generett (Duquesne University) Participants: Gretchen Givens Generett (Duquesne University), Dana Thompson Dorsey (University of South Florida), Lisa Bass (North Carolina State University), Rich Milner (Vanderbilt University), Ira E. Murray (Vanderbilt University), Christopher E. Darby (University of South Florida), J. Kalonji Rand (University of Pittsburgh), Dena Lane-Bonds (Vanderbilt University), Lonnie Manns (North Carolina State University)
The session is designed to describe central imperatives associated with developing and validating a survey about educators’ reported knowledge, beliefs, and mindsets about race, racism, and racial justice practices. The session brings together a team comprised of researchers from various disciplinary backgrounds and institutions who have obtained grant funding to develop and validate a survey. As Leaders for Equity in Educational Development (hereinafter “We LEED”), our research team is developing a race-focused survey and collecting data from diverse participants across different regions of the United States (US) during a time when legislative and governing powers are attacking racial justice-policies and practices. Attacks on racial justice work have become generally known as the “anti-woke” movement. Specifically, the papers in this presidential session are designed to address interrelated dilemmas, challenges, and solutions the team encountered in the process of survey development and implementation during this socio-politically charged time.
Civic Education and Racial Justice: What Political Economy Can Offer Sunday, April 14, 9:35 am to 11:05 am Pennsylvania Convention Center, Level 200 - Room 202AB Chair: Michael J. Feuer (The George Washington University) Discussant: Michael J. Feuer (The George Washington University) Participants: James A. Banks (University of Washington), Benjamin M. Jacobs (The George Washington University), Joseph E. Kahne (University of California – Riverside), Raymond Pierce, Rashawn Ray (University of Maryland), Janelle T. Scott (University of California – Berkeley)
In this era of heightened anxiety about the lure of bigotry and xenophobia inflamed by political demagogues, what and how can civics education provide hope? How can teachers infuse in their high school classrooms knowledge and skills aimed at preparing future leaders who will protect democracy and advance the cause of social, economic, and racial justice? What tools can educators use in an era of intensified politicization of curriculum content and instruction? These are the questions to be addressed in this presidential session. It will begin with a brief presentation by Michael Feuer, drawing on his most recent book, Can Schools Save Democracy? Civic Education and the Common Good. Feuer will outline a roadmap and strategy for teacher preparation that includes sharpened focus on principles of collective action and political economy, new partnerships among scholars and educators across the disciplines, and priority examples related to reducing racial equality and justice. Following the presentation, a panel will offer critical commentary from perspectives of history, curriculum, economic theory, education politics, and teacher education. Feuer will moderate this “roundtable”-styled discussion among leading scholars, which will become the basis for an edited version to be prepared for Educational Researcher and/or to be produced as a special edition of the EdFix podcast: https://gsehd.gwu.edu/edfix-podcast.
Culturally Responsive Instructional Leadership: Disrupting Traditional Paradigms by Centering Race to Construct New Futures in P-20 Education Sunday, April 14, 9:35 am to 11:05 am Pennsylvania Convention Center, Level 200 - Room 201B Chair: Ian Mette (University at Buffalo - SUNY) Discussant: Mark Anthony Gooden (Teachers College, Columbia University) Participants: Mark Anthony Gooden (Teachers College, Columbia University), Dwayne Ray Cormier (Culturally Responsive Solutions, LLC), Yanira Oliveras-Ortiz (University of Texas - Tyler), Noelle W. Arnold (The Ohio State University), Sally J. Zepeda (University of Georgia), Terri N. Watson (City College of New York - CUNY), Linda C. Tillman (University of North Carolina - Chapel Hill), Mariela Aime Rodriguez (University of Texas - San Antonio), Armen Alvarez (Illinois State University)
The session aims to illuminate broad, interrelated research and conceptual questions centered on racial justice, instructional leadership, and the potential of CRIS in the PK-20 educative context. In light of the mass resignation of educators of color and the ongoing demographic transformation of the PK-12 student population into a majority-minority cohort, the panel discussion will challenge and examine states’ banning of asset-based pedagogies along with the current state of affirmative action policies and their impact on racial equity. Directly relevant to the theme of Dismantling Racial Injustice and Constructing Educational Possibilities: A Call to Action, the proposed session explores how CRIS can disrupt systemic racial injustice by reforming curriculum, teacher feedback, and perceived student achievement. It intends to catalyze a dialogue on the future of CRIS in the evolving sociopolitical context. As a Presidential Session, this submission stands to make a significant contribution to the overall theme, framing the discussion of race and cultural responsiveness within the broader context of instructional leadership. Selected authors (i.e., panelist) from the book will discuss how the topics pertinent to minoritized, marginalized, and otherized student groups can be broadened to influence systemic reform across stakeholders, extending beyond institutions of higher education and PreK-12 school buildings.
Enacting and Sustaining Equity-centered Work in Hispanic-Serving Institutions: Organizational, Federal, and Systemic Levers of Change Sunday, April 14, 9:35 am to 11:05 am Pennsylvania Convention Center, Level 200 - Room 202AB Chair: Anne-Marie Nunez (University of Texas – El Paso) Discussant: Anne-Marie Nunez (University of Texas – El Paso) Participants: Anne-Marie Nunez (University of Texas – El Paso), Gina Ann Garcia (University of California - Berkeley), Beatriz Ceja (U.S. Department of Education), James L. Moore (National Science Foundation), Sylvia Hurtado (University of California - Los Angeles), Ann Quiroz Gates (University of Texas - El Paso)
This AERA Presidential Session addresses how federally designated Hispanic-Serving Institutions (HSIs) can advance racial and intersectional equity in postsecondary educational climates and outcomes. As of the 2024 AERA Annual Conference, about 30 years of federal designation and support for HSIs marks an opportune time to bring researchers, federal funders, and practitioners together to address the question: How and to what extent are HSIs employing their resources, including access to federal funding opportunities, to construct new educational possibilities that challenge the historical and systemic racism faced by minoritized communities? This Presidential Session convenes leading researchers, practitioners, and policymakers who are integrally involved with understanding, supporting, and advancing the work of HSIs to better serve their students. Various stakeholders in the postsecondary ecosystem from research, practice, and federal contexts will be represented, including two (Núñez and Gates) who work daily in HSI contexts, two who work in emerging HSIs where there is focused intentionality to reach the designation (Hurtado and Garcia) and two federal leaders who oversee significant investments in HSIs (Ceja and Moore). Each panelist will bring different experience and expertise to illuminate the work of HSIs and their potential to contribute to postsecondary equity. After brief presentations from the panelists, the chair of the session will facilitate a conversation with the audience about how HSIs can challenge institutionalized racism and exclusion to broaden educational opportunities for historically underserved groups.
Navigating Race, Immigration, and National Identity in Transnational Educational Contexts Sunday, April 14, 9:35 am to 11:05 am Pennsylvania Convention Center, Level 200 - Room 201C Chair: Marc Lamont Hill (Graduate Center - CUNY) Discussant: Krystal Strong (Rutgers University) Presenters: Marc Lamont Hill (Graduate Center - CUNY), Thea Renda Abu El-Haj (Barnard College, Columbia University), Ariana Mangual Figueroa (Graduate Center - CUNY), Edwin Mayorga (Swarthmore College)
This proposed presidential session explores the complex relationships between race, immigration, and national identity within formal and informal educational contexts. Drawing on research and praxis among racialized communities in the United States, Africa, Latin America, and the Middle East, session participants will: explore the affordances and constraints of the leading theories on race and racialization; work to dismantle misleading and reductive compartmentalizations of race, immigration, and nationalism; spotlight the role that P-20 schools play in constructing, reinforcing, and reproducing social divides along racial and nation-state lines; and provide concrete and actionable strategies for educational scholars and practitioners to to dismantle various forms of injustice. The scholars in this session will engage in a conversation that will push conceptual boundaries, modeling how a racial analysis can enrich our understanding of immigration as well as how theorizations of nationality and immigration can deepen our understanding of racialization both within and beyond a U.S. context.
Counternarrative as Transformative Praxis in Education Sunday, April 14, 11:25 am to 12:55 pm Pennsylvania Convention Center, Level 200 - Room 201B Chair: Katrina Liu (University of Nevada - Las Vegas) Discussants: Tia C. Madkins (University of Texas at Austin), Patricia A. Edwards (Michigan State University), Quaylan Allen (Chapman University) Presenters: Rich Milner (Vanderbilt University), Julio Cammarota (University of Arizona), Betina Hsieh (University of Washington), Nathaniel Bryan (University of Texas at Austin), Kehaulani Natsuko Vaughn (University of Utah)
Framed with the lens of counter-narratives as transformative praxis, this session brings together a wide range of actors—scholars, teacher educators, teachers, and community members—engaged in the use of counter-narratives for anti-racist transformation of schooling and society. Through the participants’ interaction with each other and audience members we will begin to develop the foundation for a robust and flexible transformative praxis that centers the lives, experiences, and actions of teachers, students, and communities within and beyond the institutions that educate and employ teachers of color.
Dismantling Racial Injustice: Contributions of the Science of Learning and Development Sunday, April 14, 11:25 am to 12:55 pm Pennsylvania Convention Center, Level 200 - Room 203AB Chair: Carol D. Lee (Northwestern University) Discussant: Hirokazu Yoshikawa (New York University) Participant: Mary Helen Immordino-Yang (University of South Carolina), Pamela Cantor, Na’ilah Suad Nasir (Spencer Foundation), Richard Lerner (Tufts University), Ezekiel J. Dixon-Roman (Teachers College, Columbia University), Odis Johnson (Johns Hopkins University), Jarvis R. Givens (Harvard University), Tabbye Chavous (University of Michigan), Manuel L. Espinoza (University of Colorado – Denver), Barbara Rogoff (University of California – Santa Cruz), Kris D. Gutiérrez (University of California – Berkeley), Geoffrey B. Saxe (University of California – Berkeley)
The Experiences of Foster Youth of Color: Interrogating Carceral Systems Toward (Re)Imagining Educational Opportunity Sunday, April 14, 11:25 am to 12: 55 pm Pennsylvania Convention Center, Level 200 - Room 201C Chair: Maria L. Espino (University of California - Los Angeles) Discussant: Tyrone C. Howard (University of California - Los Angeles) Participants: Kenyon Lee Whitman (University of Nevada - Las Vegas), Matthew Ruderman (University of California - Los Angeles), Brenda Tully, Brianna Harvey (Fullerton College)
This session explores how youth of color traverse and experience foster care, secondary, and postsecondary schooling toward college access and persistence. Findings from this session highlight the intersections of racial identity and foster care status; and how foster youth and their adult co-conspirators navigated and resisted racism and carcerality. Our session demonstrates the need to dismantle the foster care system and (re)imagine educational systems toward co-designing targeted supports to uplift foster youth of color, promote racial literacy, identity, and socialization, and build educational experiences on a foundation of justice and equity. This session is important as it centers the need to transform policies and practices to elevate the educational and wellbeing trajectories of this group of students.
Healing Racialized Trauma: Grief and Love as a Praxis for Racial Justice Sunday, April 14, 3:05 pm to 4:35 pm Pennsylvania Convention Center, Level 200 - Room 201B Chair: Allyson Tintiangco-Cubales (San Francisco State University) Discussant: Dolores Delgado Bernal (Loyola Marymount University) Participants: Tiffani Marie (San Jose State University), Stephanie Cariaga (California State University - Dominguez Hills), Sharim Hannegan-Martinez (University of Michigan), Dolores Delgado Bernal (Loyola Marymount University)
The presenters in this session acknowledge that much of the trauma and grief experienced by communities of color stems from white, settler colonialism and as such, race must be at the center of how we both discuss and address trauma and healing. Each paper presents “urgent life stories that compel action in authentic relationships with commitment and responsibility” to their respective contexts (Prieto & Villenas, 2012, p. 425). Collectively, this session calls for an epistemological, theoretical, ethical, and pedagogical shift to unapologetically center healing as an act of resistance to racial injustice and as a praxis necessary for both imagining and constructing different educational possibilities. This session aims to challenge discourses that stigmatize and pathologize the emotions of students and educators, particularly Students of Color and critical educators, and seeks to support educators in co-creating containers for healing (Weller, 2015) with and for our most vulnerable populations. In centering the healing of racialized trauma, this symposium meets this year’s call to not only disrupt racial injustice but to imagine different educational futurities—ones that center our wellness.