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All sessions co-sponsored with the AERA Research and Science Policy Forum. All times are in Mountain Time.
The Fire This Time: Toward Dangerous Creativity in Intellectual Leadership Wednesday, April 23, 12:40 pm to 2:10 pm The Colorado Convention Center, Ballroom Level - Mile High Ballroom 4CD
Chair: Leigh Patel (University of Pittsburgh) Discussant: Ezekiel J. Dixon-Roman (Teachers College, Columbia University) Participants: Veronica Velez (Western Washington University), Ezekiel J. Dixon-Roman (Teachers College, Columbia University), Leigh Patel (University of Pittsburgh), Jerry Roziek (University of Oregon)
In this interactive symposium, four education scholars with distinct yet connected traditions of research methodologies, epistemologies, axiologies, and ontologies speak to the most critical axiological challenges facing educational research. At the core, we propose that educational research must alter and expand upon its historied ways of tracking school-based achievement, over-reaching with Euclidean-based quantitative inferential research, and undervaluing the primacy of place and mutuality in qualitative research.
An Invitation to the Archive: Intergenerational Dialogue As/Toward Post-White Thought and Practice in 21st-Century Education Thursday, April 24, 5:25 pm to 6:55 pm The Colorado Convention Center, Ballroom Level - Mile High Ballroom 1CD
Moderator: Ezekiel J. Dixon-Roman (Teachers College, Columbia University) Discussant: Joyce E. King (Georgia State University) Participants: Marcus Croom (Indiana University), T. Elon Dancy (University of Pittsburgh), kihana miraya ross (Northwestern University), Fikile Nxumalo (University of Toronto - OISE)
What might a research agenda of Black Studies/Study in education be if focused on recognizing, resisting, and recovering from the false notion of White preeminence in every way in the 21st century (i.e. post-White thought and practice in the 21st century), as for instance already demonstrated by African intellectual heritage and artifacts (e.g. Asante & Abarry, 1996), innumerable material to discursive racially Black critical projects (e.g. Berry & Gross, 2020; Black Resistance Movements; Black Wall Streets; Black Arts Movement; Black Music; Du Bois, 1920; 1935; Black Legislators discussed in Foner, 1996; French, 2021; Harris, 1988; Harrison, 2001; Spillers, 1987; African American religion discussed in Long, 2000; Negro Spirituals discussed in Thurman, 1945; Wilberforce University and HBCUs; Woodson, 1933; Wynter, 1994; 2003; 2006; etc.), as well as micro- to macrosociopolitical accomplishments that advance humanity amid ongoing racialization (e.g. Civil Rights, Peace, Black Lives Matter, and Comprehensive Education Movements; for the latter see Gordon & Rebell, 2007 and Varenne & Gordon, 2009)? Also, how might post-White oriented, intergenerational dialogue (re)organize, (re)energize, and guide us toward a 21st century research commons?
A Conversation on Educational Assessment in the Service of Teaching and Learning Friday, April 25, 1:30 pm to 3:00 pm The Colorado Convention Center, Ballroom Level - Mile High Ballroom 1CD
Chair: Edmund W. Gordon (Teachers College, Columbia University) Participants: Susan M. Brookhart (Duquesne University), Roby Chatterji (Learning Policy Institute), Howard T. Everson (City University of New York), Susan Lyons (Lyons Assessment Consulting), Eleanor Armour-Thomas (Queens College - CUNY)
Several invited scholars will exchange their ideas concerning lessons that can be learned from educational measurement /assessment practice and science to more effectively serve or advance learning in human persons. Educational Games, Structured Problem Solving, Socratic Dialogues, Standardized Tests, and Collaborative Inquiry are a few examples of activities for which certain types of questions or probes are used to generate active learning, as well as evidence that learning has occurred. In addition, the analysis of such evidences should provide insights about how students learn that could guide pedagogical interventions useful for enabling learning and its improvement for all learners. This problem area has been the two-year focus of discussions in the Gordon Institute’s Seminar on Educational Assessment in the Service of Learning.
The Subject at Large: Regenerating Theory and Practices in Black "Male" Educational Research Saturday, April 26, 1:30 pm to 3:00 pm The Colorado Convention Center, Ballroom Level - Mile High Ballroom 1AB
Chair: Tyrone C. Howard (University of California - Los Angeles) Discussants: Reginald A. Blockett (Auburn University), Jacques P. Lesure (Brown University), Derrick R. Brooms (Morehouse College), Brian McGowan (American University), Gene F. McAdoo (University of California - Los Angeles), Caleb A. Sewell (University of Pittsburgh), Kenjus T. Watson (American University), Clarence L. Terry (Occidental College)
The Covid-19 pandemic and its myriad interrelated crises have spurred unprecedented advances in contemporary medical knowledge and action regarding disparate health outcomes across social groups within the US (Williams and Cooper, 2020). Despite this increased attention, Black people continue to bear a disproportionate burden across numerous health domains, including higher rates of mental illness, disease diversity, and morbidity (Bailey & Williams, 2022). For instance, Black people in the US, regardless of socioeconomic status, die earlier than other groups, have higher rates of birth-related mortality, and experience elevated risks of chronic ailments such as cancer, cirrhosis of the liver, diabetes, coronary heart disease, and hypertension (Radley, 2024). Over the past decade, the suicide rate for Black youth has also increased dramatically, faster than any other racial or ethnic group in the US (Hopkins, 2023; Sheftell, 2023)