Posts Tagged ‘social justice’
AACTE member H. Richard (Rich) Milner, IV, a leading scholar of urban education and teacher education, recently delivered the 15th Annual Brown Lecture in Education Research sponsored by the American Educational Research Association. The Annual Brown Lecture in Education Research is designed to feature the important role of research in advancing understanding of equality and equity in education. Each year, a distinguished scholar notable for producing significant research related to equality in education is invited to give a public lecture in Washington, D.C.
Milner is currently the Cornelius Vanderbilt Endowed Chair of Education and professor of education in the Department of Teaching and Learning at Vanderbilt University. His lecture, “Disrupting Punitive Practices and Policies: Rac(e)ing Back to Teaching, Teacher Preparation, and Brown,” focused on research on the practices and policies that implicitly or overtly punish rather than support the development of students of color.
This week, AACTE President/CEO Lynn M. Gangone will meet with deans from across the country at the Education Deans for Justice and Equity (EDJE) meeting hosted by AACTE member institution University of Colorado Boulder, August 8-9.
EDJE is a nationwide alliance of education deans that advances equity and justice in education by speaking and acting collectively and in solidarity with communities regarding policies, reform proposals, and public debates. Participants come from public and independent colleges of education around the country, most of which are AACTE member institutions.
Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team at Michigan State University? This blog is available to the public, and AACTE members have free access to the articles themselves in the full JTE archives online–just log in with your AACTE profile here.
Chezare Warren, assistant professor at Michigan State University, received AACTE’s Outstanding Dissertation Award in 2014 for his study Empathic Interaction: White Female Teachers and Their Black Male Students, which was completed in 2012 at the University of Illinois at Chicago. (Reminder: AACTE is seeking submissions for the 2019 Outstanding Dissertation Award now through August 20.)
Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team at Michigan State University? Check out the following interview with the authors of a recent article. This blog is available to the public, and AACTE members have free access to the articles themselves in the full JTE archives online–just log in with your AACTE profile here.
The following interview features insights from the authors of the article “Loving Out Loud: Community Mentors, Teacher Candidates, and Transformational Learning Through a Pedagogy of Care and Connection,” published in the March/April 2018 issue of JTE. The article is written by Ball State University (IN) faculty members Eva Zygmunt, Kristin Cipollone, Susan Tancock, Jon Clausen, Patricia Clark, and Winnie Mucherah, and is summarized in the following abstract:
Congratulations to Stacey Litam of Kent State University (OH), Holmes Scholar of the Month for October!
Litam’s research rests within the field of counselor education. Her specific research interests pertain to supporting, advocating for, and designing interventions working with survivors of and individuals within sex trafficking. She is also engaged with the improvement of mental health services and civil justices for marginalized groups in regard to sex, sexual orientation, religion, and race.
Last month, more than 150 educators and organizational leaders convened in Washington, DC, for a summit on strategies to recruit and retain a more diverse teaching workforce. Hosted by the National Education Association (NEA) and the American Federation of Teachers (AFT), the “Grow Your Own: Teacher Diversity and Social Justice Summit” offered a series of presentations and panel discussions focused on efforts to recruit educators from local communities.
One panel focused on educator preparation programs and included faculty from several universities across the nation. They discussed the challenges and successes of their candidates and the particular approaches of successful grow-your-own (GYO) programs, from community-centered recruitment to unique financial incentives and other supports.
A major forum at last month’s AACTE Annual Meeting highlighted actions under way to diversify the teaching workforce and advance social justice at universities across the country. Titled “Meeting the Needs of All Learners: Advancing Social Justice and Diversity in Teacher Preparation,” the forum featured panelists from four Association initiatives working toward these objectives: the AACTE Black and Hispanic/Latino Male Teacher Initiative Networked Improvement Community (NIC), the Diversified Teaching Workforce: Recruitment and Retention AACTE Topical Action Group, the AACTE Holmes Program, and the AACTE Committee on Global Diversity.
The forum was moderated by Sharon Leathers of William Paterson University (NJ) and included the following panelists, each of whom is a member of one or more of the four initiatives: Lora Bailey of New Mexico Highlands University, Traci Baxley of Florida Atlantic University, Jacob Easley of Eastern Connecticut University, Conra Gist of the University of Arkansas, Fayetteville, and Reyes Quezada of the University of San Diego (CA).
AACTE has selected the Ball State University Teachers College (IN) “Schools Within the Context of Community” (SCC) program to receive the 2017 AACTE Best Practice Award in Support of Multicultural Education and Diversity. The award will be presented at the 69th AACTE Annual Meeting Welcoming Session, Thursday, March 2, at the Tampa Convention Center in Tampa, Florida.
SCC takes an innovative approach to preparing culturally responsive, community-engaged candidates. In partnership with a local neighborhood and the Muncie Community School District, the university’s Department of Elementary Education immerses both teacher candidates and faculty into the community and provides opportunities for unique mentoring relationships, service-learning projects, family engagement, and more. Both the community and the university students have benefited in numerous ways since the program started in 2009, ranging from higher elementary student achievement to cultural immersion for teacher candidates to grant funding for community improvements, such as a shared walking path on the grounds of the elementary school.
The views expressed in this post do not necessarily reflect the views of AACTE.
Last month, faculty from Ohio University’s Patton College of Education joined with teachers from a partner school to participate in an equity-focused leadership summit in Chicago. Two Federal Hocking (OH) Middle School teachers – Robin Hawk, an eighth-grade social studies teacher who led the team, and Tessa Molina, a seventh-grade math teacher – took part in the Inclusion, Equity, and Opportunity Teacher Leadership Summit December 2-4, along with Patton College faculty Bill Elasky, instructor of teacher education and a board of education member at Federal Hocking Local Schools; Mathew Felton, assistant professor of teacher education; and Lisa Harrison, associate professor of teacher education.
On October 28-30, we had the privilege of taking part in the National Convening on Success in Teacher Education at Minority-Serving Institutions (MSIs), held at the University of Pennsylvania. Hosted by the Penn Center for Minority Serving Institutions, the convening was focused around the release of the Center’s new report, A Rich Source for Teachers of Color and Learning: Minority Serving Institutions.
MSIs, which include Hispanic-serving institutions, tribal colleges and universities, historically Black colleges and universities, and Asian American and Native American/Pacific Islander-serving institutions, educate 20% of college and university students, many of whom are low-income and first-generation college students as well as students of color. Because of their focus and scope, MSIs play a key role in teacher preparation and efforts to diversify the nation’s teaching workforce.