9th INTERNATIONAL CONFERENCE ON
EDUCATION AND SOCIAL JUSTICE
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9-11 November 2018
Honolulu, Hawai‘i, U.S.A.
DETAILED SCHEDULE
(Updated 11/7/19)
SATURDAY, NOVEMBER 9
8:45 a.m. – 11:15 a.m.
Pre-Conference Workshop
1.1. Workshop on Ka Papa Loʻi ʻO Kānewai (registration is closed)
Located on the University of Hawai‘i at Mānoa campus as a formal program within Hawai‘inuiākea, the School of Hawaiian Knowledge, Ka Papa Lo‘i ‘o Kānewai [https://manoa.hawaii.edu/hshk/ka-papa-loi-o-kanewai/] sustains a thriving taro patch that shares its resources with the community. Come and spend the morning with program staff as well as UH faculty, students, and alumni to learn about its history, purpose, values, and guiding principles, and engage in hands-on activities to explore engineering innovations, indigenous trees and shrubs growing along the stream, cultural restoration, and educational outreach for community and learners across the content areas, PreK-20. Please note that this workshop is outdoors, so participants should wear comfortable shoes and clothing, and may want sun protection and bug repellent. Participants are responsible for their own transportation to and from the site: we will meet at the site at 9am (directions will be provided to those who pre-register), and plan to be back to the conference site by 11:30am. The workshop-registration fee ($25) is in addition to the conference-registration fee, and includes lunch and a donation to the center. Organized by Hiapo Cashman, Pauline Chinn, Alison Yasuoka, and colleagues, University of Hawaiʻi at Mānoa. (Registration ended on November 1.)
11:00 a.m. – 6:00 p.m.
Registration
11:45 a.m. – 1:00 p.m.
Breakout Sessions 2
2.1. Start Early: Teaching Young(er) Children and Students
Resisting and Dismantling the Dominant Narrative: Teaching for Social Justice in Early Childhood Classrooms
Ruchi Agarwal-Rangnath, University of San Francisco
Preservice Spanish Bilingual Candidates Becoming Culturally Sustaining Educators.
Josephine Arce, San Francisco State University
Critical Conversations Around School and Learning: A Journey with Restorative Practices in Middle School
Kristen L. Hodnett, Hunter College CUNY; and Brendan Hodnett, Middletown Public Schools
Teacher-Student Relationships and Academic Achievement through Culturally Proficient Instruction
Robert Edward Pollack, Chula Vista Elementary School
Relationships and Trust in a Language-Specific After School Program
Victoria Timmerman, University of Hawai‘i at Mānoa
2.2. Centering Disabilities in Collaborative Social Justice Research, Pedagogies, and Practices
The Death of Traditional Science Teaching: A Participatory Action Research Exploration on Project-Based Learning and Students with Disabilities
Lorene Livingston, University of Hawaiʻi at Mānoa
Inclusive Educational Equity, Dis/ability Intersections, and the Transformative Social Justice Potential of Superdiversity
Alexis Padilla, IMTE
Disrupting the Status Quo during Individualized Educational Program Meetings: The Case of Emily
Paulo Tan, University of Hawaiʻi at Mānoa
Promoting Social Justice in Science Education: An Exploratory Participatory Action Research Involving Students with Disabilities
Kaitlyn Yee and Maureen Burnham, University of Hawaiʻi at Mānoa
2.3. Recruiting and Supporting Teachers of Color
Advancing Systemic Equity in Teacher Education through Community Voice
Grace Inae Blum, Eric Hougan, and Keith Reyes, Central Washington University
A Curriculum for Reconceptualizing the Teaching Profession: Encouraging Latinx Boys to Become Teachers
Juan Gaytan, University of California at Irvine
Responding to Equity and Opportunity Gaps Through Partnership Initiatives Centered in Culturally Responsive Practices
Tawnya Lubbes, Kristin Johnson, and Rae Ette Newman-Conedera, Eastern Oregon University
H.E.L.L.A.: A Critical Racial Affinity Space for Educators of Color Committed to Healing, Empowerment, Love, Liberation and Action
Farima Pour-Khorshid, University of San Francisco
Summer Teacher Academies to Aid in Diversifying and Retaining Future K-12 Educators
Patricia Stall, Rachael McGlaston Espinoza, Wendy Heredia, Carol Battle, and David Espinoza, California State University at San Marcos
2.4. Anti-Oppressive Pedagogy in Higher Education
Toward an Anti-Ageist Pedagogy: Intersectional and Emancipatory Aging Studies in the College Classroom
Ian Johnson, University of Washington
Making a Connection: Japanese-Chicano Relations
Kako Koshino, Tokyo University of Social Welfare, Japan
Equity in the Classroom: Experiences of Non-Traditional Students in a Non-Traditional Major
LisaMarie Miramontes, Fred Finch Youth Center; and Baldwin Hong, Yakima Valley Community College
Supporting Equitable Writing Opportunities in Science Education
Quentin C. Sedlacek, California State University at Monterey Bay
Intentional Infusion of a Culturally Responsive and Equitable Practices Lens in a Graduate Reading Program
Amanda Villagómez, Eastern Oregon University
1:15 p.m. – 2:30 p.m.
Breakout Sessions 3
3.1. Invited Panel on Mentoring for Movement Building in Education
Charisse Cowan Pitre, Seattle University
Luz Casquejo Johnston, Saint Mary’s College
Katherine E. Soule, University of California Cooperative Extension
Monica Thammarath, National Education Association
Kerry Soo Von Esch, Seattle University
Mayida Zaal, Montclair State University
Respondent: Kevin Kumashiro
3.2. Kahalewaiho‘ona‘auao: A Transformative Secondary Teacher Education Program Rooted in Place and Community Action
Applying the Teaching Tolerance Social Justice Standards to Teacher Education Programs
Amber Strong Makaiau, University of Hawaiʻi at Mānoa
Community, Design, Reflection, Wonder, and Wisdom: “Doing” philosophy in Teacher Preparation
Chad Miller, University of Hawaiʻi at Mānoa
The Role of Literacy Clinic in Program Redesign
Charlotte Frambaugh-Kritzer, University of Hawaiʻi at Mānoa
Ka Mana o Loko: Culture-Based Education and World Languages, Understanding Who I Am and Where I Am From through Huakaʻi and Nā Hopena Aʻo
K. ʻAlohilani Okamura, University of Hawaiʻi at Mānoa
Making Space for Informed Advocacy and Social Justice in Secondary Science
Kirsten K. N. Mawyer, University of Hawaiʻi at Mānoa
3.3. Let’s Talk about Race
I’m (En)countering Racisms; She’s Just Going to Work: Examining Relationality While Creating Antiracist Community Spaces
Mark Currie, University of Ottawa, Canada
Before Integration: Facilitating Critical Conversations on Race, Equity, and Justice in Mississippi's Schools
Qiana Cutts, Mississippi State University
Critical Race Theory & Critical Whiteness Studies: A Necessary Lens for Science Teacher Education Reform
Amber C. Sizemore, University of Michigan
A New Take on Media: Conversations about Race and Generative Change
Jessica Lee Stovall, Stanford University
Viewing while Vulnerable: Black Girls and their Consumptions of Stereotypical Media Imagery
Martha Wilkins, Lewis University
3.4. Transformation through the Arts
Project Storyboard: Using Storytelling for Social Change to Inspire Students of Color
Rebecca Castillo and Ariana Hoshino, Swarthmore College
Learning and Development in Indigenous Cultural Practices: A Case Study of a Zapotec-Origin Intergenerational Philharmonic Band
Melissa Mesinas, Stanford University
From Racial Performance to Interconnectedness: Possibilities for Cross-Racial Becoming
Vidya Shah, York University, Canada; and Michelle Peek, Art Not Shame, Canada
“Who am I?”: An Exploration of Student Identity Through Unsupervised Learning on Poems Written by Middle Grade and Secondary Students from Diverse and Low-Socioeconomic Status Schools
Emily Southerton, Stanford University
Full Personhood Embodied: A Tale of What We Can Learn from the Inquiry Practices of Professional Dancers
Lauren Vogelstein, Vanderbilt University
3.5. Challenging Institutional Oppression from Within: Collective Balance, Authenticity, and Critical Love
More than Disrupting Oppression: Sustaining Presence in Hostile Climates
Christopher B. Knaus, University of Washington at Tacoma
Collective Endeavors for Equity and Justice
Nini Hayes, Western Washington University
Continued Disadvantage: When Doing “All the Things” Isn’t Enough
John Mosby, Highline College
Black Women’s Ontoepistemology: Strategies for Loving Against Necropolitics in Education
Venus Evans-Winters, Illinois State University
2:30 p.m. – 3:15 p.m.
Networking Break (light refreshments will be served)
3:15 p.m. – 4:30 p.m.
Breakout Sessions 4
4.1. Promoting Equity through the Hawaiian Language: A Basis for Indigenous Ways of Knowing
Hoʻomālamalama i ka Malama
Dukie Akioka, Pu‘ohala Elementary School and University of Hawai‘i at Mānoa
Using Hawaiian Language Newspaper Articles for Time- and Place-Based Science Education
Kyle Kolomona Nakatsuka, University of Hawaiʻi at Mānoa
Cross-Subject Post-Secondary Hawaiian-Medium Course Offering Supporting Language Equity
Wendy “Kalaekea” Akioka, Windward Community College and University of Hawai‘i at Mānoa
No ke Ola o ke Kino: An Investigation of Archived Hawaiian Perspectives on Health and Disease
Riley Kau‘i Wells, University of Hawaiʻi at Mānoa
Respondent: Pauline W. U. Chinn, University of Hawai‘i at Mānoa
4.2. Beyond Classroom Walls
Social Justice Curriculum Building for Resident Assistants in Hawaiʻi
Elisa Ongosia, Matthew Markham, and Susan Hua, University of Hawai‘i at Mānoa
Teaching with Social Justice-Oriented Science Phenomena
Daniel Pimentel, Stanford University
Credible Messengers: A Case Study of Transformative Mentoring for Formerly Incarcerated Youth and Young Adults
Kathleen (Katie) Remington, Stanford University
Utilizing the Socio-Ecological Model to Increase Inclusion & Affirmation
Katherine Soule, University of California Cooperative Extension
Seeking Equity and Social Justice through College Success Programs
Susan Warren, Nazanin Zargarpour, and Min Hsuan Chen, Claremont Graduate University
4.3. Growing Our Own in Washington State: Supporting Non-Traditional Students with Alternative Pathways to Teacher Preparation
Teacher Retention and the Impacts to Shaping Community College BAS Programs
Candis Eckert, Pierce College
Cross-Institutional Efforts to Address Obstacles in Teacher Preparation
Patricia McDonald, Highline College
Addressing the Current Teacher Shortage and Diversifying the Educator Workforce
Alexandra Manuel, Washington State Professional Educator Standards Board
Mitigating Barriers Faced by BAS Teacher Candidates
Jamie Wells, Washington State Center of Excellence for Careers in Education
4.4. Epistemology and Voice
Culturally Responsive Assessment Practices through Nā Hopena Aʻo (HĀ)
Pono Fernandez, HI Department of Education Office of Hawaiian Education; and Brooke Ward Taira, University of Hawai‘i at Mānoa
Hear Here: Leveraging Digital Sonic Way-finding to Amplify Marginalized Public Histories
Emma Reimers, Vanderbilt University
Hawaiian Language Curriculum Based on the Innate Paradigm of Sharing and Earth Stewardship Found in Our Ancestral Worldview
Johanna K. Stone, University of Hawai‘i at Mānoa
Dreaming Our Way to New Decolonial and Educational Futurities: Charting Pathways of Hope
Kimberly Todd, University of Toronto, Canada
4.5. Reframing Academia from Standpoints of Indigenous and Of-Color Faculty and Students
Indigenous Women and the Work of Indigenization
Jarita Greyeyes, Stanford University
Critically Self-Reflecting with My Sister: Black Women Educators Interrogate their Practice of bell hooks’ Engaged Pedagogy while Navigating Whiteness
Tiffany M. Nyachae, Buffalo State College SUNY; and Aja D. Reynolds, Wayne State University
Culturally Sustaining & Affirming Mentoring: Racial Justice Praxis for Latinx Student Success & Well-Being
Marcos Pizarro, San Jose State University
Diversifying the Professoriate: A Qualitative Analysis of Black Engineering Ph.D. Experiences
Ann Varnedoe, Vanderbilt University
Who Sent for You?: Reflexivity and Reciprocity in Social Justice Praxis
M. Billye Sankofa Waters, University at Washington at Tacoma
4:45 p.m. – 6:00 p.m.
OPENING PLENARY SESSION
Naming the Moment: National and Local Contexts for Movement Building
Bettina Love, University of Georgia
Erin Kahunawai Wright, University of Hawai‘i at Mānoa
and Kevin Kumashiro
*
SUNDAY, NOVEMBER 10
8:30 a.m. – 4:30 p.m.
Registration
9:00 a.m. – 10:45 a.m.
INTERACTIVE GENERAL SESSION ON THE UNDERGROUND UNIVERSITY AND THE POWER OF COLLECTIVIZATION
Erica Meiners, CReATE
Ruchi Agarwal-Rangnath, CARE-ED
Lois Yamauchi, HSESJ
Kevin Kumashiro, EDJE
10:45 a.m. – 12:15 p.m.
Networking Break
(lunch on your own; food trucks and booths will be onsite; vouchers available for individuals in financial need)
11:30 a.m. – 12:00 p.m.
Information Session: Publishing Your Conference Presentation
Selected papers from the 2017 and 2018 conferences were published in special issues of the Journal of Educational Foundations and the International Journal of Critical Pedagogy, and we are pleased to announce that we will partner with Professing Education (journal of the Society of Professors of Education) to publish from the 2019 conference. Interested in turning your conference presentation into a journal article? Come to this Information Session to learn more. Feel free to bring your lunch. Facilitated by Vidya Shah and Kerry Soo Von Esch, special-issue co-editors.
12:15 p.m. – 1:30 p.m.
Breakout Sessions 5
5.1. Collectivization as a Frame
Faculty Solidarity and Power: What Can Unions Deliver?
Carol Batker and Jennifer Turpin, University of San Francisco
Reviving Democracy and Revitalizing Communities: Approaches to Teaching Civic Literacy and Community Engagement
Brian Charest, University of Redlands
Students’ Reading Motivation as a Collective Endeavor: Problematizing Commonly Used Measurement Tools and Reimagining an Alternative
Sara Jones, Vanderbilt University
Family Engagement: Why Not Partnership and Empowerment?
Le’Joy White, Indiana University - Purdue University Indianapolis
Community as Method: Working with Community Members to Develop Future Teachers
Mayida Zaal, Montclair State University
5.2. Aloha ‘Āina
Making Sense of Data: The Next Step in Ecojustice
Yvonne Chan and Megan Kawatachi, ‘Iolani School; and Cory Yap, ‘Iolani School and University of Hawaiʻi at Mānoa
Inspiring Aloha ‘Āina
Trevor Atkins and Kaleipua Mahi’ai, Hālau Kū Māna Public Charter School and University of Hawaiʻi at Mānoa
How Can We Connect to Our Sense of Place and Develop a Deeper Understanding within the Host Cultural to Promote Preservation, Restoration, and Sustainability?
Kaleolani Hanohano, Kaimuki High School and University of Hawaiʻi at Mānoa
What Do Our Waters Need From Us
Andrea Jonna Charuk and Janelle Chong, SEEQS Public Charter School
An Aloha ‘Āina Collective: ‘A‘ohe hana nui ke alu ‘ia (No Task is Too Big When Done Together by All)
Alison M.K. Yasuoka, Voyager Public Charter School and University of Hawai‘i at Mānoa
Respondent: Pauline W. U. Chinn, University of Hawai‘i at Mānoa
5.3. Preparing Teachers and Leaders for Advocacy
Responding to Trauma with Mindfulness Tools
Mikela Bjork, University of Redlands
The X-Factor: Centering Equity in Teacher Preparation Programs
Shanyce L. Campbell, University of California at Irvine
The Challenges and Opportunities of Teaching Social Justice from Behind a Screen
Han Nee Chong, Hawai‘i Pacific University
Developing an Educational Leadership Program for Social Justice, Educational Equity, and Culturally & Linguistic Responsive Leadership
Gerardo Mancilla, Edgewood College
Leaders of Social Justice in Education: Theory to Practice
Ger Thao, University of Hawai‘i at Mānoa
5.4. Social Justice and Mindfulness in Education: A Faculty Learning Community's (FLC) Perspective
Persistence - Mission to Message in Urban Students and Teachers
LaSonya Moore, University of South Florida at St. Petersburg
Student Mental Health: A Discounted Injustice of Modern Society
Byron Miller, University of South Florida at St. Petersburg
Prison-to-College Pipeline
Michelle Madden, University of South Florida at St. Petersburg
Mindfulness in Social Justice: 3 Main Elements to it ALL
Harris Ambush, University of South Florida at St. Petersburg
1:45 p.m – 3:00 p.m.
Breakout Sessions 6
6.1. Invited Panel on Leading for Movement Building in Colleges and Schools of Education
Sharon Besser, Edgewood College
Rick Lybeck, Minnesota State University at Mankato
Gerardo Mancilla, Edgewood College
Debbie Millon, Wingra School
Elizabeth J. Meyer, University of Colorado at Boulder
David Rutledge, New Mexico State University
Vidya Shah, York University, Canada
Respondent: Kevin Kumashiro
6.2. Learning Opportunities in Hawaiʻi for Japanese, Ainu, and Okinawans to Understand Concepts of Aloha, Kuleana, Pono, and 'Ohana
Aloha: Ainu’s Encountering with Hawaiian
Vince Okada-Coelho, Hawaiʻi Pacific University and Lōkahi Foundation
Kuleana: Building Peace from the 3.11 Tohoku Experience
Miku Narisawa, University of Hawaiʻi at Mānoa and Lōkahi Foundation
Pono: Hōkūleʻa Experience for the People of Okinawa
Tamiko Fernelius, Hōkūleʻa and Polynesia Voyaging Society
ʻOhana: Connecting Families and Communities
Junko Nishida, Yamaguchi University and Museum of Japanese Emigration to Hawai'i
6.3. Ideologies Shaping Teachers and Teacher Candidates
Beyond Language: Critical and Sustainable Sociocultural Competence in Dual-Language Programs
Verónica González, San Diego State University and Claremont Graduate University
Pragmatically “Teaching Other People’s Children”: A Case of Politeness & De-emphasizing Power
Danielle Greene, Stanford University
Teaching Empathy: Teacher Candidates’ Perspectives of the Japanese Internment Camp in Honouliuli
Jennifer Padua, Monica Smith, Doreen Elliott, and Danielle Espiritu, University of Hawai‘i at Mānoa
Teacher Candidate Selection: A Social Justice Approach
Kimberly Persiani and A.Dee Williams, California State University at Los Angeles
6.4. Mathematics Education through Ethnic Studies: Towards Realizing the Dream
What Brings Us Together: Formation of Radical STEMM of the Bay Area
Celine Liu, San Leandro Unified School District
“I like that people get me. Also, the food:” Stories from RadSTEMM Members
Vanson Nguyen, College of Alameda
“Everything the earth does it does in a circle”: Grappling with Ethnomathematics and Ethnic Studies
Reina Sofia Cabezas, Oakland Unified School District; and Maria del Rosario Zavala, San Francisco State University
Bridging Work Across STEM(M) Collectives
Members of RadSTEMM
Respondent: Linda Furuto, University of Hawai‘i at Mānoa
6.5. Community-University Partnerships in the Pursuit of Justice & Equity
Urban Cohort and Youth Participatory Action Research (YPAR)
Tammy Ann Schwartz and Raquel Radina, Miami University
Peaslee Neighborhood Center
Jennifer Summers, Peaslee Neighborhood Center
The Greater Cincinnati Homeless Coalition
Mona Jenkins, Greater Cincinnati Homeless Coalition
Community Matters
Mary Delaney, Community Matters/Education Matters
Miami University Center for Community Engagement Residency Program
John Blake, Miami University
Respondent: Scott Sander, Miami University
3:15 p.m. – 4:30 p.m.
Breakout Sessions 7
7.1. Addressing Social Justice by Providing Equitable Learning Spaces through Place-Based, Arts-Integrated Education
Creating Equitable Learning Environments and Challenging, Engaging, and Empowering Students with Place-Based, Culture-Based, and Arts-Integrated Curriculum
Phillippe Fernandez Galicinao, Hālau Kū Māna Public Charter School and University of Hawaiʻi at Mānoa
Providing Equity Through an Arts, Culture, and Place-Based Integrated and Multidisciplinary Curriculum
Kwai Mei Daugherty, Waiau Elementary School and University of Hawaiʻi at Mānoa
Cultivating Aloha ‘Āina Through Hawaiian Culture-Based STEAM
Kainoa Kaulukukui-Narikawa, University of Hawaiʻi at Mānoa
Respondent: Pauline W. U. Chinn, University of Hawai‘i at Mānoa
7.2. I Will Not Shut Up And Dribble: Black Athletes, Exploitation, and Blunts
Hoop Dreams Deferred
Martin P. Smith, Duke University
Let’s be Blunt
Elizabeth Griffin, Washington State DSHS
Gridiron and Intellectual Exploitation
Kenderick (K.O.) Wilson, University of Washington at Seattle
Title IX Made Me Do It
Jennifer Hoffman, University of Washington at Seattle
Respondent: Christopher B. Knaus, University of Washington at Tacoma
7.3. Racial, Gender, Language, and Immigration Diversity among K-12 students
Cultivating the College Aspirations of the Disenfranchised
Bryan Dewitt Bowens, McFarland Unified School District
Cultural Competence in the Teaching of Latinx Immigrant-Origin Youth: Exploring the Moral Ethic of Cariño in the Teaching Profession
Karla Lomeli, Stanford University
Black Girls and Educational Justice
Sherell A. McArthur, University of Georgia
Literacy ideologies in a Newcomer continuation school
Alexander Feliciano Mejía, Stanford University
Interrogating the Political Socialization of Multilingual, Transnational Teens in US History Class
Brian Tauzel, University of Washington
7.4. Emotion and Resistance in (Un)Learning and (Un)Teaching
Mobilizing Emotion for Critical Pedagogy and Teacher Education
Cynthia Lewis, University of California at Santa Cruz
“How Do You Measure That?”: Paradoxes in Standardizing Anti-Oppressive Frameworks in Teacher Education
Rick Lybeck and Karen Colum, Minnesota State University at Mankato
Contesting the Canonical in Teacher Education: Who Says Best Practices are Best? Best for who?
Scott Sander and Sheri Leafgren, Miami University
The Emotionality of Equitable Teaching
Katherine Schneeberger McGugan, Vanderbilt University
The Paradox of Equity Work in Public Education: Centering an Epistemology of Ignorance in Ontario
Melissa Wilson, Mayfield Secondary School, Canada
*
MONDAY, NOVEMBER 11
8:30 a.m. – 10:00 p.m.
Registration
9:00 a.m. – 9:50 a.m.
Breakout Sessions 8
8.1. Roundtable on Communities and Schools
Reconceptualizing the Impact of CTE Courses in Urban Education
Kevin Hillman, Indiana University - Purdue University Indianapolis
Growing Schools as Gardens
Joey Yung-Jun Liu, Corona Norco Unified School District and Chapman University
Respondent: Karen Colum, Minnesota State University at Mankato
8.2. Roundtable on Culture and Race in Curriculum and Policy
Culturally Relevant Texts and Performance Pedagogy: Writing as an Act of Resistance to Status Quo
Tracee L. Auville-Parks, University of Redlands
Colorblindness as Trauma: Why Race Matters in Trauma-Informed Urban Schools
Joseph Feldman, Indiana University - Purdue University Indianapolis
Respondent: Sharon Besser, Edgewood College
8.3. Roundtable on Gender Diversity
Educator Preparedness and Supports for Gender Diverse Students
Carolyn Berger, University of Minnesota
Teacher Perceptions of the Traditional Gender Binary Model in Elementary Classrooms and the Impact on Gender Identity Development and Student Sense of Belonging: A Critical Discourse Analysis
Cristina Silva Gleason, University of Minnesota
Respondent: Elizabeth J. Meyer, University of Colorado at Boulder
8.4. Roundtable on Humanization and Mindfulness
Building Beloved Communities in Public School Classrooms
Annie S. Adamian, California State University at Chico
Mindfulness as a Social Justice Tool in Education
Naomi Tuinstra, Eastern Oregon University
Respondent: William Ayers, University of Illinois at Chicago (retired)
8.5. Roundtable on Race and Whiteness in Teacher Education
Using conversations to uncover implicit Whiteness in classroom settings
Sean Nank and Anne René Elsbree, California State University at San Marcos
Re-Centering Race in Teaching: A Self-Study
Alisun Thompson and Lina Darwich, Lewis & Clark College
Respondent: Cynthia Lewis, University of California at Santa Cruz
8.6. Roundtable on Teacher and Leader Identity
Raising Critical Consciousness Through Autoethnography: Being a Pro-Public School Board Member in the Neoliberal Turn
Gayle Cosby, Indiana University - Purdue University Indianapolis
Who Gets to Be a “Science Person?”: Supporting Future Elementary School Teachers to Develop Positive Science Identities
Stephanie Sisk-Hilton and Jamie Chan, San Francisco State University
Respondent: Mayida Zaal, Montclair State University
8.7. Roundtable on Solidarity
Finding My Way as an Ally
Alyssa Kapaona, University of Hawaiʻi at Mānoa
Toward a Non-Metaphoric Decolonizing Practice in Education
Kriya Velasco, University of Washington at Seattle
Respondent: Christopher Knaus, University of Washington at Tacoma
8.8. Roundtable on Teacher Perceptions of Race
You Better Act Right or Else: Examining Faculty Discourse at a No-Excuses School
Brian Collins, Indiana University - Purdue University Indianapolis
Fact or Fiction - Is Perception Reality?: Teachers’ Implicit Racial Biases and its Effect on Minority Student Achievement
Silindra McRay, Oakland Unified School District and San Francisco State University
Respondent: Charisse Cowan Pitre, Seattle University
8.9. Roundtable on Teaching Young Children
Schooling "OUR" Hair: Policy and Picture Books
Reka Barton and Marva Cappello, San Diego State University
Empathetic Practices for Anti-Bias Education
Leah Muccio, University of Hawaiʻi at Mānoa
Respondent: Luz Casquejo Johnston, Saint Mary’s College of California
8.10. Roundtable on Virtual and Online Platforms for Learning
The Invisible Human: The First Virtual Reality Documentary
Muhammad Waqar Ahmad, NATO Canada
Virtually Engaging with an Authentic Audience in the Classroom
Blake Konrady, Educurious Partners
Respondent: Susan Matoba Adler, University of Hawai'i at West O‘ahu
10:00 a.m. – 11:15 a.m.
Breakout Sessions 9
9.1. Roundtable on Black Women Educators and Leaders
African Heritage Educators on Wholeness, Healing and Powerful Teaching
Charisse Cowan Pitre and Ashleigh Shoecraft, Seattle University
Listen to Black Women: An Exploration of the Experiences of Black Women Pre-Service Teachers
Mariah Deans Harmon, Vanderbilt University
Taken Ab(l)ack: Black Women’s Leadership through Scholarship, Teaching, and Service with Their Whole Selves
Angel Miles Nash, Chapman University; and Nakia M. Gray-Nicolas, Queens College CUNY
Respondent: Venus Evans-Winters, Illinois State University
9.2. Roundtable on Community-Based and International Field Experiences in Teacher Education
Inspiring Critical Consciousness: Engaging the Mind with the Experience
Rayna Fujii and Rosela Balinbin Santos, University of Hawaiʻi at Mānoa
International Field Experience as a Path to Cultural Responsiveness
Karyn Gomez, Eastern Oregon University
Respondent: Kimberly Persiani, California State University at Los Angeles
9.3. Roundtable on Disciplining Educators
Movement Building in a Hostile Workplace Environment: Bullying of Faculty in Higher Education
Susan Matoba Adler, University of Hawai'i at West O‘ahu
Teacher Advocacy for LGBTQ Youth: What are the Limits of Free Speech in K-12 Schools?
Elizabeth J. Meyer, University of Colorado at Boulder
Seeking Social Justice and Cultural Change for Instructional Faculty at Kapi‘olani Community College
Maiana Minahal, Penny Hirata-Knight, and Reid Sunahara, Kapi‘olani Community College
Respondent: Carol Batker, University of San Francisco
9.4. Roundtable on Indigenous Students and Communities
The Kaua'i Longitudinal Study and Native Hawaiian Epistemologies
Nikki Cristobal, University of Pittsburgh
Polyclub: Cultural Reclamation and Multimodal Literacies
Nate Gong, University of California at Berkeley
Respondent: Erin Kahunawai Wright, University of Hawaiʻi at Mānoa
9.5. Roundtable on Re-framing and Advocacy
School Closure as a Neoliberal Strategy: Who Defines Racial Justice in Public Schools?
Divya Farias, Coliseum College Prep Academy (California); and Rekia Jibrin, University of California at Berkeley
Towards Critical Global Literacies: The Role of Unlearning in Global Education Practice
Daniele Fogel, University of California at Berkeley
One Step Forward and Two Back: Building a Sustainable Province-Wide Equity Network in the Face of Government Change and Funding Cuts
Ruth Kane, Nathalie Belanger, and Eliane Dulude, University of Ottawa, Canada
Respondent: Josephine Arce, San Francisco State University
9.6. Roundtable on Researchers and Research Methods
Researcher, Parent, Educator and Advocate: When Wearing Many Hats Complicates and Implicates Us in Our Research
Monisha Bajaj, University of San Francisco
Youth Participatory Action Research: Empowering Young People to Make a Difference through Research
Caleb Encarnacion-Rivera, Vanessa Calixto, Jonathan Mora, Jessenia Kolaco, Sherlin Santillian, Xio Alvardo, Amber Mora, and Allison Lambrada, Worcester State University
Respondent: William Ayers, University of Illinois at Chicago (retired)
9.7. Hawai‘i Scholars for Education and Social Justice (HSESJ) Addressing Injustices of Education in Hawai‘i
Emergence of HSESJ and Our First Research Brief
Colleen Rost-Banik, University of Minnesota and Windward Community College
Public Opposition to Public Education in Hawai‘i
Jonathan Y. Okamura, University of Hawai‘i at Mānoa
The Inequitable Effects of the Teacher Shortage in Hawai‘i
Lois A. Yamauchi, University of Hawai‘i at Mānoa
Multilingual Students and Inequitable Access to Qualified Teachers in Hawai’i
E. Brook Chapman de Sousa, University of Hawaiʻi at Mānoa
11:30 a.m. – 1:30 p.m.
Post-Conference Workshop
10.1. Workshop on Transforming Your Presentation into a Journal Article (registration is closed)
As we have done for the past two years, the Conference is once again partnering with a journal to publish select papers that are based on your presentations. We invite manuscripts that further examine the conference theme of “Critical Conversations about Movement Building for Equity and Justice in Education.” To help you to develop the best possible submission, all interested authors are encouraged to participate in this Post-Conference Workshop to give and receive feedback on your conference presentations as you prepare to develop them into journal manuscripts. To participate, you will need to submit your conference paper ahead of time, and then prepare to give feedback on two other papers. Facilitated by Vidya Shah and Kerry Soo Von Esch, special-issue co-editors. The Call for Submissions is available here. (Registration ended on October 28.)
11:30 a.m. – 1:30 p.m.
Post-Conference Meeting and Potluck Lunch
10.2. Hawai‘i Scholars for Education and Social Justice (HSESJ)
Education scholars throughout Hawai‘i are invited to join an ongoing conversion to explore the possibilities for speaking collectively, strategically, and publicly on local and state education reforms as we leverage our scholarship, rattle political consciousness, and reframe public debates. How do we build on, learn from, and work in solidarity with grassroots organizing locally as well as on similar networks of scholars nationally? Facilitated by Lois Yamauchi, University of Hawai‘i at Mānoa.