We are pleased to announce the excellent workshops for this year’s Educators of Color Conference on June 11.
The conference is at capacity. If you no longer are able to attend, please update your RSVP so we can release your tickets to those on the wait list (remember, too, that you must register for BOTH sessions). Stay tuned for the full schedule and much more!
8:30 Registration and Continental Breakfast (Breakfast sponsored byCambridge Public Schools)
9:00-9:30 Welcome and Keynote by Dr. Theresa Perry
9:30-10:30 Session 1 Workshops
10:40-11:40 Session 2 Workshops
12:00-12:50 Lunch and Performance (Lunch sponsored by b.good)
1:00-3:00 Dr. Christopher Emdin presentation at Cambridge Public Library
Critical Theory: A Vehicle for Social Justice
Ariel Maloney, Tanya Trayer, Cambridge, Rindge and Latin School
Participants will learn how to introduce critical literary theory, specifically focusing on Gender Theory, Social Class Theory, and Critical Race Theory, as a strategy to improve student engagement and their literacy and analytical skills. Participants will receive a “crash course” in theory, as well as many materials to help scaffold students’ learning about theory in the classroom. We will apply these strategies with the group, using a combination of nonfiction, poetry, film, and the play “A Raisin in the Sun.”
The Power of Storytelling: Maximize Your Ability to Reach and Teach More
Edward Walker, President, Independent Consultants in Education (I.C.E.)
Storytelling taps into our imagination, engages those around us, and inspires amazing achievement. This workshop encourages educators to utilize the power of storytelling and make a connection with their students that marries the personal, social, and professional levels – humanizing the educator-student relationship! In this workshop, the presenter will demonstrate the power of storytelling, illustrate the possibilities of connectivity, and arm audience members with helpful tidbits to take with them back into the classroom.
The Social Construction of African American and Latino Males and How It Informs Our Education Policies
Dr. Lloyd Sheldon Johnson, Bunker Hill Community College
Given what has happened in Ferguson, North Charleston, New York, Florida, California and virtually every major city in this country, the policies formulated by education leaders must be critically examined and understood. This presentation will offer a look at the how African American and Latino males are viewed through our social and media lens and how this construction limits and removes opportunities for these young men and informs education policies that impact our communities and our nation. This presentation will also present models and strategies for change; models that work.
The Time for Coding is NOW!
Bernadette Manning and Dr. Michele Goe, Fenway High School
Call To Action!! If you can read, you need to also know how to code. This workshop hopes to alert participants to the need for coding and the need for people of color to learn coding. The presenters advocate for self learning using the many FREE apps and websites that teach coding. The workshop will be interactive because we will teach participants how to learn coding by recommending our favorite websites as well as encourage participants to rely on their problem solving skills and patience needed to be a successful coder. Participants need to bring their smartphones or laptops to the workshop but if they do not have either, please come anyway. Everyone aged 8 to 108 needs to gain exposure to this new literacy!
Pimping The Pain: The Education Reform Industrial Complex as Disaster Capitalism
Kanene Holder, Columbia University Community Scholar, Carmen Dixon Organizer For Race and Policing NAACP- Legal Defense Fund
In 2005, Naomi Klein’s book on disaster capitalism called “The Shock Doctrine” provided several examples of how monied interests view disasters as a prime opportunities to reimagine aspects of the economy and our society. Ironically this book was a bellwether for 21st Century “education deform” due to the proliferation phenomenon of charter schools and the hedge funds that propagate them. During this presentation I will provide examples from my experience and engage in a Socratic Seminar to propose action steps for various stakeholders including families, teachers and policy researchers. To culminate this discussion we will create a short play with different roles for each of the stakeholders to brainstorm our solutions based on our shared understanding of an educational utopia.
A Look at the Mathematics of Islamic Art
Aliyah Mahmoud, REDSTEMNetwork/J. D. O’Bryant School of Math & Science
There exists a fascinating connection between mathematics and Islamic art. Art, facilitated in the mathematics lab can reflect, not only the beauty of nature’s mathematics, but underscores STEAM’s historic role beyond Western cultures. Conscientious practitioners of color have always shared a legacy of uncovering myths & misconceptions within and outside of our specific course content. Using a problem-based approach, guests will be asked to consider the integration of basic plane geometry, some technical components of compass construction, and social principles unfamiliar to most American youth. The goal is that educators are moved to further research and expose youth to this integrated science.
The Significance of HBCUs and their Role in Shaping Future Black Leaders
Chandra Banks, Jennifer Sloan Green, Cambridge Rindge and Latin School
HBCUs for over a decade have provided students of color a means to obtain a first rate education. Additionally, the vast accomplishments and legacy of HBCU alumni is unmatched. In this workshop, we will provide a brief overview of some of the most noteworthy HBCU alumni and ways HBCUs prepare future leaders. Participants will also focus on how HBCUs create culturally relevant community and family engagement practices, promote strategies of self-care and sustainability, and produce Black STEM graduates.
STEM as a Means to Engage Young Learners
Reverend Dr. F. Lee Jones, Alex Hartley, Beverly Ann Rock RED STEM Network
Our workshop will discuss the need for schools to engage students and how STEM/STEAM is one way to achieve this engagement. We will discuss two different examples of using STEM to engage students and give participants an opportunity to brainstorm ways to use stem in their classroom or with their children. The content of this workshop is geared to educators of Early Childhood-Grade 3.
Embracing and Cultivating Diverse Voices in the Classroom: What Allies Can Do
Beth Herman-Davis, Mind the Gaps, Jake Sugerman
Teachers must change their practices to meet the needs of diverse students who experience a reality that is different from that of the culture, language, and beliefs of their instructor, school, and mainstream society. Through the presentation, participants will gain valuable insight in the ways that critical pedagogy and the inclusion of student voice can guide curriculum planning. Additionally, participants will briefly dialogue about teaching (and learning) from diverse students, engage in individual and small-group activities, which highlight critical pedagogy and culturally responsive teaching, and reaffirm the value of repositioning themselves as learners in the classroom to elevate students’ voices.
Standing in the Gap: Designing a Blueprint of Success for Brown Boys in America
Craig Martin, Brown Boys Network of Boston
Do you have a Blueprint of Success to guide your journey as a Black or Brown Male in America? Participants will explore this question as we engage in minds-on, hands-on interactive activities that focus on the dichotomy of being Brown and Male in America from ages 4 and up. We will examine the developmental assets necessary for success, the impetus of identifying appropriate role models and advocates to fortify male identity, and what C.O.R.E. supporters and tools our male youth will need to thrive in American classrooms. Additionally, participants will develop their own Brown Boy Blueprints that provides real-world practices that will truly empower African American and Latino American males to achieve success inside and outside the classroom.
Defining a Personal Vision for Self-Care for Educators
Loreto Paz Ansaldo, Boston Public Schools, Activist Calendar
Why is it essential to take care of ourselves as educators of color? What might it look like in practice? We will work together to develop personal visions of self-care and identify concrete resources for supporting our needs and sustaining success. Participants will also take away a resource packet to extend the journey for continued self-care beyond our time together.
Art and Identity: Using Photography and Personal Narrative
Archy La Salle, Cambridge, Rindge and Latin School
Although our classrooms are becoming increasingly diverse and there is a drum roll to “close achievement gaps,” we need to have educators that have the skill, knowledge, and attitude to value diversity and promote the same with their students. A key factor is helping educators become effective with students from cultures other than their own. A key tool is art, most specifically, photography. In this workshop, participants will consider how to create diversity-safe classrooms, how teachers can reflect on their own cultural identities and attitudes, find curricular connections that encourage students’ explorations of their identities; examine a student identity photography project as possibility for helping students become “visible” by sharing who they are with the larger community.
Community Organizing to Support and Develop Critical Educators of Color
Antonio Nieves Martinez, Ph.D, Jerica Coffey, University of Massachusetts-Amherst
Because we recognize “miseducation” as vehicle of oppression used to colonize and dehumanize communities of color, this workshop will highlight the process and practice of teachers of Color organizing to address the inequities in their schools and communities in Los Angeles. This presentation will explain our process for developing a multiethnic, anti-colonial, grassroots organization based in Los Angeles called the People’s Education Movement. Participants will explore how grassroots organizing led by teachers of Color can work to sustain and develop critical educators. More specifically, participants will learn how teacher-led inquiry groups and political education are an essential component of this work. This workshop will allow participants a look at the struggles, tensions, and successes of teachers involved in creating this inquiry group to highlight the agency of teachers of Color coming together to organize and to take action against the oppressive conditions in their schools and communities.
Why Black Teachers Really Matter: What Powerful Teaching Looks Like and What keeps It and Us Going!
Aliyah Mahmoud, John D. O’Bryant School of Math & Science, Barrington Edwards, Boston Arts Academy, Roberta Logan, Retired BPS teacher, Paula R. Elliott, Ed.D.Retired teacher educator, Steering Committee member, Boston Busing Desegregation Project
In an interactive “fishbowl” format, BPS teachers, current and retired, will share their:
- perceptions of the beliefs, assumptions, ideologies that undergird exemplary practice, teacher/learner/ family member interactions, collegial relationships and educational equity and access advocacy, i.e. fundamental underpinnings of educational excellence.
- understandings of local, national, socio-political contexts, based on years for navigating, confronting, destabilizing the societal forces doggedly sustaining the white supremacist structures that continue to persist.
Replicable Strategies for Diversifying the STEM Pipeline
Dr. Adrian Mims, National Calculus Project Director
According to a recent study published in Research in Higher Education, majoring in STEM is the most profitable course of study for minority students, whether or not they pursue a STEM field professionally. However, many schools effectively block minority access to courses that prepare students to succeed in STEM majors. Pernicious policies and practices such as inconsistent course recommendations by teachers, rigid master schedules, lack of parent outreach, and failure to adequately engage and track students create barriers that filter the STEM pipeline. In this session, participants will draft a plan of action to eliminate these barriers, engage students and parents, and sustain a culture of high academic achievement so that all students have an equal opportunity to learn. Participants will develop replicable strategies for increasing the number of minority students who are prepared to pursue postsecondary careers in STEM.
ARE YOU EXCITED?! WE CANNOT WAIT TO SEE YOU!!
Morning session registration here: https://www.eventbrite.com/e/educators-of-color-conference-tickets-24211932542
Chris Emdin session here: https://www.eventbrite.com/e/chris-emdin-booktalk-continuation-of-the-educators-of-color-conference-tickets-24366176891