8th INTERNATIONAL CONFERENCE ON
EDUCATION AND SOCIAL JUSTICE

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5-7 October 2018
Honolulu, Hawai'i, U.S.A.
 

TENTATIVE FULL SCHEDULE

(Updated 7/18/18; Abstracts will be added soon)
 

FRIDAY, OCTOBER 5

9:00 p.m. – 6:30 p.m.
Registration

 

9:30 a.m. - 12:00 p.m.
Pre-conference Workshops

1.1  Curriculum Workshop: Indigenous Resurgence and Aloha ʻĀina Curricula

As we work to promote Indigenous resurgence in our native homelands, cultures and communities, how do we effectively educate and inspire future generations of socially, politically and environmentally conscious aloha ʻāina leaders and allies? This workshop provides an opportunity to explore this critically important question with aloha ʻāina educators and curriculum developers working in a diverse range of Hawaiian educational settings, including DOE public schools, a Hawaiian-focused charter school, an ʻāina-based afterschool program in Hāmākua, and an ʻohana-focused cultural restoration program in Ulupō Nui, Kailua. These kumu will share their everyday successes and challenges in developing and enacting aloha ʻāina curricula that subvert colonial structures, promote community resurgence and self-determination, and renew and regenerate kanaka-ʻāina relationships that ensure healthy futures for our people, places, and practices. Facilitated by Julie Kaomea, University of Hawaiʻi at Mānoa; Maya L. Kawailanaokeawaiki Saffery & Kaleomanuiwa Wong, Hikaʻalani; Haley Kailiehu & Noeau Peralto, Hui Mālama i ke Ala ʻŪlili; Danielle Espiritu, University of Hawaiʻi at Mānoa; and Trevor Atkins, Hālau Kū Māna Public Charter School.

1.2  Writing Workshop: Writing for Our Lives

Why do we want to write? What are we writing for, or what are we writing against? What is it that we hope to change or combat, affirm or illuminate by entering a public conversation on this topic or in this area? Who are we connected to or in solidarity with? This workshop will be organized around scholars, academics, and students who want to reach, connect with, or create a public beyond the academy, or beyond traditional disciplinary boundaries. It is designed for people who identify with -- or hope to link to -- organizers and activists working in social justice projects and movements. Facilitated by William Ayers, University of Illinois Chicago (retired).

1.3  Mentoring Workshop: Resistance, Resilience, and Longevity within Academia

This workshop is for emerging scholar/practitioners concerned with sustaining personal integrity, authenticity and well-being while actively engaging in resistant strategies within oppressive educational systems. We will share perspectives on being agents of change through our presence and contributions to the academy despite structural barriers anchored in white supremacy. Strategies discussed include how to make the most of conferences, how to engage in authentic collaboration, and how to maximize scholarly outcomes (publications, presentations) with intentional service to and with communities. Facilitated by Christopher Knaus, University of Washington at Tacoma; Kanoe Naone, Boys and Girls Club of Greater Conejo Valley; Steven Oliver, Salem State University; and Rachelle Rogers-Ard, Oakland Unified School District (CA).
 

12:00 p.m. – 2:00 p.m.
Lunch (on your own)

 

2:00 p.m. – 3:15 p.m.
Breakout Sessions 2

2.1.  Health, Wellness, and Healing of the Whole Student

Post-Oppositional Approach to Dealing with Justice Fatigue
Kakali Bhattacharya, Kansas State University

Identity, Denied: Mental Illness and the Figured Worlds of Home and School
Mikela Bjork, University of Redlands

The Importance of Teaching Social-Emotional Intelligence to Children in Order to Maximize Safety in Interpersonal and Dating Relationships
Eleanor Fong, Heaven and Sea Family

Born Out of Aloha
Susie Lundy, Lili'uokalani Trust

2.2.  Diversifying and Strengthening the Pipelines Into Higher Education and Pathways Into Teaching

Diversification of the Teacher Workforce in Oregon
Teresa Ferrer, Oregon Education Association

Early College High Schools as Social Justice and Equity Oriented School Spaces
Leslie Ann Locke and Elizabeth Getachew, University of Iowa

Starting aNew
Casey Richardson, University of Arizona

Latino High School Teacher Academy: Building a Pipeline for a More Diverse Teaching Population
Patricia Stall, California State University at San Marcos
 

3:30 p.m. – 4:45 p.m.
Breakout Sessions 3

3.1.  Student, Teacher, and Community Experiences Across International Contexts

Underrepresentation and Racialization of Refugee Students in Education in Croatia
Emina Buzinkic, University of Minnesota at Twin Cities

Shifting the Perspective on Community-Based Management of Education: From Systems Theory to Social Capital and Community Empowerment in El Salvadore
D. Brent Edwards, Jr., University of Hawai‘i at Mānoa

Raising Critical Awareness in a Japanese College Classroom: Teaching U.S. History from the Perspectives of Historically Oppressed Groups
Kako Koshino, Tokyo University of Social Welfare, Japan

Translanguaging and Power Structures in a Multilingual Hong Kong Preschool
Stephanie C. Sanders-Smith, University of Illinois at Urbana-Champaign

It's Policy, But What Do They Really Think?: Preservice Teachers' Professional Identities in a Social Justice Program in New Zealand
Sue Sutherland, Auckland University of Technology, and Jennifer Tatebe, University of Auckland, New Zealand

3.2.  CREA+E (Coalition on Racial Equity in the Arts + Education): Subterranean Movement Building for Art Educational Equity

The Archeology of Subterranean Movement Building: Equity and Justice in Education
Vanessa López, Maryland Institute College of Art

Ants and Railroads: The Mining of Metaphors as Groundwork for Movement Building
Amelia (Amy) Kraehe, University of Arizona

Afro- and Indigenous Futurity: Theoretically Grounding CREA+E
Michelle Bae-Dimitriadis, Pennsylvania State University

Underground Infrastructure: CREA+E as a Model
Joni Boyd Acuff, The Ohio State University

3.3.  Troubling Frames about Education and Social Justice

Mobilizing Emotion for Critical Media Literacy
Cynthia Lewis, University of Minnesota at Twin Cities

Teaching for Democratic Denizenship: From Naive Notions of Citizenship to an Empowered Other Class
Jennice McCafferty-Wright, Missouri State University

Counter-Racism Science Pedagogy: Interrogating Race, Racism, and the History of Science in Science Classroom Learning
Deb Morrison, University of Washington

Transgenerational Traumas and Pedagogies: Towards an Epistemology of the Maternal Trace
Anna Rios-Rojas, Colgate University, and Kristi Carey, University of British Columbia, Canada

Conceptualizing "Social Justice"
Thom Swiss, University of Minnesota at Twin Cities
 

5:00 p.m. – 6:30 p.m.
Opening Plenary Session

Naming the Moment: National and Local Contexts for Movement Building

Maenette K.P. Ah Nee - Benham, Chancellor, University of Hawai‘i at West O‘ahu

Sumi Cho, Professor, DePaul School of Law

Noelani Goodyear-Ka‘ōpua, Associate Professor, University of Hawai‘i at Mānoa

Carl Grant, Hoefs-Bascom Professor of Teacher Education, University of Wisconsin at Madison

Moderator: Erin Kahunawai Wright, Assistant Professor, University of Hawai‘i at Mānoa
 

6:30 p.m. – 7:30 p.m.
Welcome Reception

Meet other conference participants and reflect together on the first day’s events at the Welcome Reception. This gathering will be in a reserved area near the Splash Bar, where we can unwind in the outdoor lanai and enjoy the live musical entertainment. Appetizers will be served; drinks will be available for purchase at the bar.
 

SATURDAY, OCTOBER 6

8:30 a.m. – 4:30 p.m.
Registration

 

9:00 a.m. – 10:15 a.m.
Breakout Sessions 4

4.1.  Teacher Activism In and Beyond the Classroom

Planting the Seed: Teaching for Social Justice in K-12 Classrooms
Ruchi Agarwal-Rangnath, University of San Francisco

Activist Teachers of Color and the Problem of Isolation: The Role of Affinity Groups in Networks of Activism and Resistance
Kira Baker-Doyle, Arcadia University; Lynnette Mawhinney, University of Chicago; and Carol Rinke, Marist University

Challenges Advancing Equity and Justice in Today's Education World: Addressing the Needs of Our Diverse Student Population
Aminata Diop, City College of New York CUNY

Divining Affordances: How do Teachers Find and Capitalize on Opportunities to Disrupt Oppressive Schooling?
Samantha A. Marshall and Grace A. Chen, Vanderbilt University

Educational Courage: Humanizing the Profession in the Face of High-Stakes Standardized Testing
Donald A. Perl, University of Northern Colorado

4.2.  A CHI(cago) State of Mind: Revisiting Community Education and Organizing Methodologies for a Contemporary Era

"I Come to Northeastern University Wanting to Learn about My History and Again I am Denied My History": Puerto Rican Student Activism in 1970s Chicago
Mirelsie Velazquez, University of Oklahoma

A Learning Laboratory for Liberation: Black Power and the Communiversity of Chicago 1969-1976
Richard D. Benson, II, Spelman College

"To Serve the People": Transformational Praxis of the Young Lords
Erica R. Davila, Lewis University

Como Agua Para Chocolate (Like Water for Chocolate): Resistance and Revolution in the Streets of Chicago
Ann M. Aviles, University of Delaware

Respondent: Brandon Evans, Pennsylvania Working Families Party

4.3.  Higher Education Access, Integration, and Consciousness-Raising

Challenges of Developing a Certificate in Democratic Principles and Social Justice
Susan Matoba Adler, University of Hawai‘i at West O‘ahu

Freeing the University from Corporate Ownership and Influence
Carol Batker, University of San Francisco

Advancing the Social Justice Movement for Religious Minorities: Examining the Research, Theory, and Discourse on Religious Oppression in Education
Sachi Teresa Edwards, University of Hawai‘i at Mānoa

Multilingual Student Support at Institutions of Higher Education: The Translate Iowa Project and Ongoing Initiatives in Student Affairs
Keegan Gormally, University of Kansas, and Zhiyun Ma, University of Washington

Reconsidering DACA as a Social Justice for Education Program: Examining How State Policies Restrict Access to Postsecondary Education
Ryan Z. Maltese, Georgia State University

10:30 a.m. – 11:45 a.m.
Breakout Sessions 5

5.1.  Immigrant, Refugee, and English-Learner Students In and Outside of K-12 Schools

The Roots of Our People: Examining the Narratives and Literacy Practices of Immigrant and First-Generation Latino/a Adolescents in Community Organizations
Crystal Chen Lee, North Carolina State University

Resilience and Resistance: Newcomer Immigrant and Refugee Youth and Contemporary Social Movements in the United States
Liv T. Davila, University of Illinois at Urbana-Champaign

Arts Integration as an Instructional Approach for Emerging Multilingual Learners
Lorna Porter, University of Oregon

Making a Case for Online Learning for Refugees in Protracted Situations
Suzanne Reinhardt, Simon Fraser University, Canada

Transnational Literacies of Secondary Newcomer and Refugee Students
Brooke Ward Taira, Independent Scholar

5.2.  Retaking Waikīkī: Advancing Equity, Social and Ecojustice through STEM Education

Chair and Respondent:  Pauline W. U. Chinn, University of Hawai‘i at Mānoa

Creating a Waikīkī Ahupua'a Learning Community
Yvonne Chan and Megan Kawatachi, 'Iolani School; and Cory Yep, University of Hawai‘i at Mānoa

Mele Murals
Kaleolani Hanohano, Kaimuki High School

Aloha 'Āina: Mauka to Makai
Alison M.K. Yasuoka, University of Hawai‘i at Mānoa

"How Do We Care for Our Ahupua'a?"
Andrea Jonna Chanuk and Janelle Chong, SEEQS Public Charter School

SMART Ala Wai Project
David Cagle, Voyager Public Charter School

5.3.  Building Community, Acting Collectively

Building a Garden for Social Justice: Assessing How Your Institution can Strengthen Its Garden
Valerie C. Dudley, Temple University

Critical Dialogues and Social Justice Education in College, High School, and Community Contexts
Gretchen E. Lopez, Syracuse University

Ujima: Re-envisioning Freedom in Schools
Rochelle Peterson-Ansari, Perceptions Unlimited

Art, Collective, Freedom
Raél Jero Salley, Maryland Institute College of Art

5.4.  Troubling Teacher Education

Is Teaching for Justice and Equity that Simple? Using Ecological Epistemology to Explain How One's Situatedness and Identity Informs How One Teaches Toward Justice and Equity
Michael D. Bartone, Central Connecticut State University

Teacher Empathy for Humane and Just Classrooms
T. Kevin McGowan, Bridgewater State University; Leah Muccio, University of Hawai‘i at Mānoa; and Lea Ann Christenson, Towson University

"I Don't Do Urban": Re-designing Elementary Teacher Education to Center Equity
Erin Quest and Shamaine Bertrand, Illinois State University

Learning to Teach Paradoxically with Simulated Encounters
Elizabeth A. Self, Vanderbilt University

Making Our Stance on Social Justice Education Explicit: Using the Teaching Tolerance Social Justice Standards to Redesign the UHM ITE Secondary Teacher Preparation Program
Amber Strong Makaiau, Charmaine Mangram, Charlotte Frambaugh-Kritzer, Chad Miller, and Kirsten Kamaile Noelani Mawyer, University of Hawai‘i at Mānoa
 

11:45 a.m. – 1:15 p.m.
Lunch (on your own)

 

1:15 p.m. – 2:30 p.m.
Breakout Sessions 6

6.1.  Re-framing Our Understanding of Students at the Margins

Bilingualism, Disability, and Stigma: When a Social Justice Movement becomes a Silencing Tool
María Cioè-Peña, Montclair State University

Tools for Language Assessment: A Study on Standardized Testing Success and English Language Learner Digital Literacy
Meaghan Kasprzycki and Marie Rohrbacher, Holyoke Public Schools (MA)

Street Gang Strengths: Funds of Knowledge
Christine Keaney, Pacific Oaks College

Safe School Climates for All: Perceptions of Teacher Support among LGB, Transgender, and Questioning Students
Kelly Kennedy, Meghan Cosier, and Amy-Jane Griffiths, Chapman University

Troublemakers: The Dis/Ability and Social Justice Project
Lauren Shallish, The College of New Jersey

6.2.  Designing Culture- and Place-Based Science Curricula to Support Kanaka ʻŌiwi Students

Creating Student Community Stewards, I
Kehaka Spencer, Wai'anae Intermediate

Creating Student Community Stewards, II
Brigitte Russo, Wai'anae Intermediate

Developing Aloha 'Āina
Kainoa Kaulukukui-Narikawa, University of Hawai‘i at Mānoa

A Classroom with No Walls?: An Integrated STEM/STEAM Approach to Culture/Place-Based Learning
Diane Tom-Ogata, W. R. Farrington High School

Respondent:  Kirsten Kamaile Noelani Mawyer, University of Hawai‘i at Mānoa

6.3.  One Meeting at a Time: College Administrators' Engagement in Justice by Disrupting Everyday Neoliberalism

Ascending Past Market Value: Reframing Student Success Measures in Neoliberal Times
Victoria Cabal, University of Utah

Building a Community of Us: Critical Pedagogy as a Tool for Identity Development of First-Generation Students During Neoliberal Times
Daniel K. Cairo, Westminster College

Priceless, Not Worthless: Humanities as Community Medicine for the Human Condition
Taunya Dressler, University of Utah

Moments of Healing and Redirection: Helping Reduce the Trauma of Neoliberalism through Academic Advising
James Kendall, Westminster College

Loneliness and Other Bad Feelings: College Students, the Psychological Consequences of Neoliberalism, and Group Therapy
Joshua Newbury, University of Utah

Campus Administrator vs. Student Advocate: The Neoliberal Crisis of a Campus Administrator's Decisions from a Student-Centered Approach
Karnell McConnell-Black, Westminster College

Respondent: Amy Bergerson, University of Utah

6.4.  Building Partnerships with Schools, Families, and Diverse Communities to Improve Education

Beyond the Dream: Social Justice Strategies and Curriculum for Youth Development Programs
Sheryl Davis, San Francisco Human Rights Commission

The High Cost of Inequity
Malik Henfield, University of San Francisco

Youth Organizing as a Strategy to Education and Support Change
Lisa De La Rue, University of San Francisco

Art and Activism
Dannielle Glover, San Francisco Human Rights Commission
 

2:45 p.m. – 4:00 p.m.
Breakout Sessions 7

7.1.  Expanding Models for K-12 Curriculum

Pedagogy of Permaculture
Jody M. Luna, The Illinois Institute of Art at Schaumburg

Bilingual Co-Teaching Model for Art Gallery Lessons in a Pre-Service Bilingual Teacher Preparation Program: Empowering Bilingual Teachers and Learners
Lucia Cardenas Curiel, Michigan State University; Haydee M. Rodriguez, University of Texas at Austin; Andrea Saenz Williams, diRosa Center for Contemporary Art; and Desiree Pallais, University of Texas at Austin

The Poetry of Place: Disrupting Prevailing Metaphors of Schooling through Place-Based Learning
Genevieve Manset, University of Hawai‘i at Mānoa

Guardian of Their Souls: Arming Students with Critical Media Literacy as a Tool of Social Justice
Martha Wilkins, Lewis University

Establishing Science Courses as Contexts for Social Justice
Scott Sander, Miami University of Ohio

7.2.  Voices and Choices: Asian Americans and Southeast Asians Disrupting or Colluding with Whiteness in the Education Pipeline

Navigating Homogenous Education Systems as an Asian American Educator
Candis Eckert, University of Washington at Tacoma

Experiences of Asian American Community College Presidents
Johnny Hu, University of Washington at Tacoma

Ethnic Inequality in Public Education in Hawai‘i
Jonathan Y. Okamura, University of Hawai‘i at Mānoa

Creating Academic Spaces for Southeast Asian College Students to Promote Equitable Educational Opportunities
Chanira Reang Sperry, University of Washington at Tacoma

Respondent: Applying a Critical Race Theory of Higher Education
Christopher Knaus, University of Washington at Tacoma

7.3.  Research Methods, Construction of Knowledge, and Impact of Scholarship

Navigating the Shores: Indigenous Epistemologies and the Teaching of Research
Brian Charest, University of Redlands

Scholarship as Poetic Design: Making a Better World through Scholarly Work
Michael Hayes, University of Hawai‘i at West O‘ahu

Translanguaging and Critical Participatory Action Research as Tools to Disrupt Oppressive Ideologies of Minoritized Communities
Khanh Le and Gladys Aponte, The Graduate Center CUNY

Culturally Responsive Methodologies in Practice
J. Paolo Magcalas, Loara High School; and Suzanne SooHoo, Chapman University

Using the Master's Tools: Towards a Visionary Pragmatism
Shelley Zion, Rowan University
 

4:15 p.m. – 5:30 p.m.
Breakout Sessions 8

8.1.  INVITED PANEL: Lenses from "Leading for Social Justice" for Transforming Schools of Education

Chair and Respondent:  Rene Antrop-Gonzalez, Metropolitan State University (MN)

Luz Casquejo Johnston, Saint Mary's College of California

Dana Hagerman, Edgewood College

David Rutledge, New Mexico State University

Vidya Shah, York University

8.2.  Youth Activism, Organizing, Leading

Transforming Youth Organizing: A Decolonizing Social Movement Framework for Intergenerational Solidarity
Emily Bautista, YouthBuild Charter School of California

Contributing to Social Capital and Social Justice through Positive Youth Development
Nia Imani Fields, University of Maryland

Exploring Low- and High-Risk Youth as Leaders Promoting Healthy Communities
LisaMarie Miramontes, Independent Scholar

Learning Agency: Youth Activism as an Antidote to Neoliberal Powerlessness
Sonia M. Rosen, Arcadia University

Youth Organizing: Sociopolitical Analysis and Movement Building
Dana Wright, Connecticut College

8.3.  Collectively Developing and Critically Analyzing Law and Policy

Transgender Individuals in Pakistan: Technology and Education to Support Social Justice Movement
Muhammad Waqar Ahmad, NATO Association of Canada

Planting the Seeds of Justice with Early Introductions to Law
Alexandra Goodell and Jennifer Perevodchikov, University of Washington

Educational Dilemmas Concerning District Policies for Transgender Students
Mollie McQuillan, Northwestern University

To Internationalize International Mindedness: An Evaluation of the IBDP in Different Sociocultural Contexts
Hwa Pyung Yoo, Villanova University

Prefiguring Alternative Worlds: Decolonizing the Movement for Ethnic Studies in California
Miguel Zavala, Chapman University
 

5:30 p.m. – 6:30 p.m.
Networking Reception

Inspired by the dozens of presentations throughout the day, and to continue conversations with new colleagues, let’s come together again to conclude the evening with the Networking Reception. This gathering will be in a designated area near the Splash Bar, where we can unwind in the outdoor lanai. Appetizers will be served; drinks will be available for purchase at the bar.
 

SUNDAY, OCTOBER 7

8:30 a.m. – 12:30 p.m.
Registration

 

9:00 a.m. – 10:00 a.m.
Keynote Lecture, by Kevin Kumashiro

 

10:15 a.m. – 11:15 a.m.
Roundtable Sessions

9.1.  On the Arts: Transforming Learning and Learners

School Transformation and Bridging the Opportunity Gap through the Arts
Sam Humphrey, Martin Luther King, Jr. School of the Arts

Dobre Sul Art Installation and Inquiry: Art as Transformative Release
Christine Spinder, Restoring Right Relationship Circles Collective

Respondent:  TBA

9.2.  On Beyond Classrooms: Enrichment and Community-Based Learning

Using a Community Study Project to Identify Assets, Equity Gaps, and Advocate for Social Justice through a Community-Based Education Course
Quaylan Allen, Chapman University

Rise Above Educational Consortium: A Transdisciplinary and Transindustry Movement to Advance Equity and Justice
Kevin Quail, II, Rise Above; and Roxanne Moore, Washington State University

Respondent:  TBA

9.3  On Curriculum: Studying Enslavement and Ethnic Studies in K-12 Schools

911 Identity Crisis: An Advocacy Argument on Behalf of Policy that Enforces Person-First and Identity-First Language in Social Studies Curriculum
Angeline Dean, Rowan University

Teacher Inquiry into Developmentally Appropriate Elementary Ethnic Studies
Wanda Watson and Natalee Kahaulani Bauer, Mills College

Respondent:  TBA

9.4.  On Discourse: Imperialism and Neoliberalism

Neoliberal Biomedical Narratives and the Medicalization of Emotional Distress
Cole Cooper, Westminster College

A Collective Memory Project: Effects of U.S. Imperialism on Environmental Activism in Central America through the Lens of Gender and Indigeneity
Marley Dominguez, Westminster College

Respondent:  TBA

9.5.  On Higher Education: Experiences of Undergraduates

Undocu-Outliers: An Autoethnography about an Undocumented Student Journey in Higher Education by an Undocumented Student
Yazmin Aguilar, University of Washington at Seattle

The Role of Culturally Sustaining Learning in Mentoring Native Hawaiian Undergraduates
Klavdija Zorec, University of Hawai‘i at Mānoa

Respondent:  

9.6.  On Languages: Learning Across Linguistic Diversity

Developing Teacher Advocates for Multilingual Learners
E. Brook Chapman de Sousa, University of Hawai‘i at Mānoa

Respondent: 

9.7.  On Sex Education: Challenges and Resources

Family Communication and Sex Education as a Pathway to Social Justice
Grace Caligtan and Lara Farina, Planned Parenthood of the Great Northwest and Hawaiian Islands

Establishing the Need for Sex Education in Special Education Classrooms through Personal Narratives: A Qualitative Analysis
Ocean Candler and Zachary Myrick, Westminster College

Respondent: 

9.8.  On Scholars: Queer Scholars and Scholars of Color

Queer Futurism and the Kitchen Table: A Dialogical Process as Curriculum Unit
Diana Chandra, Qui Alexander, Nuhu Sims, and AK O'Loughlin, University of Minnesota at Twin Cities

En Solidaridad!: Mathematics Education Scholars of Color Cultivating Notions of Brilliance
Monica L. Ridgeway and Ebony O. McGee, Vanderbilt University

Respondent:  TBA

9.9.  On School Transformation: Assessing and Envisioning Change

Utilizing the Integral Perspective of Peace Leadership for School Systems Change
Whitney McIntyre Miller and AnnMary Abdou, Chapman University

How Do You Measure That?: Educational Leaders Implementing Change through a Cultural Proficiency Framework
Brooke Soles, California State University at San Marcos

Respondent:  TBA

9.10.  On Teacher Education: Chaos, Complexity, Contradiction

Living Out the Both/And: Interpreting Personal Stories through Critical Re-Readings
Abby Boehm-Turner, Elise Toedt, and Meghan Phadke, University of Minnesota at Twin Cities

Becoming Uncomfortable with the Uncertainties of a Justice to Come: Undoing the Chaos within Social Justice Teacher Education
Hilary E. Hughes, Rachel Ranaschaert, and Kaitlin Wegrzyn, University of Georgia

Respondent:  TBA

9.11.  On Teacher Education: Innovations and Alternatives

EarlyEDU Alliance: Building Equity of Access to Affordable, Relevant, and Effective Higher Education and Professional Development for the Early Childhood Workforce
Gail Joseph and Randi Shapiro, University of Washington

An Ohana Approach: Re-Imagining Education in Hawai‘i
Teresa J. Rishel, Ball State University, and Deborah Zuercher, University of Hawai‘i at Mānoa

Respondent:  TBA

9.12.  On Teachers: Challenges that Emerge

Exploring Racial Equity in a Public School: Two Contrasting Stories, One Collective Purpose
Kari Clark and Erin Sanborn, Indiana University–Purdue University Indianapoli

The Emotional Toll of Teaching: Issues of Burnout in the Teachers' Strike Era
Megan Ruby, Oklahoma State University

Respondent:  TBA

9.13.  On Women: Teaching Against Violence

The MALIKAH Healing Justice Project: Know Self, Know Community, Know Power
Jaylan Abd Elrahman, MALIKAH

Which Factors Shape If and How Social Science Teachers Address Gender, Sexuality, Power, and Sexual Violence in Norwegian Upper-Secondary Classrooms?
Beate Goldschmidt-Gjerløw, University of Agder, Norway

Respondent:  TBA
 

11:15 a.m. – 12:15 p.m.
Luncheon

Sponsored by the Hawai‘i State Teachers Association

Grab a Japanese-style “bento” boxed lunch (meat option and vegan option available) and feel free to eat lunch in any of the meeting rooms, the lounge areas, your hotel room, or even the beach across the street. 
 

12:30 p.m. – 2:15 p.m.
Closing Plenary Session

Scholars Speaking Collectively for Movement Building: An Interactive Symposium

CARE-ED: California Alliance of Researchers for Equity in Education. Ruchi Agarwal-Rangnath, University of San Francisco; and Miguel Zavala, Chapman University.

CReATE: Chicagoland Researchers and Advocates for Transformative Education. Kevin Kumashiro and Friends.

EDJE: Education Deans for Justice and Equity. Rene Antrop-Gonzalez, Metropolitan State University (MN); and Timothy Slekar, Edgewood College.
 

2:30 p.m. – 4:30 p.m.
Post-conference Meeting

An Emerging Network of Hawai'i Scholars for Education and Social Justice

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 Kevin Kumashiro; and Lois Yamauchi, University of Hawai‘i at Mānoa.

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