(NAME) Conference

30th Annual NAME Conference • 7-11 October 2020 2020 Decolonizing Minds: Forging a New Future through Conference Co-Sponsors Multicultural Education Join us for the 30th NAME conference in this dynamic city with a bold vision of the future. Conference Co-Sponsors: Home to the Southern Poverty Law Center, the Teaching Tolerance • Tennessee Tech • Tucson Unified School District Rosa Parks Museum and the Equal Justice Teachers College Press • Taylor & Francis • Western Ed Equity Assistance Center Initiative's National Memorial for Peace and Justice. NAME CONFERENCE at a GLANCE (CAAG)

Wed., Nov. 6 Thur., Nov. 7 Fri., Nov. 8 Sat. , Nov. 9 Sun., Nov. 10

7am-6pm 7:30am-6:30pm 7:30am-5pm 7:30am-12noon 9am-11am Registration Registration Registration Registration Sankofa Sunday

7:30a-5pm 8-8:45am 8-8:45am 8-8:45am Special Border Visit NAME Board meeting Regional meetings Chapter meetings w/continental breakfast w/lcontinental breakfast w/lite continent 11am-6pm 9-9:50 am Special Title IX 9-10:15am 9-10:15am GENERAL Coordinator Training GENERAL GENERAL SESSION — Intensive Institute SESSION — SESSION — Special local panel JEREMY GARCIA MANDY MANNING 12pm-6pm Facilitator - Raul Aguirre 10-10:50am Bill Howe Institute 10:30-11:20am* 10:30-11:20am 11am-11:50pm on Developing a 11:30am-12:20pm** 11:30am-12:20pm breakout sessions MCE Curriculum breakout sessions breakout sessions Marketplace Writing for roundtables Marketplace posters Publication posters posters MC Film Festival Institute MC Film Festival MC Film Festival Conversations… Conversations With… Conversations With… 11:50am -12:20pm Marketplace Grab & Go Lunch on *1st timers orientation your own **Mentor-Mentee Connection

3:00-6:00pm 12:30-1:50pm 12:30- 1:30pm 12:30pm - 12:50pm Intensive Institutes Dine & Dialogue Founders Luncheon GENERAL SES- Luncheon SION PREVIEW — 2:00-5:00pm 1:40-2:50 NAME 2020 Marketplace set-up 2-2:50pm Rose Duhon-Sells 1–1:50pm 3-3:50pm Lecture — GENERAL 4-4:50pm KHOI NGUYEN SESSION — 5-5:50pm 3-3:50pm DJANGO PARIS 5-6:20pm* 4-4:50pm 2-2:50pm breakout sessions 5-5:50pm 3-3:50pm roundtables breakout sessions 4-4:50pm posters posters breakout sessions MC Film Festival MC Film Festival roundtables Conversations With… Conversations With… posters Marketplace Marketplace Carl Grant Insti- 3-6pm tute Ann Lopez Institute MC Film Festival on Leadership Conversations 5-6:30pm With… Founder’s Forum Marketplace closes at 3p 3:00-5:00pm Marketplace tear down

29th Annual International Conference • Tucson AZ 29th Annual International Conference • Tucson AZ

TABLE of CONTENTS TABLE of CONTENTS

2019 NAME Conference Theme ...... 3 2019 NAME Conference Theme ...... 3 Welcome Letters ...... 4 Welcome Letters ...... 4 NAME Conference Special Features ...... 13 NAME Conference Special Features ...... 13 NAME Policies ...... 16 NAME Policies ...... 16 NAME Founding Members ...... 17 NAME Founding Members ...... 17 NAME Board of Directors ...... 19 NAME Board of Directors ...... 19 NAME Regional Directors ...... 20 NAME Regional Directors ...... 20 Special NAME Border Visit ...... 21 Special NAME Border Visit ...... 21 Tucson School Visits and Mural Tour ...... 23 Tucson School Visits and Mural Tour ...... 23 NAME Intensive Institutes ...... 25 NAME Intensive Institutes ...... 25 25th Annual NAME Multicultural Film Festival Selections ...... 30 25th Annual NAME Multicultural Film Festival Selections ...... 30 Kinds of Breakout Sessions ...... 36 Kinds of Breakout Sessions ...... 36 Conversations with Authors and Filmmakers ...... 37 Conversations with Authors and Filmmakers ...... 37 NAME 2019 Conference Co-Sponsors ...... 40 NAME 2019 Conference Co-Sponsors ...... 40

WEDNESDAY November 6 Pre-Conference Events ...... 41 WEDNESDAY November 6 Pre-Conference Events ...... 41 NAME MCFF Kick-Off 7:00-8:30pm. Film & Keynote:Angela M. Banks ...... 42 NAME MCFF Kick-Off 7:00-8:30pm. Film & Keynote:Angela M. Banks ...... 42

THURSDAY November 7 Conference Program ...... 43 THURSDAY November 7 Conference Program ...... 43 Keynote Session/ 9:10-10:15am: Local Panel ...... 45 Keynote Session/ 9:10-10:15am: Local Panel ...... 45 Special Roundtables with Mansfeld Students ...... 46 Special Roundtables with Mansfeld Students ...... 46 Morning Breakout Sessions ...... 47 Morning Breakout Sessions ...... 47

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Table of Contents (continued) Table of Contents (continued)

First Timers’ Orientation, 10:30am ...... 50 First Timers’ Orientation, 10:30am ...... 50 Mentee-Mentors Connection, 11:30am ...... 55 Mentee-Mentors Connection, 11:30am ...... 55 Dine & Dialogue Luncheon, 12:30-1:50pm ...... 56 Dine & Dialogue Luncheon, 12:30-1:50pm ...... 56 Afternoon Breakout Sessions ...... 57 Afternoon Breakout Sessions ...... 57 General Session/7:00-8:30pm: Banks’ Global Panel ...... 77 General Session/7:00-8:30pm: Banks’ Global Panel ...... 77 Book Signing & Networking Reception, 8:30-9:30pm ...... 77 Book Signing & Networking Reception, 8:30-9:30pm ...... 77 About the Evening Panel ...... 78 About the Evening Panel ...... 78

FRIDAY November 8 Conference Program ...... 79 FRIDAY November 8 Conference Program ...... 79 Regional Meetings, 8:00-8:45am...... 81 Regional Meetings, 8:00-8:45am...... 81 General Session/9:00-10:15am: Jeremy Garcia ...... 82 General Session/9:00-10:15am: Jeremy Garcia ...... 82 Morning Breakout Sessions ...... 83 Morning Breakout Sessions ...... 83 Founders Luncheon, 12:30-1:30pm ...... 99 Founders Luncheon, 12:30-1:30pm ...... 99 General Session/ Rose Duhon Sells Lecture, 1:40-2:50pm: Khoi Nguyen ...... 99 General Session/ Rose Duhon Sells Lecture, 1:40-2:50pm: Khoi Nguyen ...... 99 Afternoon Breakout Sessions ...... 100 Afternoon Breakout Sessions ...... 100 Founders Forum, 5:00-6:30pm ...... 114 Founders Forum, 5:00-6:30pm ...... 114 Artist’s Statement on Conference Art...... 118 Artist’s Statement on Conference Art...... 118

SATURDAY November 9 Conference Program ...... 119 SATURDAY November 9 Conference Program ...... 119

General Session/ 9:00-9:50am: Mandy Manning...... 121 General Session/ 9:00-9:50am: Mandy Manning...... 121 Morning Breakout Sessions ...... 122 Morning Breakout Sessions ...... 122 Genral Session/ 12:30-12:50pm Preview of NAME 2020 ...... 136 Genral Session/ 12:30-12:50pm Preview of NAME 2020 ...... 136 General Session/ 1:00-2:45pm: Django Paris ...... 136 General Session/ 1:00-2:45pm: Django Paris ...... 136 Afternoon Breakout Sessions ...... 137 Afternoon Breakout Sessions ...... 137 President’s Reception & Book Signing 6:00-6:50pm ...... 149 President’s Reception & Book Signing 6:00-6:50pm ...... 149 Annual NAME Awards Banquet, 7:00pm ...... 149 Annual NAME Awards Banquet, 7:00pm ...... 149

SUNDAY November 10 Conference Program ...... 149 SUNDAY November 10 Conference Program ...... 149 Conference Closing ...... 149 Conference Closing ...... 149

NAME 2019 Proposal Review Committee...... 151 NAME 2019 Proposal Review Committee...... 151 Presenters’ Index ...... 152 Presenters’ Index ...... 152 A Note about Illustrations ...... 158 A Note about Illustrations ...... 158

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NAME 2019 Conference Theme: NAME 2019 Conference Theme: Decolonizing Minds: Forging a New Future through Decolonizing Minds: Forging a New Future through Multicultural Education Multicultural Education

Social inequities have a long history in the United States and beyond, impacting our social, Social inequities have a long history in the United States and beyond, impacting our social, historical, and cultural growth, and our ability to create a welcoming community. 2019 historical, and cultural growth, and our ability to create a welcoming community. 2019 marks the 400th anniversary of 20 Africans delivered to Jamestown, Virginia, the first in marks the 400th anniversary of 20 Africans delivered to Jamestown, Virginia, the first in this part of the “New World.” It represented the start of the holocaust against blacks and this part of the “New World.” It represented the start of the holocaust against blacks and the continuing holocaust against Native Americans all in the interest of money, land, and the continuing holocaust against Native Americans all in the interest of money, land, and creating the new nation rooted in inequitable structures that remain today. Continuing creating the new nation rooted in inequitable structures that remain today. Continuing federal legislation institutionalized these inequities and reinforced exclusion and exploita- federal legislation institutionalized these inequities and reinforced exclusion and exploita- tion as part of the societal norms on which our nation is anchored. Education played a tion as part of the societal norms on which our nation is anchored. Education played a salient role in the reproduction of these norms through the ideology of the 19th Century salient role in the reproduction of these norms through the ideology of the 19th Century common schools, wherein the idea of assimilation was streamlined to a national mindset. common schools, wherein the idea of assimilation was streamlined to a national mindset. Multicultural education is a response to this literal and figurative colonization of bodies Multicultural education is a response to this literal and figurative colonization of bodies and minds. and minds.

In efforts to transform society and create communities where the multiplicity of human In efforts to transform society and create communities where the multiplicity of human experiences are valued, the National Association for Multicultural Education (NAME) experiences are valued, the National Association for Multicultural Education (NAME) encourages conversations that explore societies’ inequities and provide solutions that encourages conversations that explore societies’ inequities and provide solutions that move these ideas forward. Multicultural education stands as the transformative catalyst move these ideas forward. Multicultural education stands as the transformative catalyst that challenges all forms of systemic, social colonization. In solidarity we share our work that challenges all forms of systemic, social colonization. In solidarity we share our work and contribute to the change that will lessen the destructive influence of oppressive social and contribute to the change that will lessen the destructive influence of oppressive social norms like white supremacy, xenophobia, nativism, nationalism, anti-brownness, violence, norms like white supremacy, xenophobia, nativism, nationalism, anti-brownness, violence, and inequitable distribution of resources. and inequitable distribution of resources.

NAME and 2019 NAME Conference Co-Chairs, Lisa Zagumny & Bette Tate-Beaver welcome NAME and 2019 NAME Conference Co-Chairs, Lisa Zagumny & Bette Tate-Beaver welcome change agents, working to decolonize minds, bodies, and space while striving for equity, change agents, working to decolonize minds, bodies, and space while striving for equity, to our 2019 annual conference where we come together and re-charge our dedication to to our 2019 annual conference where we come together and re-charge our dedication to multicultural education. multicultural education.

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It is my honour as President to welcome educators, community activists, researchers, academics It is my honour as President to welcome educators, community activists, researchers, academics and all those who are working towards greater equity in education to the 29th Annual International and all those who are working towards greater equity in education to the 29th Annual International Conference of the National Association for Multicultural Education. We are indeed in challenging Conference of the National Association for Multicultural Education. We are indeed in challenging times, and NAME conference provides space for critical dialogue and ways that we can re-imag- times, and NAME conference provides space for critical dialogue and ways that we can re-imagine and re-energize ourselves. NAME continues to be an important voice in challenging inequities ine and re-energize ourselves. NAME continues to be an important voice in challenging inequities in education and society. in education and society.

The conference theme this year is “Decolonizing Minds: Forging a New Future Through Mul- The conference theme this year is “Decolonizing Minds: Forging a New Future Through Mul- ticultural Education”. As we gather in Tucson, we are reminded of the struggles of generations ticultural Education”. As we gather in Tucson, we are reminded of the struggles of generations of people who have been impacted by the vestiges of colonization. The theme of this year’s con- of people who have been impacted by the vestiges of colonization. The theme of this year’s conference reminds us that true freedom begins in the consciousness. As Ngugi wa Thiong’o reminds ference reminds us that true freedom begins in the consciousness. As Ngugi wa Thiong’o reminds us in Decolonising Minds it is an ever-continuing struggle to seize back our creative initiative and us in Decolonising Minds it is an ever-continuing struggle to seize back our creative initiative and self-determination. self-determination.

I hope this year’s conference will provide you with opportunities to engage in critical dialogue I hope this year’s conference will provide you with opportunities to engage in critical dialogue with others, meet colleagues and make new friends. As participants in this twenty-ninth confer- with others, meet colleagues and make new friends. As participants in this twenty-ninth conference of NAME, take time to interact and engage with as many conference participants as possible ence of NAME, take time to interact and engage with as many conference participants as possible and get to know the local area. Take opportunities to visit local schools and meet with members of and get to know the local area. Take opportunities to visit local schools and meet with members of the local community. the local community.

Many thanks to the Conference planning committee. Have a wonderful conference experience! Many thanks to the Conference planning committee. Have a wonderful conference experience!

“Emancipate yourselves from mental slavery, none but ourselves can free our minds” “Emancipate yourselves from mental slavery, none but ourselves can free our minds”

Marcus Mosiah Garvey Marcus Mosiah Garvey National Hero, Jamaica National Hero, Jamaica

Ann Lopez Ann Lopez President of NAME President of NAME

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Reflections from Rose Duhon-Sells on the Founding of NAME Reflections from Rose Duhon-Sells on the Founding of NAME

The National Association for Multicultural Education is celebrating 29 years of providing pathways for educators, The National Association for Multicultural Education is celebrating 29 years of providing pathways for educators, community leaders, parents and students of all ages to learn from each other how to accept, respect and appre- community leaders, parents and students of all ages to learn from each other how to accept, respect and appreciate each other regardless of their differences, including race, gender and ethnicity. Over the years, NAME has ciate each other regardless of their differences, including race, gender and ethnicity. Over the years, NAME has created an environment where new/young scholars evolved, seasoned scholars shared, and everyone experi- created an environment where new/young scholars evolved, seasoned scholars shared, and everyone experienced an emotional, social and intellectually stimulating feeling of belonging and ownership. enced an emotional, social and intellectually stimulating feeling of belonging and ownership.

In 1989 in Las Vegas, Nevada early one morning, while talking on the telephone with, now deceased Dr. Hollo- In 1989 in Las Vegas, Nevada early one morning, while talking on the telephone with, now deceased Dr. Hollo- way Charles Sells (who became my loving husband for 18 years), I shared by frustration with trying to pull people way Charles Sells (who became my loving husband for 18 years), I shared by frustration with trying to pull people together to start the organization that I had envisioned for many years. He encouraged me to call everyone and together to start the organization that I had envisioned for many years. He encouraged me to call everyone and ask them to meet with me at 8am that morning. I explained to them that those in attendance who also followed ask them to meet with me at 8am that morning. I explained to them that those in attendance who also followed through would become the Founders. through would become the Founders.

The next year I started the work of creating the first NAME conference with no money and only a credit card The next year I started the work of creating the first NAME conference with no money and only a credit card with a limited balance. I called Dr. Pritchy Smith from North Florida University in Tallahassee for help and he said, with a limited balance. I called Dr. Pritchy Smith from North Florida University in Tallahassee for help and he said, “Rose, I cannot help you with money, but I will develop the call for papers and the program, receive and review “Rose, I cannot help you with money, but I will develop the call for papers and the program, receive and review the papers for presentation.” I called Dr. Carl Grant, Dr. Geneva Gay and Dr. Donna Gollnick and asked them to the papers for presentation.” I called Dr. Carl Grant, Dr. Geneva Gay and Dr. Donna Gollnick and asked them to donate their time, talent and knowledge to be my keynote speakers. donate their time, talent and knowledge to be my keynote speakers.

The organization that I envisioned would provide a forum so that people doing this work would not experience The organization that I envisioned would provide a forum so that people doing this work would not experience the cold isolation, mean comments and totally ignorant questions I received in my early years of introducing the cold isolation, mean comments and totally ignorant questions I received in my early years of introducing Multicultural Education concepts to people or education in Louisiana. Today, NAME is a safe haven for educators Multicultural Education concepts to people or education in Louisiana. Today, NAME is a safe haven for educators doing work to promote Multicultural Education concepts. At the NAME conference I regularly meet educators doing work to promote Multicultural Education concepts. At the NAME conference I regularly meet educators who are thrilled to join forces with people of kindred minds, working toward improving education for all. who are thrilled to join forces with people of kindred minds, working toward improving education for all.

The first conference was in New Orleans, Louisiana in November 1990. I had charges on my credit card that The first conference was in New Orleans, Louisiana in November 1990. I had charges on my credit card that exceeded $20,000 and every time the phone rang, I broke out in hives thinking what would happen if this failed exceeded $20,000 and every time the phone rang, I broke out in hives thinking what would happen if this failed and I would have a major debt. At the time, I was a single parent, with teenaged children: three in college and and I would have a major debt. At the time, I was a single parent, with teenaged children: three in college and one in high school. But I pressed on. The amazing thing was that after that first conference everything started one in high school. But I pressed on. The amazing thing was that after that first conference everything started coming together. The founding members from the room in Las Vegas joined forces. We built strong relationships, coming together. The founding members from the room in Las Vegas joined forces. We built strong relationships, contributing, supporting and working together. To this day, this organization functions on the contributions of contributing, supporting and working together. To this day, this organization functions on the contributions of many hardworking volunteers. many hardworking volunteers.

Founding the National Association for Multicultural Education has been one of the highlights of my life. I often Founding the National Association for Multicultural Education has been one of the highlights of my life. I often think God selected me to give this incredible idea and used me to embrace the goodness, generosity, love and think God selected me to give this incredible idea and used me to embrace the goodness, generosity, love and support of many to make it a reality. support of many to make it a reality.

My vision for the future of this great organization is to see our members’ research and activism improve the My vision for the future of this great organization is to see our members’ research and activism improve the quality of education for all school-age children across the globe, by helping all educators to teach from a Mul- quality of education for all school-age children across the globe, by helping all educators to teach from a Mul- ticultural perspective. I pray that we continue our strong commitment to research, networking and providing ticultural perspective. I pray that we continue our strong commitment to research, networking and providing needed assistance to new/young upcoming educators, ensuring they are strong Multicultural Education leaders needed assistance to new/young upcoming educators, ensuring they are strong Multicultural Education leaders of tomorrow. I envision NAME and its leaders being recognized internationally as THE clearinghouse for knowl- of tomorrow. I envision NAME and its leaders being recognized internationally as THE clearinghouse for knowledge and wisdom on Multicultural Education. Together we will improve education for all. edge and wisdom on Multicultural Education. Together we will improve education for all.

Rose Duhon-Sells, NAMEs Founding Mother Rose Duhon-Sells, NAMEs Founding Mother

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NAME Conference Special Features NAME Conference Special Features

CONTINUING EDUCATION CREDIT CONTINUING EDUCATION CREDIT CEUs are available through your participation at the NAME conference through Tennessee CEUs are available through your participation at the NAME conference through Tennessee Tech. In order to receive 1 CEU, you will need to attend 12 sessions(which may include the Tech. In order to receive 1 CEU, you will need to attend 12 sessions(which may include the Founders’ Luncheon and/or the Dine and Dialogue Luncheon), and have your participation Founders’ Luncheon and/or the Dine and Dialogue Luncheon), and have your participation verified by the presenter and/or their designee. The cost is $25. A passport to verify your verified by the presenter and/or their designee. The cost is $25. A passport to verify your participation will be available at the registration desk at conference. When you’ve partici- participation will be available at the registration desk at conference. When you’ve partici- pated in 12 or more sessions, turn the passport back in to the registration desk. pated in 12 or more sessions, turn the passport back in to the registration desk.

DIVERSE SESSIONS DIVERSE SESSIONS NAME conferences offer numerous kinds of sessions to better deliver our diverse topics, NAME conferences offer numerous kinds of sessions to better deliver our diverse topics, content, and presentation techniques. In addition to outstanding general session keynote content, and presentation techniques. In addition to outstanding general session keynote conference attendees have opportunities to participate in a wide variety of activities. These conference attendees have opportunities to participate in a wide variety of activities. These include over 380 choices included in the conference registration fee. Participants face include over 380 choices included in the conference registration fee. Participants face making choices throughout the conference, so we highly recommend reviewing the options making choices throughout the conference, so we highly recommend reviewing the options available and planning ahead. available and planning ahead.

INTENSIVE INSTITUTES INTENSIVE INSTITUTES These longer programs allow for deeper work and more interaction. Institute participants These longer programs allow for deeper work and more interaction. Institute participants do NOT miss the general sessions. There are selections Wednesday through Saturday. do NOT miss the general sessions. There are selections Wednesday through Saturday. Pre-registration is required and additional fees apply. Find complete information on Inten- Pre-registration is required and additional fees apply. Find complete information on Inten- sive Institutes, beginning on page 25. sive Institutes, beginning on page 25.

LOCAL SCHOOL VISITS LOCAL SCHOOL VISITS The local committee has organized wonderful tours of high interest to NAME people. Trans- The local committee has organized wonderful tours of high interest to NAME people. Trans- portation is provided on these guided tours. Space is limited, so please register on-line in portation is provided on these guided tours. Space is limited, so please register on-line in advance. Additional fees apply. See page 23 for details. advance. Additional fees apply. See page 23 for details.

NAME’s ANNUAL MULTICULTURAL FILM FESTIVAL: All screenings in White Dove. NAME’s ANNUAL MULTICULTURAL FILM FESTIVAL: All screenings in White Dove. This year we celebrate the 25th anniversary of the Annual NAME MC Film Festival. It pro- This year we celebrate the 25th anniversary of the Annual NAME MC Film Festival. It provides opportunities throughout the conference to preview DVDs related to social justice vides opportunities throughout the conference to preview DVDs related to social justice for use in classrooms, meetings, or training events. The selected videos address a wide for use in classrooms, meetings, or training events. The selected videos address a wide variety of equity topics—and, if time allows––participants will share their impressions. We variety of equity topics—and, if time allows––participants will share their impressions. We welcome filmmaker, Elizabeth Liang, who will discuss her film–Alien Citizen–immediately welcome filmmaker, Elizabeth Liang, who will discuss her film–Alien Citizen–immediately following the screening of the film. More information on page 30. For additional informa- following the screening of the film. More information on page 30. For additional information, or to recommend new films for the NAME Festival, please contact Robin Brenneman tion, or to recommend new films for the NAME Festival, please contact Robin Brenneman on-site, who has chaired the committee for many years. on-site, who has chaired the committee for many years.

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ON-SITE JOB BANK ON-SITE JOB BANK If you are in the job market, or if you know of open positions that would be of interest to NAME If you are in the job market, or if you know of open positions that would be of interest to NAME people, please stop by the Job Bank table in the Marketplace. Remember, also that NAME has people, please stop by the Job Bank table in the Marketplace. Remember, also that NAME has an on-line job bank as a regular feature of our website. Find diverse openings and/or recom- an on-line job bank as a regular feature of our website. Find diverse openings and/or recommend postings at: www.NAMEorg.org/name_job_Bank.php mend postings at: www.NAMEorg.org/name_job_Bank.php

Special Events Special Events Wednesday Evening Event Wednesday Evening Event Opening of 25th NAME Mulicultural Film Festiveal and Keynote speech with Angela Banks, im- Opening of 25th NAME Mulicultural Film Festiveal and Keynote speech with Angela Banks, immigration lawyer. See page XX for info. migration lawyer. See page XX for info.

NAME Board Meeting: Wednesday 8:00-8:45am NAME Board Meeting: Wednesday 8:00-8:45am Participate in this annual Board Meeting forum and light continental breakfast with the leadship Participate in this annual Board Meeting forum and light continental breakfast with the leadship of NAME. of NAME.

Networking Events Networking Events NAME offers great networking opportunities while enjoying food and drink, exploring the offer- NAME offers great networking opportunities while enjoying food and drink, exploring the offerings of our exhibitors and meeting NAME scholars and writers, as well as our fascinating mem- ings of our exhibitors and meeting NAME scholars and writers, as well as our fascinating members. Many significant professional and personal friendships have begun at NAME networking bers. Many significant professional and personal friendships have begun at NAME networking events. events.

First Timers’ Orientation: Thursday, 10:30-11:20am First Timers’ Orientation: Thursday, 10:30-11:20am If you are new to NAME conferences, this session will help acquaint you with many of the If you are new to NAME conferences, this session will help acquaint you with many of the unique aspects of NAME and its members. It is a great way to get welcomed into the NAME unique aspects of NAME and its members. It is a great way to get welcomed into the NAME Family. Family.

Mentor/Mentee Connection: Thursday 11:30-12:20pm Mentor/Mentee Connection: Thursday 11:30-12:20pm If you are interested in finding a NAME mentor, or being a NAME mentor, this is a session to If you are interested in finding a NAME mentor, or being a NAME mentor, this is a session to attend. This special aspect of our conferences often creates immediate “old friends” and lasting, attend. This special aspect of our conferences often creates immediate “old friends” and lasting, meaningful relationships. meaningful relationships.

Welcome Reception: Thursday 8:30–9:30pm in the Marketplace Welcome Reception: Thursday 8:30–9:30pm in the Marketplace Following the evening’s General Session, join the reception that includes light appetizers, a cash Following the evening’s General Session, join the reception that includes light appetizers, a cash bar and time to visit our exhibitors and connect with NAME members, both new and old friends. bar and time to visit our exhibitors and connect with NAME members, both new and old friends.

President’s Reception & Book SigningSaturday, 5:30-6:45pm President’s Reception & Book SigningSaturday, 5:30-6:45pm The Annual President’s Reception is open to all conference attendees. Network with friends. The Annual President’s Reception is open to all conference attendees. Network with friends. colleagues and some of our prominent authors. colleagues and some of our prominent authors.

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Social Justice Dine & Dialogue: Thursday 12:30-1:50pm Social Justice Dine & Dialogue: Thursday 12:30-1:50pm NAME’s annual Dine & Dialogue (during the optional luncheon) is a popular event that pro- NAME’s annual Dine & Dialogue (during the optional luncheon) is a popular event that provides an opportunity for actively sharing ideas and strategies while we share bread. Tables vides an opportunity for actively sharing ideas and strategies while we share bread. Tables will be labeled with key topics of interests for your selection. They will also have a facilitator will be labeled with key topics of interests for your selection. They will also have a facilitator to further our conversations and make a record of the issues and good ideas that surface. to further our conversations and make a record of the issues and good ideas that surface. One ticket for this event is included with meal package A. There are a few extra tickets avail- One ticket for this event is included with meal package A. There are a few extra tickets available for sale; check at registration if you did not purchase the meal package but would like to able for sale; check at registration if you did not purchase the meal package but would like to participate. participate.

Regional & Chapter Meetings: Friday & Saturday respectively, 8:00-8:45am Regional & Chapter Meetings: Friday & Saturday respectively, 8:00-8:45am Meet with NAME members in your region and extend your local network. It is a great chance Meet with NAME members in your region and extend your local network. It is a great chance to discuss common issues, share regional resources and connect with more NAME people in to discuss common issues, share regional resources and connect with more NAME people in your area. Facilitated by our Regional Directors. See page 19 to find your region. your area. Facilitated by our Regional Directors. See page 19 to find your region.

Annual NAME Awards Banquet: Saturday, 7:00pm Annual NAME Awards Banquet: Saturday, 7:00pm Each year members of NAME have the privilege of nominating people, agencies and resourc- Each year members of NAME have the privilege of nominating people, agencies and resources for outstanding contributions to work in social justice multicultural education. The awards es for outstanding contributions to work in social justice multicultural education. The awards are presented at the annual banquet. One ticket to this event is included with meal package are presented at the annual banquet. One ticket to this event is included with meal package A. A limited number of additional tickets are available for purchase; check at registration by A. A limited number of additional tickets are available for purchase; check at registration by Thursday noon. Be sure to wear your dancing shoes! Congratulations to our award winners! Thursday noon. Be sure to wear your dancing shoes! Congratulations to our award winners! Thank you for your great work. Thank you for your great work.

Sankofa Session & Conference Closing: Sunday, 9:00-11:00am Sankofa Session & Conference Closing: Sunday, 9:00-11:00am This dynamic session provides another opportunity for the NAME family to talk together as This dynamic session provides another opportunity for the NAME family to talk together as we close the official conference. Facilitated by NAME leaders, Lisa Zagumny, Francisco Rios we close the official conference. Facilitated by NAME leaders, Lisa Zagumny, Francisco Rios and Bette Tate-Beaver, it will fuel our spirits before we go back to our homes to continue our and Bette Tate-Beaver, it will fuel our spirits before we go back to our homes to continue our work. Our closing ceremony will send the NAME family off for a productive year. work. Our closing ceremony will send the NAME family off for a productive year.

Tucson Mural Project, San Miguel High School Tucson Mural Project, San Miguel High School

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NAME Policies NAME Policies Audio-Visual Equipment Audio-Visual Equipment NAME has worked to provide a screen and projector in every presentation room (except round- NAME has worked to provide a screen and projector in every presentation room (except roundtables and poster sessions). AV for roundtables and posters is limited to the presenters’ own tables and poster sessions). AV for roundtables and posters is limited to the presenters’ own laptop computer or iPad. Please do not move the set-up equipment. Presenters need their own laptop computer or iPad. Please do not move the set-up equipment. Presenters need their own computers and adapters. If there are problems, contact Chris Snead of the onsite AV team. computers and adapters. If there are problems, contact Chris Snead of the onsite AV team.

Daily Updates Daily Updates Be sure to watch for the daily updates on program changes and additions. These will be posted Be sure to watch for the daily updates on program changes and additions. These will be posted and distributed early each day with additions, changes, canceled sessions and other informa- and distributed early each day with additions, changes, canceled sessions and other information. tion.

Meal Tickets Meal Tickets Meal tickets are required for the Wednesday and Thursday’ luncheons and for the Thursday Meal tickets are required for the Wednesday and Thursday’ luncheons and for the Thursday Reception and Banquet. Some individual luncheon and banquet tickets are available, but tickets Reception and Banquet. Some individual luncheon and banquet tickets are available, but tickets are limited. Check at the registration desk for availability. are limited. Check at the registration desk for availability.

NAME Speakers Policy NAME Speakers Policy To make this conference successful, many people generously donate their knowledge and time To make this conference successful, many people generously donate their knowledge and time to support the important mission of NAME and the meaningful work of our members. All NAME to support the important mission of NAME and the meaningful work of our members. All NAME conference speakers — including keynoters — speak without any monetary compensation. We conference speakers — including keynoters — speak without any monetary compensation. We deeply appreciate the contributions of all speakers and presenters. We are honored to link our deeply appreciate the contributions of all speakers and presenters. We are honored to link our NAME with their names. All presenters and co-presenters must be registered for the NAME NAME with their names. All presenters and co-presenters must be registered for the NAME conference. Please check in at the registration desk, where you will receive your conference conference. Please check in at the registration desk, where you will receive your conference materials. materials.

Recording Policy Recording Policy No audio or video recording of any NAME sessions or activities is permitted without the explic- No audio or video recording of any NAME sessions or activities is permitted without the explic- it written approval of NAME’s executive director, Bette Tate-Beaver. This policy is strictly en- it written approval of NAME’s executive director, Bette Tate-Beaver. This policy is strictly en- forced. If you have questions or requests, please contact Bette onsite or through email, Bette@ forced. If you have questions or requests, please contact Bette onsite or through email, Bette@ NAMEorg.org NAMEorg.org

NAME’s Anti-Discrimination Statement NAME’s Anti-Discrimination Statement The National Association for Multicultural Education (NAME) is committed to an anti-discrimina- The National Association for Multicultural Education (NAME) is committed to an anti-discrimination policy in all of its programs and services. NAME is consciously and proactively inclusive of tion policy in all of its programs and services. NAME is consciously and proactively inclusive of all areas of diversity including, but not limited to race, ethnicity, color, national origin, sovereign all areas of diversity including, but not limited to race, ethnicity, color, national origin, sovereign tribal nations status, ancestry, gender identity and expression, sexual orientation, religion, age, tribal nations status, ancestry, gender identity and expression, sexual orientation, religion, age, social class, socioeconomic status, marital status, language, disability, or immigration status. social class, socioeconomic status, marital status, language, disability, or immigration status.

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NAME Founding Members NAME Founding Members

Sincere thanks to the founder and founding members of NAME, who had the courage Sincere thanks to the founder and founding members of NAME, who had the courage and wisdom to take the bold step of establishing our multicultural community. and wisdom to take the bold step of establishing our multicultural community. The indicated affiliations refer to the time of NAME’s founding. The indicated affiliations refer to the time of NAME’s founding.

Rose Duhon-Sells, Founder Rose Duhon-Sells, Founder McNeese State University McNeese State University

G. Pritchy Smith G. Pritchy Smith North Florida University North Florida University

H. Prentice Baptiste Marjorie Kyle H. Prentice Baptiste Marjorie Kyle New Mexico State University Mesa Community College New Mexico State University Mesa Community College

Lesley McAvoy-Baptiste Alfred G. Mouton Lesley McAvoy-Baptiste Alfred G. Mouton Houston Public Schools McNeese State University Houston Public Schools McNeese State University

Samuel H. Bolden Cornel Pewewardy Samuel H. Bolden Cornel Pewewardy Ohio University University of Kansas Ohio University University of Kansas

James B. Boyer Samuel E. Spaight James B. Boyer Samuel E. Spaight Kansas State University Wichita Public Schools Kansas State University Wichita Public Schools

Glenn A. Doston Porter Lee Troutman, Jr. Glenn A. Doston Porter Lee Troutman, Jr. Ohio University University of Nevada- Ohio University University of Nevada- LasVegas LasVegas Cherry Ross Gooden Cherry Ross Gooden Texas Southern University Doris C. Vaughn Texas Southern University Doris C. Vaughn Alabama A&M University Alabama A&M University Tonya Huber-Warring Tonya Huber-Warring St. Cloud State University St. Cloud State University

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NAME Board of Directors NAME Board of Directors

FOUNDER FOUNDER Rose Duhon-Sells Executive Director Rose Duhon-Sells Executive Director Green Legacy Publishing Bette Tate Beaver Green Legacy Publishing Bette Tate Beaver Vice-Chancellor for Academic Affairs (retired) 2101 L Street, Suite 101-245 Vice-Chancellor for Academic Affairs (retired) 2101 L Street, Suite 101-245 Southern University at New Orleans Washington DC, 20036 Southern University at New Orleans Washington DC, 20036 Duplichain University-Founder Phone: 202.679.NAME (202.679.6263) Duplichain University-Founder Phone: 202.679.NAME (202.679.6263) Lake Charles LA Email: [email protected] Lake Charles LA Email: [email protected] Email: [email protected] Email: [email protected]

President Secretary President Secretary Ann Lopez Tessa Bishop Ann Lopez Tessa Bishop University of Toronto Tennessee Technological University University of Toronto Tennessee Technological University OISE: Ontario Institute for Studies in Education Cookeville, TN OISE: Ontario Institute for Studies in Education Cookeville, TN Toronto Ontario, Canada Email: [email protected] Toronto Ontario, Canada Email: [email protected] email: [email protected] email: [email protected] Parliamentarian/Regional Director Parliamentarian/Regional Director President-elect Melba Venison President-elect Melba Venison Lisa Zagumny Educational Consultant Lisa Zagumny Educational Consultant Dean & Director of Doctoral Studies, College of Email: [email protected] Dean & Director of Doctoral Studies, College of Email: [email protected] Education Education Tennessee Technological University Board of Directors Tennessee Technological University Board of Directors Cookeville, TN Founding Members' Representatives: Cookeville, TN Founding Members' Representatives: Email: [email protected] Cherry Ross Gooden Email: [email protected] Cherry Ross Gooden Texas Southern University, Retired Texas Southern University, Retired Immediate Past President Email: [email protected] Immediate Past President Email: [email protected] H. Prentice Baptiste H. Prentice Baptiste New Mexico State University Marjorie Kyle New Mexico State University Marjorie Kyle Las Cruces, New Mexico Professor Emeritus Las Cruces, New Mexico Professor Emeritus Email: [email protected] Mesa Community College Email: [email protected] Mesa Community College Mesa, Arizona Mesa, Arizona Treasurer Email: [email protected] Treasurer Email: [email protected] Charlene Lui Charlene Lui Director, Educational Equity Cornel Pewewardy Director, Educational Equity Cornel Pewewardy Granite School District Professor Emeritus, Native Knowledge Granite School District Professor Emeritus, Native Knowledge Salt Lake City, Utah Portland State University Salt Lake City, Utah Portland State University Email: [email protected] Portland, OR Email: [email protected] Portland, OR Email: [email protected] Email: [email protected]

National Association for Multicultural Education • www.NAMEorg.org 20 2019 NAME Conference • Tucson 20 NAME Board / Regional Directors NAME Board / Regional Directors

Region 1 - Connecticut, Maine, Massachusetts, New Hampshire, New Jersey, New York, Region 1 - Connecticut, Maine, Massachusetts, New Hampshire, New Jersey, New York, Puerto Rico, Rhode Island, Vermont Puerto Rico, Rhode Island, Vermont Regional Director: Stephanie Burrell Storms, Fairfield University, Connecticut Regional Director: Stephanie Burrell Storms, Fairfield University, Connecticut Email: [email protected] Email: [email protected]

Region 2 - Delaware, District of Columbia, Maryland, Pennsylvania, Virginia, West Virginia Region 2 - Delaware, District of Columbia, Maryland, Pennsylvania, Virginia, West Virginia Regional Director: Rebecca Russell, Retired Educator, West Virginia Regional Director: Rebecca Russell, Retired Educator, West Virginia Email: [email protected] Email: [email protected]

Region 3 - Alabama, Florida, Georgia, Kentucky, Mississippi, N. Carolina, S. Carolina, Ten- Region 3 - Alabama, Florida, Georgia, Kentucky, Mississippi, N. Carolina, S. Carolina, Ten- nessee nessee Regional Director: Susan V. Bennett, University of South Florida St. Petersburg Regional Director: Susan V. Bennett, University of South Florida St. Petersburg Email: [email protected] Email: [email protected]

Region 4 - Illinois, Indiana, Michigan, Minnesota, Montana, N. Dakota, Ohio, S. Dakota, Region 4 - Illinois, Indiana, Michigan, Minnesota, Montana, N. Dakota, Ohio, S. Dakota, Wisconsin Wisconsin Regional Director: Robin Brenneman, Hilliard Ohio Arts Council Regional Director: Robin Brenneman, Hilliard Ohio Arts Council Email: [email protected] Email: [email protected]

Region 5 - Arkansas, Colorado, Iowa, Kansas, Louisiana, Missouri, Nebraska, New Mexico, Region 5 - Arkansas, Colorado, Iowa, Kansas, Louisiana, Missouri, Nebraska, New Mexico, Oklahoma, Texas Oklahoma, Texas Regional Director: Brandon Fox, Stephen F. Austin State University, Texas Regional Director: Brandon Fox, Stephen F. Austin State University, Texas Email: [email protected] Email: [email protected]

Region 6 - Arizona, California, Nevada, Utah, Wyoming Region 6 - Arizona, California, Nevada, Utah, Wyoming Regional Director: Krista McAtee, Teacher and Adjunct Professor, Sonoma, Ca Regional Director: Krista McAtee, Teacher and Adjunct Professor, Sonoma, Ca Email: [email protected] Email: [email protected]

Region 7 - Alaska, Hawaii, Idaho, Oregon, Washington Region 7 - Alaska, Hawaii, Idaho, Oregon, Washington Regional Director: DaVerne Bell, Director of Equity & Inclusion, St Mary’s Academy, Port- Regional Director: DaVerne Bell, Director of Equity & Inclusion, St Mary’s Academy, Port- land, OR land, OR Email: [email protected] Email: [email protected]

Region 8 - American Samoa, Guam, Northern Mariana Islands, Virgin Islands, Sovereign Region 8 - American Samoa, Guam, Northern Mariana Islands, Virgin Islands, Sovereign Nations within the U.S., International Members, and Indigenous Peoples Nations within the U.S., International Members, and Indigenous Peoples Regional Director: Jasmine Jackman, Peel School District, Ontario Canada Regional Director: Jasmine Jackman, Peel School District, Ontario Canada Email: [email protected] Email: [email protected]

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Welcome to NAME’s 2019 Welcome to NAME’s 2019 Pre-Conference Day Pre-Conference Day Wednesday, November 6 Wednesday, November 6

This day is full of optional school tours, Intensive Institutes and a special US-Mexico This day is full of optional school tours, Intensive Institutes and a special US-Mexico Border visit. Please pre-register for these events as space is limited and additional fees Border visit. Please pre-register for these events as space is limited and additional fees apply. apply.

NAME Border Visit NAME Border Visit Nogales, Sonora Nogales, Sonora Wednesday, November 6, 2019 Wednesday, November 6, 2019

NOTE: PASSPORTS ARE REQUIRED FOR THIS TOUR. NOTE: PASSPORTS ARE REQUIRED FOR THIS TOUR. Time: 7:30am-5:00pm Time: 7:30am-5:00pm Cost: Members: $99; Non-members: $89. Cost: Members: $99; Non-members: $89. The purpose of this trip is to immerse participants in the social, political and historic re- The purpose of this trip is to immerse participants in the social, political and historic realities of the US-Mexico Border. Participants will engage with representatives from the alities of the US-Mexico Border. Participants will engage with representatives from the various entities that oversee this transnational community and how it is been affected by various entities that oversee this transnational community and how it is been affected by Trump era immigration and economic policies. These stake-holders will provide the context Trump era immigration and economic policies. These stake-holders will provide the context to the complex tapestry of La Frontera. to the complex tapestry of La Frontera.

This experience will take participants across the US-Mexico border, to better understand This experience will take participants across the US-Mexico border, to better understand the impact of immigration policy and militarization of the US-Mexico border. They will have the impact of immigration policy and militarization of the US-Mexico border. They will have the opportunity to briefly help migrants in various ways while visiting migrant support the opportunity to briefly help migrants in various ways while visiting migrant support facilities. From exploring the physical space and proportions of the “wall”, the use and re- facilities. From exploring the physical space and proportions of the “wall”, the use and re- purpose of concertina “razor wire,” to assisting in shelters where asylum seekers idly wait, purpose of concertina “razor wire,” to assisting in shelters where asylum seekers idly wait, participants will experience La Frontera like few have before. participants will experience La Frontera like few have before.

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Tucson School Visits Tucson School Visits

Local planners have selected some of Tucson’s most innovative schools for this year’s School Local planners have selected some of Tucson’s most innovative schools for this year’s School Visits. Space is limited so please register on-line early to participate. Additional fees apply. Visits. Space is limited so please register on-line early to participate. Additional fees apply. IF YOU ARE GOING: Please meet your tour group in the Main Lobby of the hotel 15 minutes IF YOU ARE GOING: Please meet your tour group in the Main Lobby of the hotel 15 minutes prior to the listed departure time. prior to the listed departure time.

Wednesday School Visit Wednesday School Visit

Davis Bilingual Elementary Magnet School | 8:00 a.m. – 12:30 p.m. (Cost: $29) Davis Bilingual Elementary Magnet School | 8:00 a.m. – 12:30 p.m. (Cost: $29) Davis offers a Dual-Language Program that reflects and represents the community’s un- Davis offers a Dual-Language Program that reflects and represents the community’s un- wavering commitment to bilingual education in general, literacy in English and Spanish in wavering commitment to bilingual education in general, literacy in English and Spanish in particular. The focus at Davis creates authentic learning environments where children are particular. The focus at Davis creates authentic learning environments where children are immersed in Spanish language development in all subject areas. The Las Aguilitas de Davis immersed in Spanish language development in all subject areas. The Las Aguilitas de Davis Mariachi group is an integral part of the second language learning process. The Dolores Mariachi group is an integral part of the second language learning process. The Dolores Huerta Garden is an outdoor classroom with math and science lessons in a real-life setting. Huerta Garden is an outdoor classroom with math and science lessons in a real-life setting. Anita Fernandez, Prescott College; Norma Gonzalez, Tucson Unified School District Anita Fernandez, Prescott College; Norma Gonzalez, Tucson Unified School District Website: http://www.tusd1.org/dav Website: http://www.tusd1.org/dav

To Make Donations to the Bosco Immigrant Shelter: To Make Donations to the Bosco Immigrant Shelter:

NAME folks can support the good work of the Boscos Immigrant Shelter. Donations can be NAME folks can support the good work of the Boscos Immigrant Shelter. Donations can be mailed to the address below. mailed to the address below.

If you are attending the tour, the Shelter has requested that we are bring “Care Packages”, If you are attending the tour, the Shelter has requested that we are bring “Care Packages”, for example, small sizes of soap, shampoo, feminine products, wipes, etc. This will also be for example, small sizes of soap, shampoo, feminine products, wipes, etc. This will also be easy to cross at the Border. Do not wrap items. Place them in a shopping bag or pre-ship easy to cross at the Border. Do not wrap items. Place them in a shopping bag or pre-ship them to: them to: Mexican-American Student Services Mexican-American Student Services 3645 E. Pima St. 3645 E. Pima St. Tucson, Arizona 85719 Tucson, Arizona 85719 C/O Maria Federico-Brummer: C/O Maria Federico-Brummer: NAME Migrant Supplies NAME Migrant Supplies

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Thursday School Visits Thursday School Visits

Manzo Elementary |8:00 a.m. - 11:30 a.m. (Cost: $29) Manzo Elementary |8:00 a.m. - 11:30 a.m. (Cost: $29) Manzo empowers children to be future leaders and stewards of the environment with Manzo empowers children to be future leaders and stewards of the environment with hands-on STEAM (Science, Technology, Engineering, Art, and Math) initiatives imple- hands-on STEAM (Science, Technology, Engineering, Art, and Math) initiatives implemented through growing vegetables, managing a chicken coop, an aquaponic system, mented through growing vegetables, managing a chicken coop, an aquaponic system, observing a desert tortoise habitat and utilizing rainwater harvesting cisterns. Students at observing a desert tortoise habitat and utilizing rainwater harvesting cisterns. Students at Manzo spend instructional time in the school’s extensive outdoor classroom. Students are Manzo spend instructional time in the school’s extensive outdoor classroom. Students are citizen scientists engaged in real-world scientific inquiry and investigations made possi- citizen scientists engaged in real-world scientific inquiry and investigations made possible through the ongoing support of community partners. Vegetables, eggs, and fish are ble through the ongoing support of community partners. Vegetables, eggs, and fish are grown on campus are sold to the community at monthly Manzo Markets. Steve LaTurco, grown on campus are sold to the community at monthly Manzo Markets. Steve LaTurco, Principal, Tucson Unified School District Principal, Tucson Unified School District Website: http://www.tusd1.org/manzo Website: http://www.tusd1.org/manzo

Cholla High School |12:00 p.m.- 3:30 p.m. (Cost: $29) Cholla High School |12:00 p.m.- 3:30 p.m. (Cost: $29) Cholla’s mission is to engage and prepare students for a global economy through a variety Cholla’s mission is to engage and prepare students for a global economy through a variety of programs. The school provides students with a well-rounded education through Inter- of programs. The school provides students with a well-rounded education through Inter- national Baccalaureate (IB), AVID, Foreign Languages, Fine Arts, JROTC and multiple CTE national Baccalaureate (IB), AVID, Foreign Languages, Fine Arts, JROTC and multiple CTE course offerings. Advanced Learning Experiences are provided through International Bac- course offerings. Advanced Learning Experiences are provided through International Bac- calaureate and AVID. Cholla’s JROTC program is the only program of its kind in TUSD. The calaureate and AVID. Cholla’s JROTC program is the only program of its kind in TUSD. The Cholla Arabic program is one of the premier high school Arabic language programs in Cholla Arabic program is one of the premier high school Arabic language programs in the Western Hemisphere. the Western Hemisphere. Website: http://www.tusd1.org/Cholla Website: http://www.tusd1.org/Cholla

Friday School Visit Friday School Visit

Changemaker Campus |8:00 a.m. - 1:30 p.m. (Cost: $39) Changemaker Campus |8:00 a.m. - 1:30 p.m. (Cost: $39) Tucson’s K-20 Changemaker Campus houses three educational institutions - Prescott Tucson’s K-20 Changemaker Campus houses three educational institutions - Prescott College Tucson, Changemaker High School (9-12), and Mexicayotl Academy (K-8), offering College Tucson, Changemaker High School (9-12), and Mexicayotl Academy (K-8), offering an educational model focused on decolonial and rehumanizing pedagogy. Located in the an educational model focused on decolonial and rehumanizing pedagogy. Located in the Naylor neighborhood of Southeast Tucson, the student demographics of the K-20 campus Naylor neighborhood of Southeast Tucson, the student demographics of the K-20 campus are majority Latinx youth and offer dual language instruction, urban environmental justice are majority Latinx youth and offer dual language instruction, urban environmental justice curriculum, and community organizing praxis. The vision for the K-20 campus includes curriculum, and community organizing praxis. The vision for the K-20 campus includes

National Association for Multicultural Education • www.NAMEorg.org 24 2019 NAME Conference • Tucson 24 2019 NAME Conference • Tucson developing a professional development site to train critically conscious educators and com- developing a professional development site to train critically conscious educators and community organizers with the end goal of building power in Latinx communities and providing munity organizers with the end goal of building power in Latinx communities and providing access to higher education. Anita Fernandez, Prescott College access to higher education. Anita Fernandez, Prescott College Websites: Websites: Prescott College https://news.prescott.edu/news/prescott-college-tucson-presents-change- Prescott College https://news.prescott.edu/news/prescott-college-tucson-presents-changemaker-partnership-corporate-board maker-partnership-corporate-board Changemaker High School https://changemakerhighschool.org/ Changemaker High School https://changemakerhighschool.org/ Mexicayoti Academy http://www.mexicayotlacademy.com/home.html Mexicayoti Academy http://www.mexicayotlacademy.com/home.html

Saturday Mural Tour Saturday Mural Tour

Time: 10:00-12:50pm (Cost: Members: $29. Non-Members: $49) Time: 10:00-12:50pm (Cost: Members: $29. Non-Members: $49) Muralism has been a tradition from our Indigenous forbearers to the radical social move- Muralism has been a tradition from our Indigenous forbearers to the radical social movement of the 50’s & 60’s. Epitomized by Rivera, Tamayo, and Siqueiros, a close study of local ment of the 50’s & 60’s. Epitomized by Rivera, Tamayo, and Siqueiros, a close study of local murals is a journey through the times, politics, and Chicano activism of any given era. Learn murals is a journey through the times, politics, and Chicano activism of any given era. Learn the different perspectives of what constitutes murals as opposed to big, pretty paintings on the different perspectives of what constitutes murals as opposed to big, pretty paintings on walls. Discussion of local muralists who have achieved international status such as Pazos, walls. Discussion of local muralists who have achieved international status such as Pazos, Mena, Tineo, Cardenas, Garza, and newer, up-and-coming artists will be included. Mena, Tineo, Cardenas, Garza, and newer, up-and-coming artists will be included. Website: http://www.tucsonartsbrigade.org/tucson-mural-program Website: http://www.tucsonartsbrigade.org/tucson-mural-program

Tuscon, City of Peace Tuscon, City of Peace

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NAME Intensive Institutes NAME Intensive Institutes Registration is required for these extended sessions. Please go on line to register, or stop Registration is required for these extended sessions. Please go on line to register, or stop at registration. Space is limited. Participants who attend 6 hours or more pre-confer- at registration. Space is limited. Participants who attend 6 hours or more pre-conference institutes will receive a certificate of completion. NAME would like to extend a very ence institutes will receive a certificate of completion. NAME would like to extend a very special thank you to our friends and members who deliver the institutes for all of their work to special thank you to our friends and members who deliver the institutes for all of their work to make these amazing institutes possible! make these amazing institutes possible! Wednesday Pre-Conference Institutes Wednesday Pre-Conference Institutes

W.1 Special NAME Institute--Training on Title IX. W.1 Special NAME Institute--Training on Title IX. Time: 11:00 am – 6:00 pm Time: 11:00 am – 6:00 pm

Title IX Expert Presenters for this special institute: Title IX Expert Presenters for this special institute: Marta Larson, Educational Equity Consultant; Marta Larson, Educational Equity Consultant; Georgina Dodge, Vice President of Diversity and Inclusion, University of Maryland. Advisory Georgina Dodge, Vice President of Diversity and Inclusion, University of Maryland. Advisory Board Member of ATIXA (Association of Title IX Administrators) Board Member of ATIXA (Association of Title IX Administrators) Jan Perry Evenstad, Director of Western Equity Assistance Center, Metropolitan State Univer- Jan Perry Evenstad, Director of Western Equity Assistance Center, Metropolitan State Univer- sity of Denver; Advisory Board Member of ATIXA; sity of Denver; Advisory Board Member of ATIXA; Amy Zavadil, Amy Zavadil Consulting, Advisory Board Member of ATIXA Amy Zavadil, Amy Zavadil Consulting, Advisory Board Member of ATIXA

Title IX of the Education Amendments of 1972 prohibits discrimination based on sex in educa- Title IX of the Education Amendments of 1972 prohibits discrimination based on sex in education programs that receive federal funding, but it is under attack. Efforts have been made by tion programs that receive federal funding, but it is under attack. Efforts have been made by the U.S. Department of Education to weaken enforcement. This intensive institute lead by -ex the U.S. Department of Education to weaken enforcement. This intensive institute lead by -ex perienced Title IX experts will provide attendees with the information needed to understand perienced Title IX experts will provide attendees with the information needed to understand the law and the obligations of educational institutions as well as best practices for supporting the law and the obligations of educational institutions as well as best practices for supporting gender equity in education. This institute should be of special interest to anyone functioning gender equity in education. This institute should be of special interest to anyone functioning as a Title IX Coordinator. as a Title IX Coordinator. Topics Covered Topics Covered • Title IX and other relevant laws • Title IX and other relevant laws • Requirements of Title IX • Requirements of Title IX • Duties of a Title IX Coordinator • Duties of a Title IX Coordinator • Defining Sexual Harassment • Defining Sexual Harassment • Pregnant & Parenting Students • Pregnant & Parenting Students • Transgender Students • Transgender Students • Athletics • Athletics • Single Sex Schools & Programs • Single Sex Schools & Programs • Conducting an Effective Title IX Investigation • Conducting an Effective Title IX Investigation

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• Writing a Title IX Investigation Report • Writing a Title IX Investigation Report Fee: Member rate - with conference registration $79 / Non-member rate - with con- Fee: Member rate - with conference registration $79 / Non-member rate - with conference registration $99 ference registration $99

W.2 Developing a Multicultural Education Curriculum. Time: 12noon-6pm W.2 Developing a Multicultural Education Curriculum. Time: 12noon-6pm Presenter: Bill Howe, Past-President of the National Association for Multicultural Education Presenter: Bill Howe, Past-President of the National Association for Multicultural Education

Since 1995, over 20,000 people have attended the nationally recognized training program Since 1995, over 20,000 people have attended the nationally recognized training program – Developing a Multicultural Curriculum (DMC). Developed originally in 1994 under a fed- – Developing a Multicultural Curriculum (DMC). Developed originally in 1994 under a federal grant, DMC was created to meet the needs of teachers wishing to learn more effective eral grant, DMC was created to meet the needs of teachers wishing to learn more effective strategies to teach minority students but also schools that wanted a curriculum that would strategies to teach minority students but also schools that wanted a curriculum that would prepare all students for a diverse workforce and a global economy. The institute follows a prepare all students for a diverse workforce and a global economy. The institute follows a model based on four key steps - awareness, knowledge, skills and action. These steps in- model based on four key steps - awareness, knowledge, skills and action. These steps include awareness of how culture affects teaching and learning, the knowledge we need to clude awareness of how culture affects teaching and learning, the knowledge we need to be culturally responsive, how to create multicultural lesson plans; and how to develop an be culturally responsive, how to create multicultural lesson plans; and how to develop an individual and organizational action plan. individual and organizational action plan. Note: those who complete this all day institute will receive a certificate of completion Note: those who complete this all day institute will receive a certificate of completion Fees: Member rate - $49 / Non-member rate - $79 Fees: Member rate - $49 / Non-member rate - $79

W.3. Writing for Publication. Time: 12noon-6pm W.3. Writing for Publication. Time: 12noon-6pm NAME MCP Presenters: NAME MCP Presenters: Kevin Roxas, Multicultural Perspectives Senior Editor; Alyssa Dunn, Multicultural Perspec- Kevin Roxas, Multicultural Perspectives Senior Editor; Alyssa Dunn, Multicultural Perspec- tives Associate Editor tives Associate Editor

This workshop is designed to assist anyone interested in publishing in professional journals This workshop is designed to assist anyone interested in publishing in professional journals or other related publications in the field of multicultural education. Facilitated by experi- or other related publications in the field of multicultural education. Facilitated by experienced editors and writers, it is particularly beneficial for graduate students and junior facul- enced editors and writers, it is particularly beneficial for graduate students and junior faculty. During this interactive workshop, participants will learn about the process for publishing ty. During this interactive workshop, participants will learn about the process for publishing from both a writer’s perspective as well as the editor’s perspective. Topics to be covered from both a writer’s perspective as well as the editor’s perspective. Topics to be covered include getting started (selecting appropriate journals, turning dissertations into articles, include getting started (selecting appropriate journals, turning dissertations into articles, etc.), the submission and review process, and the relationship of publishing to tenure. Partic- etc.), the submission and review process, and the relationship of publishing to tenure. Partic- ipants should be prepared to share their ideas for articles. Participants will receive an exten- ipants should be prepared to share their ideas for articles. Participants will receive an extensive package of materials to support their work towards becoming published authors. Note: sive package of materials to support their work towards becoming published authors. Note: Those who complete this all day institute will receive a certificate of completion. Those who complete this all day institute will receive a certificate of completion. Fee: Member rate - $49 / Non-member rate - $79 Fee: Member rate - $49 / Non-member rate - $79

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W.4. Responding to Discriminatory Incidents at School. Time: 3-6pm W.4. Responding to Discriminatory Incidents at School. Time: 3-6pm Presenter: Lee Mun Wah, Executive Director of StirFry Seminars & Consulting Presenter: Lee Mun Wah, Executive Director of StirFry Seminars & Consulting

Often, discriminatory incidents and lawsuits emerge from environments where diversity issues are Often, discriminatory incidents and lawsuits emerge from environments where diversity issues are seldom discussed and where cultural differences are ‘celebrated’ but not practiced or represented. seldom discussed and where cultural differences are ‘celebrated’ but not practiced or represented. During this workshop, we will explore how to create a culturally competent and sensitive academic During this workshop, we will explore how to create a culturally competent and sensitive academic community that is able to embrace and respond to diversity. Participants will: * Understand how community that is able to embrace and respond to diversity. Participants will: * Understand how one’s personal and community history affects one’s self-esteem and sense of safety * Learn ways one’s personal and community history affects one’s self-esteem and sense of safety * Learn ways to respond with honesty and compassion when a conflict occurs that involves a diversity issue * to respond with honesty and compassion when a conflict occurs that involves a diversity issue * Create a sense of community and understanding amongst a diverse culture of people * Learn how Create a sense of community and understanding amongst a diverse culture of people * Learn how to ask meaningful and intimate questions of individuals from diverse cultures * Understand how to ask meaningful and intimate questions of individuals from diverse cultures * Understand how differences (i.e. racial, gender) can affect relationships, communications & behaviors * Discover differences (i.e. racial, gender) can affect relationships, communications & behaviors * Discover how to observe and make use of the intent and impact of all of our communications * Learn the art how to observe and make use of the intent and impact of all of our communications * Learn the art of listening and responding cross-culturally Fees: Member rate - $29; Non-member rate - $49 of listening and responding cross-culturally Fees: Member rate - $29; Non-member rate - $49

Thursday Intensive Institute Thursday Intensive Institute

T. 5. RE-Imaging the Brilliance of Black boys: Self-Identity, Agency & Voice in Cultivating T. 5. RE-Imaging the Brilliance of Black boys: Self-Identity, Agency & Voice in Cultivating School Success. Time: 3-6pm School Success. Time: 3-6pm Presenter: Brian Wright, Assistant Professor & Program Coordinator of Early Childhood Presenter: Brian Wright, Assistant Professor & Program Coordinator of Early Childhood Education University of Memphis Education University of Memphis This institute is designed to challenge these patterns of educational inequity that have This institute is designed to challenge these patterns of educational inequity that have been shaped by race and gender. As research has revealed race and gender tend to circum- been shaped by race and gender. As research has revealed race and gender tend to circum- scribe the academic achievement and schooling of this population-leaving Black boys to scribe the academic achievement and schooling of this population-leaving Black boys to be defined by their relative lack--thus, ignoring the myriad of strengths and tremendous be defined by their relative lack--thus, ignoring the myriad of strengths and tremendous resilience that resides in this population. Challenging deficit views about Black boys this resilience that resides in this population. Challenging deficit views about Black boys this institute will provide an Anti-Deficit Achievement Framework (ADAF) to RE-imagine in the institute will provide an Anti-Deficit Achievement Framework (ADAF) to RE-imagine in the public domain of schools and society the brilliance that resides in Black boys. The present- public domain of schools and society the brilliance that resides in Black boys. The presenters will share culturally responsive and responsible ways to recognize, value, and integrate ers will share culturally responsive and responsible ways to recognize, value, and integrate the self-identities, agency, and voices of Black boys P-12 and beyond. Fee: Member rate - the self-identities, agency, and voices of Black boys P-12 and beyond. Fee: Member rate - $29 / Non-member rate - $49 $29 / Non-member rate - $49

National Association for Multicultural Education • www.NAMEorg.org 28 2019 NAME Conference • Tucson 28 2019 NAME Conference • Tucson

Friday Intensive Institute Friday Intensive Institute

F. 6. School Leadership Matters: Strategies to Successfully Implement Culturally Respon- F. 6. School Leadership Matters: Strategies to Successfully Implement Culturally Respon- sive Leadership Approaches in Schools. Time: 3:00-6:00pm sive Leadership Approaches in Schools. Time: 3:00-6:00pm Presenter: Ann E. Lopez, NAME President, OISE Associate Professor, Teaching Stream De- Presenter: Ann E. Lopez, NAME President, OISE Associate Professor, Teaching Stream De- partment of Leadership, Higher and Adult Education Provostial Advisor, Access Programs; partment of Leadership, Higher and Adult Education Provostial Advisor, Access Programs; Former Administrator, Peel District School Board Former Administrator, Peel District School Board

This institute is designed to engage school leaders (teacher leaders and administrators), This institute is designed to engage school leaders (teacher leaders and administrators), leaders in higher education as well as aspiring leaders interested in embedding social justice leaders in higher education as well as aspiring leaders interested in embedding social justice and culturally responsive approaches in their practice. We know from research and practice and culturally responsive approaches in their practice. We know from research and practice that culturally responsive approaches increase student engagement and achievement, com- that culturally responsive approaches increase student engagement and achievement, community and parental involvement, reduce disciplinary issues and improves retention rates in munity and parental involvement, reduce disciplinary issues and improves retention rates in higher education. The purpose of this institute is to share culturally responsive leadership higher education. The purpose of this institute is to share culturally responsive leadership strategies and approaches that work, explicate the challenges of this type leadership, and strategies and approaches that work, explicate the challenges of this type leadership, and envision ways to overcome these challenges. This workshop will feature a select group of envision ways to overcome these challenges. This workshop will feature a select group of educational leaders who will share their experiences and coping methods as social justice educational leaders who will share their experiences and coping methods as social justice leaders on their leadership journey. Fee: Member rate - $29 / Non-member rate - $49 leaders on their leadership journey. Fee: Member rate - $29 / Non-member rate - $49

Tucson Mural Project Tucson Mural Project

National Association for Multicultural Education • www.NAMEorg.org National Association for Multicultural Education • www.NAMEorg.org 2019 NAME Conference • Tucson 29 29

Saturday Intensive Institutes Saturday Intensive Institutes

Special Institute by Teaching Tolerance-- Special Institute by Teaching Tolerance-- S.7. Accomplish SEL and Academic Goals with The Teaching Tolerance Social Justice S.7. Accomplish SEL and Academic Goals with The Teaching Tolerance Social Justice Standards Standards

Presenter: Hoyt Phillips, Deputy Director of the Teaching and Learning group at Teaching Presenter: Hoyt Phillips, Deputy Director of the Teaching and Learning group at Teaching Tolerance. Tolerance. Time: 10:30am-1:15pm Time: 10:30am-1:15pm Learn how to support social emotional learning alongside academic goals with the Teach- Learn how to support social emotional learning alongside academic goals with the Teach- ing Tolerance Social Justice Standards. Participants in this interactive session will learn ing Tolerance Social Justice Standards. Participants in this interactive session will learn how to easily incorporate the Teaching Tolerance Social Justice Standards to create and how to easily incorporate the Teaching Tolerance Social Justice Standards to create and sustain classroom and school environments that honor diversity, equity and justice. Free sustain classroom and school environments that honor diversity, equity and justice. Free materials provided. This session is most appropriate for classroom teachers, administra- materials provided. This session is most appropriate for classroom teachers, administrators, and counselors. tors, and counselors. Fees: Member rate - $29. Non-member rate - $49 Fees: Member rate - $29. Non-member rate - $49

S.8. “Go for Broke:” Using James Baldwin to Decolonize Teachers’ Minds. S.8. “Go for Broke:” Using James Baldwin to Decolonize Teachers’ Minds. Presenters: Carl Grant, University of Wisconsin–Madison; Graduate students from UW-M: Presenters: Carl Grant, University of Wisconsin–Madison; Graduate students from UW-M: Jalessa Bryant, Laura Roeker, Brittany Johnson and Emma Gorski Jalessa Bryant, Laura Roeker, Brittany Johnson and Emma Gorski Time: 10:30–1:20pm Time: 10:30–1:20pm

To reconcile the moral debts brought on by white supremacy, decolonization of the mind To reconcile the moral debts brought on by white supremacy, decolonization of the mind is required to conceive of a future free of oppression. “We are living in a very dangerous is required to conceive of a future free of oppression. “We are living in a very dangerous time,” James Baldwin cautioned teachers in New York City in 1963, speaking of the rac- time,” James Baldwin cautioned teachers in New York City in 1963, speaking of the racism that plagued the country. Over fifty years later, Americans still find themselves in a ism that plagued the country. Over fifty years later, Americans still find themselves in a very dangerous time. Today, we witness children living in migrant detention camps, racist very dangerous time. Today, we witness children living in migrant detention camps, racist rhetoric from politicians, and the growing education debt for Black children. Urgent atten- rhetoric from politicians, and the growing education debt for Black children. Urgent attention must be given to the ways students of color are treated by the American educational tion must be given to the ways students of color are treated by the American educational system. To these teachers, Baldwin offered a solution - to “go for broke” in their quest to system. To these teachers, Baldwin offered a solution - to “go for broke” in their quest to correct the injustices faced by their students. This institute seeks to re-imagine Baldwin’s correct the injustices faced by their students. This institute seeks to re-imagine Baldwin’s words by discussing the ways teachers can “go for broke” to improve educational out- words by discussing the ways teachers can “go for broke” to improve educational outcomes for all students. comes for all students. Fees: Member rate - $29. Non-member rate - $49. Fees: Member rate - $29. Non-member rate - $49.

National Association for Multicultural Education • www.NAMEorg.org 30 2019 NAME Conference • Tucson 30 2019 NAME Conference • Tucson

NAME 25th Multicultural Film Festival NAME 25th Multicultural Film Festival

2019 Film Descriptions 2019 Film Descriptions

This is NAME’s 25th year of showcasing great multicultural film This is NAME’s 25th year of showcasing great multicultural film resources with this year’s selections. Several of the filmmakers are offer- resources with this year’s selections. Several of the filmmakers are offering discounts for our participants. Many thanks to Robin Brenneman, for ing discounts for our participants. Many thanks to Robin Brenneman, for her leadership in collecting and screening the entries in our annual film her leadership in collecting and screening the entries in our annual film festival. All films will be shown in White Dove. festival. All films will be shown in White Dove.

ALIEN CITIZEN. Written and produced by Elizabeth Liang. Directed by Sofie Calderon. 2017. ALIEN CITIZEN. Written and produced by Elizabeth Liang. Directed by Sofie Calderon. 2017. www.aliencitizensoloshow.com. 50 minutes. Filmmaker Elizabeth Liang joins us for a Conver- www.aliencitizensoloshow.com. 50 minutes. Filmmaker Elizabeth Liang joins us for a Conver- sation in the breakout session following the film. Screening: Friday, 3:00pm sation in the breakout session following the film. Screening: Friday, 3:00pm Who are you when you’re from everywhere and nowhere? Alien Citizen is a funny and poi- Who are you when you’re from everywhere and nowhere? Alien Citizen is a funny and poi- gnant one-woman show about growing up in the intersections of identity as a dual citizen of gnant one-woman show about growing up in the intersections of identity as a dual citizen of mixed heritage in Central America, North Africa, the Middle East, and New England. Elizabeth mixed heritage in Central America, North Africa, the Middle East, and New England. Elizabeth Liang, like President Obama, is a Third Culture Kid or a TCK. Third Culture Kids are the children Liang, like President Obama, is a Third Culture Kid or a TCK. Third Culture Kids are the children of international business people, global educators, diplomats, missionaries, and the military of international business people, global educators, diplomats, missionaries, and the military -- anyone whose family has relocated overseas because of a job placement. Liang weaves hu- -- anyone whose family has relocated overseas because of a job placement. Liang weaves hu- morous stories about growing up as an Alien Citizen abroad with American commercial jingles morous stories about growing up as an Alien Citizen abroad with American commercial jingles providing her soundtrack through language confusion, first love, culture shock, Clark Gable, providing her soundtrack through language confusion, first love, culture shock, Clark Gable, and sandstorms. She deals with the decisions every global nomad has to make repeatedly: to and sandstorms. She deals with the decisions every global nomad has to make repeatedly: to adapt or to simply cope; to build a bridge or to just tolerate. From being a Guatemalan-Amer- adapt or to simply cope; to build a bridge or to just tolerate. From being a Guatemalan-Amer- ican teen in North Africa to attending a women’s college in the USA, Alien Citizen reflects her ican teen in North Africa to attending a women’s college in the USA, Alien Citizen reflects her experience that neither one was necessarily easier than the other. She realizes that girls across experience that neither one was necessarily easier than the other. She realizes that girls across the world are growing into womanhood in environments that can be hostile to females (in- the world are growing into womanhood in environments that can be hostile to females (including the USA). How does a young girl cope as a border/culture/language/religion straddler cluding the USA). How does a young girl cope as a border/culture/language/religion straddler in country after country that feels “other” to her when she is the “other?” Where is the line in country after country that feels “other” to her when she is the “other?” Where is the line between respecting others and betraying yourself? between respecting others and betraying yourself?

AMERICA, I TOO. Director: Anike Tourse. Producers: Angelica Salas, Daniel Solinger. 2017. New AMERICA, I TOO. Director: Anike Tourse. Producers: Angelica Salas, Daniel Solinger. 2017. New Day Films. www.newday.com. 20 minutes. Screening Wednesday 7:00pm Day Films. www.newday.com. 20 minutes. Screening Wednesday 7:00pm Young muralist Manny Santiago is arrested after being wrongfully accused of tagging his very Young muralist Manny Santiago is arrested after being wrongfully accused of tagging his very own mural. After being unduly locked up in a holding cell overnight he learns that he was or- own mural. After being unduly locked up in a holding cell overnight he learns that he was or- dered removed back in 2008 due to his undocumented immigration status and that his name dered removed back in 2008 due to his undocumented immigration status and that his name came up in the “gang database.” Manny insists that he was nine years old in 2008, unaware came up in the “gang database.” Manny insists that he was nine years old in 2008, unaware of any pending deportation, and certainly not a part of any gang. When he refuses to sign a of any pending deportation, and certainly not a part of any gang. When he refuses to sign a

National Association for Multicultural Education • www.NAMEorg.org National Association for Multicultural Education • www.NAMEorg.org 2019 NAME Conference • Tucson 31 2019 NAME Conference • Tucson 31 voluntary departure form, Manny is sent into detention. Meanwhile voluntary departure form, Manny is sent into detention. Meanwhile Korean elder, Myeong Kim, is just starting her shift at the garment facto- Korean elder, Myeong Kim, is just starting her shift at the garment factory, the same factory where young pizza delivery guy, Ahmed Omar, has ry, the same factory where young pizza delivery guy, Ahmed Omar, has arrived to deliver a pizza. Both discover in horror, however, that they arrived to deliver a pizza. Both discover in horror, however, that they have walked into a setup for an immigration raid. The two bewildered have walked into a setup for an immigration raid. The two bewildered and undocumented immigrants are sent to the same detention center and undocumented immigrants are sent to the same detention center as Manny. Manny, Myeong and Ahmed each go on to make three dis- as Manny. Manny, Myeong and Ahmed each go on to make three dis- tinctly different journeys to stave off deportation and stay in the coun- tinctly different journeys to stave off deportation and stay in the country. While wrestling with criminalization, humiliation and limited resources, Manny, Myeong try. While wrestling with criminalization, humiliation and limited resources, Manny, Myeong and Ahmed each dig for their unique option for legal relief, and for the courage to fight for it. and Ahmed each dig for their unique option for legal relief, and for the courage to fight for it. “America; I Too” is based on actual testimonies and true experiences. “America; I Too” is based on actual testimonies and true experiences.

AND THEN THEY CAME FOR US. Directors Abby Ginzberg and Ken Schneider. Producer Abby AND THEN THEY CAME FOR US. Directors Abby Ginzberg and Ken Schneider. Producer Abby Ginzberg. 2017. Good Docs. www.gooddocs.net 50 Minutes. Discount code for NAME mem- Ginzberg. 2017. Good Docs. www.gooddocs.net 50 Minutes. Discount code for NAME members: NAME-TCFU-20%. Screening Friday, 12:30pm bers: NAME-TCFU-20%. Screening Friday, 12:30pm This film is a cautionary and inspiring tale for all societies. Seventy-six years ago President This film is a cautionary and inspiring tale for all societies. Seventy-six years ago President Roosevelt signed Executive Order 9066, paving the way for the forced incarceration of Roosevelt signed Executive Order 9066, paving the way for the forced incarceration of 120,000 Japanese Americans. And Then They Came for Us educates audiences about the 120,000 Japanese Americans. And Then They Came for Us educates audiences about the constitutional damage done in the name of national security. Thousands of American citi- constitutional damage done in the name of national security. Thousands of American citizens lost their homes, their businesses and their families due to war hysteria and racism. Yet zens lost their homes, their businesses and their families due to war hysteria and racism. Yet the validity of these actions was upheld by the US Supreme Court in 1944, based on govern- the validity of these actions was upheld by the US Supreme Court in 1944, based on governmental lies which were later uncovered. Featuring Japanese Americans who were incarcer- mental lies which were later uncovered. Featuring Japanese Americans who were incarcerated, rediscovered photos of Dorothea Lange and the story of Fred Korematsu’s long journey ated, rediscovered photos of Dorothea Lange and the story of Fred Korematsu’s long journey to justice, the film brings history into the present, as it follows Japanese Americans speaking to justice, the film brings history into the present, as it follows Japanese Americans speaking out against the current Muslim travel ban and other regressive immigration policies. out against the current Muslim travel ban and other regressive immigration policies.

BIRTH ON THE BORDER. Director: Ellie Lobovits. 2018. Women Make Movies. www.wmm. BIRTH ON THE BORDER. Director: Ellie Lobovits. 2018. Women Make Movies. www.wmm. com. 28 minutes. Screening Thursday, 10:30am com. 28 minutes. Screening Thursday, 10:30am This intimate and personal documentary follows two women from Ciudad Juárez as they This intimate and personal documentary follows two women from Ciudad Juárez as they cross the U.S.-Mexico border legally to give birth in Texas, putting their hearts and bodies on cross the U.S.-Mexico border legally to give birth in Texas, putting their hearts and bodies on the line as they confront harassment at the hands of U.S. border officials. One million people the line as they confront harassment at the hands of U.S. border officials. One million people legally cross the U.S.-Mexico border every day in both directions. Among them are women legally cross the U.S.-Mexico border every day in both directions. Among them are women who cross for the purposes of childbirth. With the threat of obstetrical violence in Mexican who cross for the purposes of childbirth. With the threat of obstetrical violence in Mexican hospitals and the desire for natural birth with midwives, Gaby and Luisa make the difficult hospitals and the desire for natural birth with midwives, Gaby and Luisa make the difficult decision to cross the border to El Paso, seeking a safer future for their children. Even with decision to cross the border to El Paso, seeking a safer future for their children. Even with papers, their journeys are uncertain. papers, their journeys are uncertain.

THE CORRIDOR. Director & Producer Richard O’Connell and Annelise Wunderlich. Produc- THE CORRIDOR. Director & Producer Richard O’Connell and Annelise Wunderlich. Produc- er Linda Peckham. 2017. Good Docs. www.gooddocs.net. 55 Minutes. Special discount code er Linda Peckham. 2017. Good Docs. www.gooddocs.net. 55 Minutes. Special discount code

National Association for Multicultural Education • www.NAMEorg.org National Association for Multicultural Education • www.NAMEorg.org 32 2019 NAME Conference • Tucson 32 2019 NAME Conference • Tucson for NAME members: NAME-COR-20%. Screening Saturday, 3:00pm for NAME members: NAME-COR-20%. Screening Saturday, 3:00pm This film shows the inner-workings and challenges of San Francisco’s This film shows the inner-workings and challenges of San Francisco’s Five Keys Charter School − the first high school of its kind in the United Five Keys Charter School − the first high school of its kind in the United States that provides incarcerated adults the opportunity to earn a high States that provides incarcerated adults the opportunity to earn a high school diploma to prepare them for successful reintegration into their school diploma to prepare them for successful reintegration into their communities. Designed upon the premise that the key to reintegration is communities. Designed upon the premise that the key to reintegration is education, Five Keys Charter School strives to create alternatives to the education, Five Keys Charter School strives to create alternatives to the revolving door of incarceration. Enrollment is mandatory for all incarcerat- revolving door of incarceration. Enrollment is mandatory for all incarcerated adults who never received a high school diploma. In addition to classes ed adults who never received a high school diploma. In addition to classes that range from algebra to civics, the school also offers lessons in art and meditation. For many that range from algebra to civics, the school also offers lessons in art and meditation. For many of the students, the experience validates their humanity. As these adults begin to think about of the students, the experience validates their humanity. As these adults begin to think about turning their lives around, The Corridor invites viewers to ask: is education the first step along turning their lives around, The Corridor invites viewers to ask: is education the first step along the pathway to restorative justice? the pathway to restorative justice?

COUNCIL WOMAN. Director: Margo Guernsey. 2018. Women Make Movies. www.wmm.com. COUNCIL WOMAN. Director: Margo Guernsey. 2018. Women Make Movies. www.wmm.com. 57 minutes. Screening Thursday, 5:00pm 57 minutes. Screening Thursday, 5:00pm This film is the inspiring story of Carmen Castillo, an immigrant Dominican housekeeper in a This film is the inspiring story of Carmen Castillo, an immigrant Dominican housekeeper in a Providence hotel who wins a seat in City Council, taking her advocacy for low-income workers Providence hotel who wins a seat in City Council, taking her advocacy for low-income workers from the margins to city politics. The film follows Castillo’s first term as she balances her full- from the margins to city politics. The film follows Castillo’s first term as she balances her full- time day job as a housekeeper with her family life and the demands of public office. She faces time day job as a housekeeper with her family life and the demands of public office. She faces skeptics who say she doesn’t have the education to govern, the power of corporate interests skeptics who say she doesn’t have the education to govern, the power of corporate interests who take a stand against her fight for a $15 hourly wage, and a tough re-election against two who take a stand against her fight for a $15 hourly wage, and a tough re-election against two contenders. As Castillo battles personal setbacks and deep-rooted notions of who is qualified contenders. As Castillo battles personal setbacks and deep-rooted notions of who is qualified to run for political office, she fiercely defends her vision of a society in which all people can to run for political office, she fiercely defends her vision of a society in which all people can earn enough to support themselves and their families. earn enough to support themselves and their families.

DECADE OF FIRE. Directors & Producers Vivian Vázquez Irizarry & Gretchen Hildebran. Pro- DECADE OF FIRE. Directors & Producers Vivian Vázquez Irizarry & Gretchen Hildebran. Pro- ducers Julia Steele Allen & Neyda Martinez. 2018. Good Docs. www.gooddocs.net 75 minutes. ducers Julia Steele Allen & Neyda Martinez. 2018. Good Docs. www.gooddocs.net 75 minutes. Special discount for NAME members: NAME-DOF-20%. Screening Thursday, 11:30am Special discount for NAME members: NAME-DOF-20%. Screening Thursday, 11:30am In the 1970s, the Bronx was on fire. Abandoned by city government, nearly a half-million In the 1970s, the Bronx was on fire. Abandoned by city government, nearly a half-million people were displaced as their close-knit, multi-ethnic neighborhood burned, reducing the people were displaced as their close-knit, multi-ethnic neighborhood burned, reducing the community to rubble. While insidious government policies caused the devastation, Black and community to rubble. While insidious government policies caused the devastation, Black and Puerto Rican residents bore the blame. In this story of hope and resistance, Bronx-born Vivian Puerto Rican residents bore the blame. In this story of hope and resistance, Bronx-born Vivian Vázquez Irizarry exposes the truth about the borough’s untold history and reveals how her em- Vázquez Irizarry exposes the truth about the borough’s untold history and reveals how her em- battled and maligned community chose to resist, remain and rebuild. Decade of Fire tells the battled and maligned community chose to resist, remain and rebuild. Decade of Fire tells the story of the South Bronx that you’ve never heard before. story of the South Bronx that you’ve never heard before.

EXILED. Director, Producer & Cinematographer Mike Seely. Editor & Co-producer John Kane. EXILED. Director, Producer & Cinematographer Mike Seely. Editor & Co-producer John Kane. Associate Producer Diya Guha. 2017. Good Docs. www.gooddocs.net. 30 minutes. Discount Associate Producer Diya Guha. 2017. Good Docs. www.gooddocs.net. 30 minutes. Discount code for NAME members: NAME-EX-20%. Screening Friday, 4:00pm code for NAME members: NAME-EX-20%. Screening Friday, 4:00pm

National Association for Multicultural Education • www.NAMEorg.org National Association for Multicultural Education • www.NAMEorg.org 2019 NAME Conference • Tucson 33 2019 NAME Conference • Tucson 33

This film tells the emotional and complicated stories of two deported U.S. This film tells the emotional and complicated stories of two deported U.S. military veterans living in Tijuana, Mexico. Although these soldiers had military veterans living in Tijuana, Mexico. Although these soldiers had “lawful permanent resident” status in the U.S. and performed honorable “lawful permanent resident” status in the U.S. and performed honorable military service, they have been sent back to their birth countries because military service, they have been sent back to their birth countries because of criminal convictions. Mauricio Hernandez struggles with severe PTSD as of criminal convictions. Mauricio Hernandez struggles with severe PTSD as a result of his time as a U.S. combat soldier in Afghanistan, but in Mexico, a result of his time as a U.S. combat soldier in Afghanistan, but in Mexico, he has no access to the mental healthcare that he is entitled to as a vet- he has no access to the mental healthcare that he is entitled to as a veteran. With sweat, tears and grassroots organizing, deported paratrooper eran. With sweat, tears and grassroots organizing, deported paratrooper Hector Barajas is on a mission to raise awareness about the deported veteran issue, and reunite Hector Barajas is on a mission to raise awareness about the deported veteran issue, and reunite with his 11-year-old daughter in Compton, California. with his 11-year-old daughter in Compton, California.

FOLLOWING THEIR LEAD: YOUTH IN ACTION. A series of short films. 2018. Brave New Films. FOLLOWING THEIR LEAD: YOUTH IN ACTION. A series of short films. 2018. Brave New Films. www.bravenewfilms.org. 40 minutes. Saturday 2:30pm www.bravenewfilms.org. 40 minutes. Saturday 2:30pm Youth leaders have been instrumental in leading progressive movements throughout American Youth leaders have been instrumental in leading progressive movements throughout American history. During the Civil Rights Movement, young people played a pivotal role in ending segre- history. During the Civil Rights Movement, young people played a pivotal role in ending segregation through nonviolent sit-ins and walk-outs. Youth organizers in the late sixties were -re gation through nonviolent sit-ins and walk-outs. Youth organizers in the late sixties were -re sponsible for lowering the voting age to 18. And more recently, Parkland students from Marjory sponsible for lowering the voting age to 18. And more recently, Parkland students from Marjory Stoneman Douglas High School organized one of the largest youth-led protests to date, mobiliz- Stoneman Douglas High School organized one of the largest youth-led protests to date, mobiliz- ing over 1.2 million people for the March for Our Lives protest. Young people are still using their ing over 1.2 million people for the March for Our Lives protest. Young people are still using their collective power to lead change-making movements. The series spotlights youth-led advocacy collective power to lead change-making movements. The series spotlights youth-led advocacy groups across the country who are creating positive change on critical social and political issues. groups across the country who are creating positive change on critical social and political issues. Young people are experts on their lives and the change they want to see in the world; they Young people are experts on their lives and the change they want to see in the world; they also bear the consequences of today’s decision-making. Their voices are powerful and should also bear the consequences of today’s decision-making. Their voices are powerful and should be heard. The youth voice needs to be at the decision-making table for all issues. Their help is be heard. The youth voice needs to be at the decision-making table for all issues. Their help is essential for an inclusive and responsive democracy. essential for an inclusive and responsive democracy.

NAILED IT. Director: Adele Free Pham. Co-Producer: Kelvin Saint Pham. 2018. Third World News- NAILED IT. Director: Adele Free Pham. Co-Producer: Kelvin Saint Pham. 2018. Third World News- reel. www.twn.org. 59 minutes. Screening Thursday, 2:00pm reel. www.twn.org. 59 minutes. Screening Thursday, 2:00pm Visit any strip mall in the United States, and there’s bound to be a Vietnamese nail salon. While Visit any strip mall in the United States, and there’s bound to be a Vietnamese nail salon. While ubiquitous in cities across the country, few Americans know the history behind the salons and ubiquitous in cities across the country, few Americans know the history behind the salons and the 20 Vietnamese refugee women, who in 1975, sparked a multibillion-dollar industry that sup- the 20 Vietnamese refugee women, who in 1975, sparked a multibillion-dollar industry that supports their community to this day. Weaving powerful personal stories with insightful interviews, ports their community to this day. Weaving powerful personal stories with insightful interviews, Nailed It captures an unforgettable and often hilarious saga born of tragedy, charting the rise, Nailed It captures an unforgettable and often hilarious saga born of tragedy, charting the rise, struggle, stereotypes, and steady hold Vietnamese Americans have on today’s multiethnic $8 struggle, stereotypes, and steady hold Vietnamese Americans have on today’s multiethnic $8 billion-dollar nail economy. billion-dollar nail economy.

PERSONAL STATEMENT. Producer: Beth Levison. Director: Juliane Dresser and Edwin Martinez. PERSONAL STATEMENT. Producer: Beth Levison. Director: Juliane Dresser and Edwin Martinez. 2018. Good Docs. www.gooddocs.net. 57 minutes. Special discount code for NAME members: 2018. Good Docs. www.gooddocs.net. 57 minutes. Special discount code for NAME members: NAME-PS-20%. Screening Thursday, 3:00pm NAME-PS-20%. Screening Thursday, 3:00pm

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Three seniors at Brooklyn high schools are determined to get their en- Three seniors at Brooklyn high schools are determined to get their entire classes to college, even though they aren’t even sure they are going tire classes to college, even though they aren’t even sure they are going to make it there themselves. They are working as college counselors in to make it there themselves. They are working as college counselors in their three schools because many of their friends have nowhere else to their three schools because many of their friends have nowhere else to turn for support. turn for support.

THE PUSHOUTS. Director Katie Galloway. Co-Director Dawn Valadez. THE PUSHOUTS. Director Katie Galloway. Co-Director Dawn Valadez. Producers Katie Galloway, Dawn Valadez and Daniella Brower Sueuga. Producers Katie Galloway, Dawn Valadez and Daniella Brower Sueuga. 2018. Good Docs. www.gooddocs.net. 56 Minutes. Discount code for NAME members: NAME- 2018. Good Docs. www.gooddocs.net. 56 Minutes. Discount code for NAME members: NAME- TPO-20%. Screening Saturday 4:00pm TPO-20%. Screening Saturday 4:00pm “I was in prison before I was even born.” So begins the story of Victor Rios - a high school “I was in prison before I was even born.” So begins the story of Victor Rios - a high school dropout, gang member, and three-time felon by 15. But when a teacher’s quiet persistence, a dropout, gang member, and three-time felon by 15. But when a teacher’s quiet persistence, a mentor’s moral conviction, and his best friend’s murder converge, Rios’ path takes an unlikely mentor’s moral conviction, and his best friend’s murder converge, Rios’ path takes an unlikely turn. Two decades later Rios - by then a 36-year-old tenured UC professor, author and national turn. Two decades later Rios - by then a 36-year-old tenured UC professor, author and national thought leader on the school-to-prison pipeline - gets a call. “Hey Hotshot.” It’s Martín Flores, thought leader on the school-to-prison pipeline - gets a call. “Hey Hotshot.” It’s Martín Flores, Rios’ high school mentor, who he hasn’t heard from in 15 years. “I know you’re busy, but I need Rios’ high school mentor, who he hasn’t heard from in 15 years. “I know you’re busy, but I need you to come down to Watts this summer and work with my kids.” It’s a make-it-or-break-it mo- you to come down to Watts this summer and work with my kids.” It’s a make-it-or-break-it mo- ment for these youth, warns Flores - who directs a program serving 16 to 24-year-olds who hav- ment for these youth, warns Flores - who directs a program serving 16 to 24-year-olds who haven’t finished high school. “We get them on the right path now, or we lose them to the system.” en’t finished high school. “We get them on the right path now, or we lose them to the system.” Woven with archival material stretching back 25 years to Rios’ own troubled adolescence and Woven with archival material stretching back 25 years to Rios’ own troubled adolescence and including the contemporary story of this fateful summer in Watts. including the contemporary story of this fateful summer in Watts.

SOMEWHERE BETWEEN. Director Linda Goldstein Knowlton. 2012. Good Docs. www.gooddocs. SOMEWHERE BETWEEN. Director Linda Goldstein Knowlton. 2012. Good Docs. www.gooddocs. net. 45 minutes *Recommended only for audiences 14 and up due to mature emotional con- net. 45 minutes *Recommended only for audiences 14 and up due to mature emotional content. Discount code for NAME members: NAME-SB-25%. Screening Saturday, 10:00am tent. Discount code for NAME members: NAME-SB-25%. Screening Saturday, 10:00am While many adoption-focused documentaries give voice to adoptive parents, Somewhere While many adoption-focused documentaries give voice to adoptive parents, Somewhere Between explores the emotional and cultural impact of adoption from the point of view of four Between explores the emotional and cultural impact of adoption from the point of view of four teenage girls, all adopted from China. This award-winning film shares their personal journeys as teenage girls, all adopted from China. This award-winning film shares their personal journeys as these adoptees convey the experiences of a generation of young people attempting to reconcile these adoptees convey the experiences of a generation of young people attempting to reconcile their multiple identities. A recent adoptive parent of her own Chinese baby, filmmaker Linda their multiple identities. A recent adoptive parent of her own Chinese baby, filmmaker Linda Goldstein Knowlton opens the film expressing her concerns for her daughter. How will she build Goldstein Knowlton opens the film expressing her concerns for her daughter. How will she build a strong sense of identity as she grows older? Will she feel like an “outsider” living in a family a strong sense of identity as she grows older? Will she feel like an “outsider” living in a family with two Caucasian parents? How will she supplement the missing pieces of her early life? with two Caucasian parents? How will she supplement the missing pieces of her early life? Goldstein Knowlton seeks these answers by chronicling the experiences over two years of Haley, Goldstein Knowlton seeks these answers by chronicling the experiences over two years of Haley, Jenna, Ann, and Fang, all struggling to find their place in the world. Shedding stereotypes and a Jenna, Ann, and Fang, all struggling to find their place in the world. Shedding stereotypes and a one-size-fits-all identity. one-size-fits-all identity.

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SUPPRESSED: THE FIGHT TO VOTE. Produced and Directed by Robert Green- SUPPRESSED: THE FIGHT TO VOTE. Produced and Directed by Robert Green- wald. 2018. Brave New Films. www.bravenewfilms.org. 35 minutes. Screen- wald. 2018. Brave New Films. www.bravenewfilms.org. 35 minutes. Screen- ing Saturday, 11:00am ing Saturday, 11:00am This documentary weaves together personal stories from voters across This documentary weaves together personal stories from voters across the state of Georgia to paint an undeniable picture of voter suppression the state of Georgia to paint an undeniable picture of voter suppression in the 2018 midterm election where Stacey Abrams fought to become the in the 2018 midterm election where Stacey Abrams fought to become the first Black female governor in the U.S. The issues Georgians faced included first Black female governor in the U.S. The issues Georgians faced included polling place closures, voter purges, missing absentee ballots, extreme wait polling place closures, voter purges, missing absentee ballots, extreme wait times and a host of voter ID issues – all of which disproportionately prevented many students times and a host of voter ID issues – all of which disproportionately prevented many students and people of color from casting their ballots. Suppressed: The Fight to Vote features experts, and people of color from casting their ballots. Suppressed: The Fight to Vote features experts, poll watchers and everyday Georgians speaking to the reality of voter suppression and the poll watchers and everyday Georgians speaking to the reality of voter suppression and the threat it poses in 2020. In a race that was ultimately decided by 54,723 votes, the film exposes threat it poses in 2020. In a race that was ultimately decided by 54,723 votes, the film exposes that the basic constitutional right to vote continues to be under siege in America. that the basic constitutional right to vote continues to be under siege in America.

THERE GOES THE NEIGHBORHOOD. Directed by Angelique Molina. 2016. Women Make Movies. THERE GOES THE NEIGHBORHOOD. Directed by Angelique Molina. 2016. Women Make Movies. www.wmm.com. 27 minutes. Screening Thursday, 4:00pm www.wmm.com. 27 minutes. Screening Thursday, 4:00pm This film intimately follows an extended Black family of View Park-Windsor Hills, CA as they -ex This film intimately follows an extended Black family of View Park-Windsor Hills, CA as they -ex perience changes due to gentrification and reflect on their shifting community. View Park-Wind- perience changes due to gentrification and reflect on their shifting community. View Park-Wind- sor Hills is the largest Black middle-class neighborhood in the US. Adele Cadres is a longtime sor Hills is the largest Black middle-class neighborhood in the US. Adele Cadres is a longtime resident and mother of three who gives us insight into the history of the neighborhood. Her resident and mother of three who gives us insight into the history of the neighborhood. Her eldest daughter Ayana Cadres raises her biracial children with the hopes that they foster the eldest daughter Ayana Cadres raises her biracial children with the hopes that they foster the utmost respect and reverence for the Black community she grew up in. As the family and other utmost respect and reverence for the Black community she grew up in. As the family and other residents reflect on the history and culture of their neighborhood, they debate the issues of residents reflect on the history and culture of their neighborhood, they debate the issues of maintaining a changing community. With the national conversation about the housing crisis con- maintaining a changing community. With the national conversation about the housing crisis continues and more and more people are being priced out of the market, this is a timely film. tinues and more and more people are being priced out of the market, this is a timely film.

WARRIOR WOMEN. Directors Elizabeth A. Castle & Christina D. King. Producer Anna Marie WARRIOR WOMEN. Directors Elizabeth A. Castle & Christina D. King. Producer Anna Marie Pitman. 2018. Good Docs. www.gooddocs.net 64 Minutes. Discount code for NAME members: Pitman. 2018. Good Docs. www.gooddocs.net 64 Minutes. Discount code for NAME members: NAME-WW-20%. Screening Friday, 11:30am NAME-WW-20%. Screening Friday, 11:30am In the 1970s, with the swagger of unapologetic Indianness, organizers of the American Indian In the 1970s, with the swagger of unapologetic Indianness, organizers of the American Indian Movement (AIM) fought for Native liberation as a community of extended families. Warrior Movement (AIM) fought for Native liberation as a community of extended families. Warrior Women is the story of Madonna Thunder Hawk, one such AIM leader who shaped a kindred Women is the story of Madonna Thunder Hawk, one such AIM leader who shaped a kindred group of activists’ children - including her daughter Marcy - into the “We Will Remember” group of activists’ children - including her daughter Marcy - into the “We Will Remember” Survival School as a Native alternative to government-run education. Together, Madonna and Survival School as a Native alternative to government-run education. Together, Madonna and Marcy fought for Native rights in an environment that made them more comrades than moth- Marcy fought for Native rights in an environment that made them more comrades than mother-daughter. Today, with Marcy - now a mother herself - both women are still at the forefront of er-daughter. Today, with Marcy - now a mother herself - both women are still at the forefront of Native issues, fighting against the environmental devastation of the Dakota Access Pipeline and Native issues, fighting against the environmental devastation of the Dakota Access Pipeline and for indigenous cultural values. for indigenous cultural values.

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Kinds of Breakout Sessions Kinds of Breakout Sessions

Durng the breakout sessions, in addition to regular interactive presentations and NAME Film Durng the breakout sessions, in addition to regular interactive presentations and NAME Film Festival screenings, look for these sessions of various sizes and designs. Festival screenings, look for these sessions of various sizes and designs. C Conversations with… C Conversations with… The NAME Conference provides people with opportunities to have informal conversations The NAME Conference provides people with opportunities to have informal conversations with some of NAME’s leading authors, editors, journalists and filmmakers. The filmmaker’s with some of NAME’s leading authors, editors, journalists and filmmakers. The filmmaker’s session will immediately follow the screenings of their work in the film festival. For the list session will immediately follow the screenings of their work in the film festival. For the list and schedules of this year’s Conversations, see page XX. Conversations will be held in the and schedules of this year’s Conversations, see page XX. Conversations will be held in the Joshua Tree 2. Joshua Tree 2.

F Founder’s Forum F Founder’s Forum The Founder’s Forum provides opportunities for emerging scholars to share their developing The Founder’s Forum provides opportunities for emerging scholars to share their developing research agendas with eminent research scholars of multicultural education. The panel will research agendas with eminent research scholars of multicultural education. The panel will consist of prominent scholars and three aspiring doctoral student scholars. The Founder’s consist of prominent scholars and three aspiring doctoral student scholars. The Founder’s Forum is scheduled for Friday at 5:30pm in Joshua Tree. Forum is scheduled for Friday at 5:30pm in Joshua Tree.

P Poster Sessions P Poster Sessions Posters sessions convey ideas using a blending of narrative and visual aids on large poster Posters sessions convey ideas using a blending of narrative and visual aids on large poster board and provide a forum for one-on-one and small group conversations. The Poster Ses- board and provide a forum for one-on-one and small group conversations. The Poster Ses- sions are held in a large meeting space with multiple posters on display simultaneously. Pre- sions are held in a large meeting space with multiple posters on display simultaneously. Pre- senters are near their posters for dialogue with attendees. Poster sessions will be presented senters are near their posters for dialogue with attendees. Poster sessions will be presented in the Prescidio Ballroom Foyer. in the Prescidio Ballroom Foyer. R Roundtables R Roundtables These sessions allow the presenter and audience members to engage in small group discus- These sessions allow the presenter and audience members to engage in small group discussion about the presenter’s research or practice. A 10-15 minute presentation is typically fol- sion about the presenter’s research or practice. A 10-15 minute presentation is typically followed by a discussion with audience members. The Roundtables are held in a large meeting lowed by a discussion with audience members. The Roundtables are held in a large meeting room with multiple large tables for 10-12 people each. Roundtable will meet in Prescidio 5. room with multiple large tables for 10-12 people each. Roundtable will meet in Prescidio 5.

Defining the Levels of Break-out Sessions Defining the Levels of Break-out Sessions Presentations are designated as most applicable to the following levels of content/experi- Presentations are designated as most applicable to the following levels of content/experience: ence: • Introductory — Geared for newcomers to the field of multicultural education. • Introductory — Geared for newcomers to the field of multicultural education. • Intermediate — Geared for those with some exposure to multicultural education. • Intermediate — Geared for those with some exposure to multicultural education. • Advanced — Geared for mid-career practitioners in multicultural education. • Advanced — Geared for mid-career practitioners in multicultural education. • Expert — Geared for established leaders in the field of multicultural education. • Expert — Geared for established leaders in the field of multicultural education.

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Conversations With Authors & Filmmakers Conversations With Authors & Filmmakers All Conversations with... will be held in Joshua Tree 2 All Conversations with... will be held in Joshua Tree 2

Friday 11am: Friday 11am: Conversation with Christine Sleeter and R. Tolteka Cuauhtin, authors of Conversation with Christine Sleeter and R. Tolteka Cuauhtin, authors of Rethinking Ethnic Studies, published by Rethinking Schools. Rethinking Ethnic Studies, published by Rethinking Schools. Using an interactive format, they will share their involvement in ethnic Using an interactive format, they will share their involvement in ethnic studies, how they see the relationship between ethnic studies and multi- studies, how they see the relationship between ethnic studies and multicultural education, what led to the book, and unique features and contri- cultural education, what led to the book, and unique features and contributions of the book. butions of the book. R. Tolteka Cuauhtin is an interdisciplinary social justice-based educator, R. Tolteka Cuauhtin is an interdisciplinary social justice-based educator, community scholar, organizer, and artist. He is a statewide lead liaison community scholar, organizer, and artist. He is a statewide lead liaison and spokesperson for the Save CA Ethnic Studies Coalition, composed of and spokesperson for the Save CA Ethnic Studies Coalition, composed of more than a hundred community of color-based organizations and in- more than a hundred community of color-based organizations and institutions, and with 10,000+ individuals signed on in support. As a high stitutions, and with 10,000+ individuals signed on in support. As a high school teacher Tolteka helped open and served in leadership roles at school teacher Tolteka helped open and served in leadership roles at Social Justice Humanitas Academy in Los Angeles Unified School District Social Justice Humanitas Academy in Los Angeles Unified School District from 2011-2018, helping take the school and its students to a 95%+ graduation rate in a from 2011-2018, helping take the school and its students to a 95%+ graduation rate in a socioeconomically disadvantaged community, proving it is possible. socioeconomically disadvantaged community, proving it is possible. Christine E. Sleeter, Ph.D is Professor Emerita in the College of Education at California Christine E. Sleeter, Ph.D is Professor Emerita in the College of Education at California State University Monterey Bay, where she was a founding faculty member. She is past State University Monterey Bay, where she was a founding faculty member. She is past President of NAME. Her research focuses on anti-racist multicultural education, ethnic President of NAME. Her research focuses on anti-racist multicultural education, ethnic studies and teach education. studies and teach education.

3:00pm Friday 3:00pm Friday Conversation with Anni K. Reinking, author of Not Just Black and White: Conversation with Anni K. Reinking, author of Not Just Black and White: A White Mother’s Story of Raising a Black Son in Multiracial America.Pub- A White Mother’s Story of Raising a Black Son in Multiracial America.Pub- lished by Read the Spirit Books an imprint of Front Edge Publishing, LLC lished by Read the Spirit Books an imprint of Front Edge Publishing, LLC

America is a racially divided nation. All of us are familiar with the head- America is a racially divided nation. All of us are familiar with the head- lines in recent years of white Americans anxiously calling police about lines in recent years of white Americans anxiously calling police about innocent black Americans they encounter. Among the troubling news innocent black Americans they encounter. Among the troubling news stories are incidents sparked by black young people simply napping in a stories are incidents sparked by black young people simply napping in a dorm room, shopping for clothing, touring a campus or holding a business dorm room, shopping for clothing, touring a campus or holding a business Her roles as mother and researcher come together in this new book. She Her roles as mother and researcher come together in this new book. She shares her family’s life in the hope that these stories will foster learning, shares her family’s life in the hope that these stories will foster learning, discussion and new places for reflection and growth. She is honest even discussion and new places for reflection and growth. She is honest even

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Conversations With Authors & Filmmakers Conversations With Authors & Filmmakers All Conversations will be held in Joshua Tree 2 All Conversations will be held in Joshua Tree 2

about her own occasional stumbling as a mother through cross-racial experiences in which she about her own occasional stumbling as a mother through cross-racial experiences in which she discovered how much more she has to learn. In telling those true stories, she invites readers discovered how much more she has to learn. In telling those true stories, she invites readers to open up their own lives. Anni K. Reinking is an Assistant Professor in the Early Childhood to open up their own lives. Anni K. Reinking is an Assistant Professor in the Early Childhood program at Southern Illinois University Edwardsville. Professionally, she dedicates her time to program at Southern Illinois University Edwardsville. Professionally, she dedicates her time to research and writing, specifically on the topics of play-based practice, teacher preparation tech- research and writing, specifically on the topics of play-based practice, teacher preparation techniques, effective coaching and mentoring strategies, and multicultural education. niques, effective coaching and mentoring strategies, and multicultural education.

Friday 4:00pm: Friday 4:00pm: Conversation with Filmmaker Elizabeth Liang, filmmaker ofAlien Citizen. Written and produced Conversation with Filmmaker Elizabeth Liang, filmmaker ofAlien Citizen. Written and produced by Elizabeth Liang. Directed by Sofie Calderon. 2017. www.aliencitizensoloshow.com. by Elizabeth Liang. Directed by Sofie Calderon. 2017. www.aliencitizensoloshow.com. 50 minutes. Screening: Friday, 3:00pm in White Dove/Convo with… at 4pm in Joshua Tree. 50 minutes. Screening: Friday, 3:00pm in White Dove/Convo with… at 4pm in Joshua Tree. More information on page 30. More information on page 30.

Saturday 10am: Saturday 10am: Conversation with Kristina Valtierra and Marya Whitaker, authors of Schooling Multicultural Conversation with Kristina Valtierra and Marya Whitaker, authors of Schooling Multicultural Teachers: A Guide to Program Assessment & Professional Development. Emerald Points, Pub. Teachers: A Guide to Program Assessment & Professional Development. Emerald Points, Pub. Kristina Valtierra is an Assistant Professor of Education at Colorado Kristina Valtierra is an Assistant Professor of Education at Colorado College. A scholar-practitioner, she spent over 15 years as a class- College. A scholar-practitioner, she spent over 15 years as a classroom teacher, instructional coach, and educational consultant. Man- room teacher, instructional coach, and educational consultant. Man- ya Whitaker is an Associate Professor of Education at Colorado Col- ya Whitaker is an Associate Professor of Education at Colorado Col- lege. She is a developmental educational psychologist with expertise lege. She is a developmental educational psychologist with expertise in social and political issues in education. in social and political issues in education.

The cultural identities of teachers inevitably influence the interac- The cultural identities of teachers inevitably influence the interac- tions they have with their students. These relationships, in turn, tions they have with their students. These relationships, in turn, impact teaching and learning processes. Supported by over 20 years impact teaching and learning processes. Supported by over 20 years of research on multicultural education, this book offers guidance for of research on multicultural education, this book offers guidance for enhancing teachers’ instructional practices by using the Dispositions enhancing teachers’ instructional practices by using the Dispositions for Culturally Responsive Teaching Scale (DCRPS). Developed by the authors, this is the only for Culturally Responsive Teaching Scale (DCRPS). Developed by the authors, this is the only validated scale that measure the diversity-related beliefs, values, and attitudes that underpin validated scale that measure the diversity-related beliefs, values, and attitudes that underpin multicultural teaching practices. Schooling Multicultural Teachers offers a historical overview multicultural teaching practices. Schooling Multicultural Teachers offers a historical overview of the multicultural education context, followed by practical examples of how the DCRPS can of the multicultural education context, followed by practical examples of how the DCRPS can support program evaluation, as well as guide pre-service and in-service teacher development support program evaluation, as well as guide pre-service and in-service teacher development across diverse programs and demographic contexts. The authors share examples of how to across diverse programs and demographic contexts. The authors share examples of how to interpret the DCRPS responses, how to combine the DCRPS with other resources, and how to interpret the DCRPS responses, how to combine the DCRPS with other resources, and how to customize professional development that builds on teachers’ dispositional strengths while also customize professional development that builds on teachers’ dispositional strengths while also addressing community-specific issues. addressing community-specific issues.

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Conversations With Authors & Filmmakers Conversations With Authors & Filmmakers All Conversations will be held in Joshua Tree 2 All Conversations will be held in Joshua Tree 2

Saturday 2:00pm: Saturday 2:00pm: Conversation with Brian L. Wright, Associate Professor at the Universi- Conversation with Brian L. Wright, Associate Professor at the Universi- ty of Memphis will discuss his publication,Gumbo for the Soul III: Males ty of Memphis will discuss his publication,Gumbo for the Soul III: Males of Color Share Their Stories, Meditations, Affirmations, and Inspirations. of Color Share Their Stories, Meditations, Affirmations, and Inspirations. This book is for, about, and by Males of Color. It amplifies triumphs This book is for, about, and by Males of Color. It amplifies triumphs and successes while documenting trials and tribulations that are in- and successes while documenting trials and tribulations that are in- structive, inspiring, and praiseworthy. These counter-stories challenge structive, inspiring, and praiseworthy. These counter-stories challenge dominant narratives that too frequently racialize and frame the bodies dominant narratives that too frequently racialize and frame the bodies of Males of Color as a suspect, threatening, and malevolent. Despite of Males of Color as a suspect, threatening, and malevolent. Despite some progress, Black and Brown male bodies are seen “as larger, more some progress, Black and Brown male bodies are seen “as larger, more threatening, more potentially harmful, and more likely to require force to control than similarly threatening, more potentially harmful, and more likely to require force to control than similarly sized White [male] bodies” (Kendi, 2019, p. 71). Challenging the legacy of the construction of sized White [male] bodies” (Kendi, 2019, p. 71). Challenging the legacy of the construction of the “dangerous” Black and Brown body, which seems to present these bodies as “armed,” even the “dangerous” Black and Brown body, which seems to present these bodies as “armed,” even though they unarmed. This conversation with the lead co-editor of this book humanizes, con- though they unarmed. This conversation with the lead co-editor of this book humanizes, con- textualizes, and decolonizes the mind and the all too familiar pervasive negative view of Males textualizes, and decolonizes the mind and the all too familiar pervasive negative view of Males of Color manufactured in the public’s imagination. Rather than continued preoccupation with of Color manufactured in the public’s imagination. Rather than continued preoccupation with what Males of Color are not, Gumbo for the Soul III accentuates the strengths, assets, gifts, and what Males of Color are not, Gumbo for the Soul III accentuates the strengths, assets, gifts, and talents that reside in Males of Color. talents that reside in Males of Color.

Saturday 3:00pm Saturday 3:00pm Conversation with Rae Paris, author of The Forgetting Tree: A Rememory. Conversation with Rae Paris, author of The Forgetting Tree: A Rememory. Rae Paris began writing The Forgetting Tree: A Rememory in 2010, while traveling the United Rae Paris began writing The Forgetting Tree: A Rememory in 2010, while traveling the United States, visiting sites of racial trauma,horror, and defiance. The desire States, visiting sites of racial trauma,horror, and defiance. The desire to do this work came from being a child of parents born and raised to do this work came from being a child of parents born and raised in New Orleans during segregation, who ultimately left for California in New Orleans during segregation, who ultimately left for California in the late 1950s. After the death of her father in 2011, the fiction in the late 1950s. After the death of her father in 2011, the fiction Paris had been writing gave way to poetry and short prose, which Paris had been writing gave way to poetry and short prose, which were heavily influenced by the questions she’d long been considering were heavily influenced by the questions she’d long been considering about narrative, power, memory, and freedom. Rae Paris is faculty at about narrative, power, memory, and freedom. Rae Paris is faculty at the University of Washington. the University of Washington.

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Co-Sponsors of the 2019 NAME Conference Co-Sponsors of the 2019 NAME Conference

National Association for Multicultural Education • www.NAMEorg.org National Association for Multicultural Education • www.NAMEorg.org 2019 NAME Conference • Tucson 41 2019 NAME Conference • Tucson 41

Wednesday November 6 Wednesday November 6 NAME 2019 International Conference NAME 2019 International Conference Pre-Conference Events Pre-Conference Events

NAME’s Pre-Conference Day provides rich opportunities for special experiences. These events NAME’s Pre-Conference Day provides rich opportunities for special experiences. These events have limited space; pre-registration is required. Please register online. Additional fees are -re have limited space; pre-registration is required. Please register online. Additional fees are -re quired. quired.

NAME Visit to the Arizona/Mexico Border. See page 21 for complete information. NAME Visit to the Arizona/Mexico Border. See page 21 for complete information. • La Linea/The Other Side: Exploring the Social & Political Realities of Ambos • La Linea/The Other Side: Exploring the Social & Political Realities of Ambos Nogales. 60 miles from Tucson. Nogales. 60 miles from Tucson.

Intensive Institutes: Intensive Institutes: See page 25 for information. See page 25 for information. W.1 Special NAME Institute--Training on Title IX. 11:00 am – 6:00 pm W.1 Special NAME Institute--Training on Title IX. 11:00 am – 6:00 pm W.2 Developing a Multicultural Education Curriculum. 12noon-6:00pm W.2 Developing a Multicultural Education Curriculum. 12noon-6:00pm W.3. Writing for Publication. 12noon-6:00pm W.3. Writing for Publication. 12noon-6:00pm W.4. Responding to Discriminatory Incidents at School. 3.00-6:00pm W.4. Responding to Discriminatory Incidents at School. 3.00-6:00pm

Tucson School Tour: Tucson School Tour: See page 22 for complete information. See page 22 for complete information. • Davis Bilignual Elelmentary Magnet School • Davis Bilignual Elelmentary Magnet School

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Welcome to the 29th Annual International Conference Welcome to the 29th Annual International Conference

Friday, Nov. 8 • 1:40 – 2:50pm Friday, Nov. 8 • 1:40 – 2:50pm Turquoise Ballroom Turquoise Ballroom

29th Annual NAME International Conference 29th Annual NAME International Conference Kick-Off Film & Keynote Kick-Off Film & Keynote Convener: Welcome: Convener: Welcome: Robin Brenneman Bette Tate-Beaver Robin Brenneman Bette Tate-Beaver Film Festival Committee Chair NAME Executive Director Film Festival Committee Chair NAME Executive Director Introduction: Introduction: Cherry A. Banks Cherry A. Banks University of Washington–Bothell University of Washington–Bothell

Keynote: Keynote: Angela M. Banks Angela M. Banks Arizona State University Arizona State University Immigration & Human Rights Immigration & Human Rights Professor of Law Professor of Law

Film Screening: Film Screening: AMERICA; I Too. AMERICA; I Too. Director: Anike Tourse. Producers: Angelica Salas, Daniel Solinger. 2017. New Day Films. Director: Anike Tourse. Producers: Angelica Salas, Daniel Solinger. 2017. New Day Films. http://www.newday.com/. 20 minutes. http://www.newday.com/. 20 minutes. Three arrested and detained undocumented immigrants must navigate the system to fight impending Three arrested and detained undocumented immigrants must navigate the system to fight impending deportation. America; I Too, stars Academy Award nominee Barkhad Abdi and features the music of Grammy deportation. America; I Too, stars Academy Award nominee Barkhad Abdi and features the music of Grammy winners Quetzal. While wrestling with criminalization, humiliation and limited resources, Manny, Myeong winners Quetzal. While wrestling with criminalization, humiliation and limited resources, Manny, Myeong and Ahmed each dig for their unique option for legal relief, and for the courage to fight for it. Based on actual and Ahmed each dig for their unique option for legal relief, and for the courage to fight for it. Based on actual testimonies and true experiences. More information on page 30. testimonies and true experiences. More information on page 30. NOTE: The website for the film includes a downloadable powerpoint to assist undocumented NOTE: The website for the film includes a downloadable powerpoint to assist undocumented immigrants with proper and legal ways to prevent or fight deportation. immigrants with proper and legal ways to prevent or fight deportation. Visit: https://www.newday.com/film/america-i-too Visit: https://www.newday.com/film/america-i-too

National Association for Multicultural Education • www.NAMEorg.org National Association for Multicultural Education • www.NAMEorg.org

2019 International Conference • Tucson 2019 International Conference • Tucson THURSDAY •AT • A • GLANCE THURSDAY •AT • A • GLANCE

7:30am – 6:30pm Registration Open 7:30am – 6:30pm Registration Open

8am – 8:45am NAME Board Meeting 8am – 8:45am NAME Board Meeting

9am – 10:15am General Session: Turquoise Ballroom 9am – 10:15am General Session: Turquoise Ballroom Local Panel Local Panel

10:30 – 11:20am Breakout sessions 10:30 – 11:20am Breakout sessions (including 1st Timers session) (including 1st Timers session)

11:30am – 12:20pm Breakout Sessions 11:30am – 12:20pm Breakout Sessions (including Mentor-Mentee (including Mentor-Mentee Connection) Connection)

12:30pm – 1:50pm Dine & Dialogue Turquoise Ballroom 12:30pm – 1:50pm Dine & Dialogue Turquoise Ballroom

2:00pm – 2:50pm Breakout Sessions 2:00pm – 2:50pm Breakout Sessions

3:00pm – 3:50pm Breakout Sessions 3:00pm – 3:50pm Breakout Sessions

4:00pm – 4:50pm Breakout Sessions 4:00pm – 4:50pm Breakout Sessions

5:00pm – 6:20pm Breakout Sessions 5:00pm – 6:20pm Breakout Sessions

7:00pm – 8:30pm General Session: Turquoise Ballroom 7:00pm – 8:30pm General Session: Turquoise Ballroom James Banks’ Global Panel James Banks’ Global Panel

8:30pm – 9:30pm Welcome Reception Marketplace 8:30pm – 9:30pm Welcome Reception Marketplace

Also during breakout sessions: Also during breakout sessions:

Special Session Location Special Session Location  Roundtables Presidio 5  Roundtables Presidio 5  Poster Sessions Presidio Foyer  Poster Sessions Presidio Foyer  MC Film Festival White Dove  MC Film Festival White Dove  Conversations With… Joshua Tree 2  Conversations With… Joshua Tree 2

2019 NAME Conference 2019 NAME Conference Thursday, Nov. 7 Thursday, Nov. 7

Pre-Conference Day Events Pre-Conference Day Events

The following special activities require pre-registration as space is limited. The following special activities require pre-registration as space is limited. Please register on-line. Additional fees are required. Please register on-line. Additional fees are required.

Intensive Institute: Intensive Institute: T.5. RE-Imagining the Brilliance of Black Boys: Self-Identity, Agency & Voice in Cultivating T.5. RE-Imagining the Brilliance of Black Boys: Self-Identity, Agency & Voice in Cultivating School Success. 3.00-6:00pm. Complete information on page 25. School Success. 3.00-6:00pm. Complete information on page 25.

Tucson School Tour: Tucson School Tour: Pre-registration is required; space is limited. Complete information on page 23. Pre-registration is required; space is limited. Complete information on page 23. • Manzo Elementary School. 8:00am-11:30am • Manzo Elementary School. 8:00am-11:30am • Cholla High School. 12:00noon-3:30pm • Cholla High School. 12:00noon-3:30pm 2019 NAME Conference • Tucson 45 45

Thursday, Nov. 7 • 9:00am – 10:15am Thursday, Nov. 7 • 9:00am – 10:15am Turquoise Ballroom Turquoise Ballroom

General Session General Session Convener: Welcome: Convener: Welcome: Ann Lopez Lorenzo Lopez, Jr. Ann Lopez Lorenzo Lopez, Jr. NAME President Local Planning Team, Tucson Unified NAME President Local Planning Team, Tucson Unified School District School District

Panel Moderator: Panel Moderator: Raul Aguirre Raul Aguirre NAME Local Planning Committee NAME Local Planning Committee REA Media Group, Inc. REA Media Group, Inc.

Panelists: Panelists: Anna O'Leary Anna O'Leary Director Director Mexican American Studies Program Mexican American Studies Program University of Arizona University of Arizona

Bill De La Rosa Imelda Cortez Bill De La Rosa Imelda Cortez Oxford University graduate Tucson Unified School District Oxford University graduate Tucson Unified School District

This session provides opportunities for participants to engage in discussion, ask This session provides opportunities for participants to engage in discussion, ask questions, and learn from colleagues and community members based in Tucson AZ, to questions, and learn from colleagues and community members based in Tucson AZ, to further understanding and clarity between reality, rhetoric, and "fake news." Join the further understanding and clarity between reality, rhetoric, and "fake news." Join the discussion regarding migration and the US southern borderlands within historical and discussion regarding migration and the US southern borderlands within historical and contemporary contexts. Hear academic experts and personal accounts of the impact of contemporary contexts. Hear academic experts and personal accounts of the impact of US immigration policy and its impact on borderlands at the U. S./ Mexico border, US immigration policy and its impact on borderlands at the U. S./ Mexico border, particularly upon Chicano and Latino communities. particularly upon Chicano and Latino communities.

Following the Panel: Following the Panel:

ODE to an Invisible Hero of Social Justice ODE to an Invisible Hero of Social Justice in American History in American History

Presentations by Mansfeld Magnet Middle School Presentations by Mansfeld Magnet Middle School Eighth Grade Students Eighth Grade Students

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Thursday Nov. 7 • 10:30 – 11:20am Thursday Nov. 7 • 10:30 – 11:20am Presidio-V Presidio-V

Special Roundtables Special Roundtables by by 8th Grade Students from 8th Grade Students from Mansfeld Magnet Middle School Mansfeld Magnet Middle School

Ode to an Invisible Hero of Social Justice in American History Ode to an Invisible Hero of Social Justice in American History Eighth grade CR/Gate students at Mansfeld Magnet Middle School have Eighth grade CR/Gate students at Mansfeld Magnet Middle School have been working on a unit entitled ‘A Dream Deferred’ in which they have been working on a unit entitled ‘A Dream Deferred’ in which they have examined Civil Disobedience through an American History lens; beginning examined Civil Disobedience through an American History lens; beginning with the American Revolutionary War and concluding with current LGBTQ with the American Revolutionary War and concluding with current LGBTQ issues. Students have selected individuals of history that have gone un- issues. Students have selected individuals of history that have gone un- noticed in the dominant historical narrative that have worked for social noticed in the dominant historical narrative that have worked for social justice in their communities. Students chose historical figures of interest justice in their communities. Students chose historical figures of interest to them, created poetic Odes, and elaborated them in multimodal repre- to them, created poetic Odes, and elaborated them in multimodal representations. sentations. Students will be showcasing their original scholarly work. Students will be showcasing their original scholarly work.

Mansfeld students will be presenting their work in Mansfeld students will be presenting their work in special rountable presentations special rountable presentations during both the 10:30am and 11:30am breakout sessions. during both the 10:30am and 11:30am breakout sessions. Come learn from our youngest social justice advocates. Come learn from our youngest social justice advocates.

Mansfeld Teachers: Mansfeld Teachers: Kevan Kiser-Chuc Kevan Kiser-Chuc Maria Balaguer Maria Balaguer

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Thursday Morning Breakout Sessions Thursday Morning Breakout Sessions 10:30 – 11:20am 10:30 – 11:20am

T10.30.01 Agave I T10.30.01 Agave I Introductory Presentation Introductory Presentation Emancipatory Education: Foundations for Multicultural Education in the Classroom. Essential Emancipatory Education: Foundations for Multicultural Education in the Classroom. Essential to the attainment of equitable school outcomes for ethnically and linguistically diverse students to the attainment of equitable school outcomes for ethnically and linguistically diverse students is the foundational understanding of James A. Banks’ (2019) multicultural education framework. is the foundational understanding of James A. Banks’ (2019) multicultural education framework. This introductory presentation provides teachers with an engaging and informative insight into This introductory presentation provides teachers with an engaging and informative insight into the necessary components in becoming effective educators for culturally and linguistically di- the necessary components in becoming effective educators for culturally and linguistically diverse students. Presenter: Salandra Grice, Conscious Education Consulting, LLC verse students. Presenter: Salandra Grice, Conscious Education Consulting, LLC

T10.30.02 Agave II T10.30.02 Agave II Introductory Presentation Introductory Presentation Who, When, Where, Why, and How: Re-constructing Multicultural Educational Spaces. Multi- Who, When, Where, Why, and How: Re-constructing Multicultural Educational Spaces. Multi- culturalism is a dynamic, rich concept that includes a multitude of human differences. We strive culturalism is a dynamic, rich concept that includes a multitude of human differences. We strive to emphasize the importance of teaching and learning in the NAME of multicultural education. to emphasize the importance of teaching and learning in the NAME of multicultural education. This presentation will center on decolonizing the embedded perceptions of official knowledge This presentation will center on decolonizing the embedded perceptions of official knowledge by promoting the importance of diversity, inclusion, and equity. Presenters: Ashley Akenson, by promoting the importance of diversity, inclusion, and equity. Presenters: Ashley Akenson, Tennesee Technological University; Dorota Silber-Furman, Tennesee Technological University Tennesee Technological University; Dorota Silber-Furman, Tennesee Technological University

T10.30.03 Agave III T10.30.03 Agave III Introductory Interactive Workshop Introductory Interactive Workshop Co-Teaching Diversity at a University that Really Needs It. This session will engage the attend- Co-Teaching Diversity at a University that Really Needs It. This session will engage the attendees in our interactive approach to teaching a diversity segment in a required education course ees in our interactive approach to teaching a diversity segment in a required education course to predominantly Appalachian students. We use history, personal stories, and an exercise in to predominantly Appalachian students. We use history, personal stories, and an exercise in making assumptions to expand their understanding to encompass types of marginalization they making assumptions to expand their understanding to encompass types of marginalization they may not have experienced personally. Presenters: Lola Aagaard, Morehead State University; may not have experienced personally. Presenters: Lola Aagaard, Morehead State University; Daryl Privott, Morehead State University Daryl Privott, Morehead State University

T10.30.04 Coronado I T10.30.04 Coronado I Intermediate Interactive Workshop Intermediate Interactive Workshop Are we there yet? Still Teaching Diversity after all these years.The challenge of teaching Gen Are we there yet? Still Teaching Diversity after all these years.The challenge of teaching Gen Z in the age of Trump. The road to preparing new teachers for diverse classrooms is still long Z in the age of Trump. The road to preparing new teachers for diverse classrooms is still long with no end in sight. Gen Z is experiencing young adulthood under the most oppressive admin- with no end in sight. Gen Z is experiencing young adulthood under the most oppressive admin-

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istration in the history of our country. We will explore how to reach them and challenge the istration in the history of our country. We will explore how to reach them and challenge the narrative of FOX news. Presenters: Joy Cowdery, Muskingum University; Meri Linn McCollum, narrative of FOX news. Presenters: Joy Cowdery, Muskingum University; Meri Linn McCollum, Muskingum University Muskingum University

T10.30.05 Coronado II T10.30.05 Coronado II Introductory Presentation Introductory Presentation Educating the Next Generation of Culturally Responsive Educators to the Power of Stories. The Educating the Next Generation of Culturally Responsive Educators to the Power of Stories. The human brain responds to social and cultural messages transmitted through the human brain responds to social and cultural messages transmitted through the teaching practices of their educators. This presentation will share how the use of multicultural teaching practices of their educators. This presentation will share how the use of multicultural story-telling through literature serves to cultivate prior knowledge, to increase engagement, story-telling through literature serves to cultivate prior knowledge, to increase engagement, and to enlighten students to political realities and worldviews. Presenters: Beryl Watnick, Union and to enlighten students to political realities and worldviews. Presenters: Beryl Watnick, Union Institute & University; Dawn Bolton, Decatur Public Schools Institute & University; Dawn Bolton, Decatur Public Schools

T10.30.06 Joshua I T10.30.06 Joshua I Advanced Interactive Workshop Advanced Interactive Workshop Decolonizing the Mind: Contemplating Race and the Power of the Narrative. Some historically Decolonizing the Mind: Contemplating Race and the Power of the Narrative. Some historically marginalized groups have been narrated into the conception of a white identity, while others marginalized groups have been narrated into the conception of a white identity, while others were ascribed a minoritized status or identity. Narratives holds the power of transformation. were ascribed a minoritized status or identity. Narratives holds the power of transformation. This workshop is designed to engage participants by actively confronting the ways colonization This workshop is designed to engage participants by actively confronting the ways colonization has unconsciously influenced thinking. Participants will, thoughtfully, decolonize and re-con- has unconsciously influenced thinking. Participants will, thoughtfully, decolonize and re-construct their own narratives. Presenters: Daryl Thorne, Trinity Washington University/2ruthTalk. struct their own narratives. Presenters: Daryl Thorne, Trinity Washington University/2ruthTalk. org; Lawana Brown, 2ruthTalk org; Lawana Brown, 2ruthTalk

T10.30.07 Palo Verde I T10.30.07 Palo Verde I Intermediate Presentation Intermediate Presentation Disrupting the Silence: Teaching about Racism and Social Inequities in Higher Education. This Disrupting the Silence: Teaching about Racism and Social Inequities in Higher Education. This session explores opportunities and challenges in teaching about racism and social inequities in session explores opportunities and challenges in teaching about racism and social inequities in undergraduate and graduate programs. Presenters share experiences in conceptualizing and im- undergraduate and graduate programs. Presenters share experiences in conceptualizing and implementing pedagogical strategies and curricular materials to foster student-centered learning plementing pedagogical strategies and curricular materials to foster student-centered learning that challenges racism and inequities, explores counterstories, disrupts white supremacy, and that challenges racism and inequities, explores counterstories, disrupts white supremacy, and promotes advocacy and allyship. Presenters: Amy Samuels, University of Montevallo; Gregory promotes advocacy and allyship. Presenters: Amy Samuels, University of Montevallo; Gregory Samuels, University of Montevallo Samuels, University of Montevallo

T10.30.08 Palo Verde II T10.30.08 Palo Verde II Intermediate Panel Intermediate Panel Intersectionality of Race and Religion in the ‘Utah Bubble’: Pre-Service Teachers Examine Intersectionality of Race and Religion in the ‘Utah Bubble’: Pre-Service Teachers Examine Privilege and Identity. This panel of pre-service teachers and their professor will define and ex- Privilege and Identity. This panel of pre-service teachers and their professor will define and explain the ‘Utah Bubble’ phenomenon, and the causes and impacts on pre-service teachers. The plain the ‘Utah Bubble’ phenomenon, and the causes and impacts on pre-service teachers. The student presenters will also share aspects of how they have developed beliefs about race and student presenters will also share aspects of how they have developed beliefs about race and

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social class during the course of their educational career. Presenters: Abraham Daye, Southern social class during the course of their educational career. Presenters: Abraham Daye, Southern Utah University; Dallin Tripp; Tess Oldroy; Brianne Kramer, Southern Utah University Utah University; Dallin Tripp; Tess Oldroy; Brianne Kramer, Southern Utah University

T10.30.09 Presidio IV T10.30.09 Presidio IV Intermediate Presentation Intermediate Presentation Black Men, White Classrooms: A Critical Race Theoretical Analysis of the GC Call Me MiSTER Black Men, White Classrooms: A Critical Race Theoretical Analysis of the GC Call Me MiSTER Program. Black males account for a paltry two percent of the nation’s teaching force. The Call Program. Black males account for a paltry two percent of the nation’s teaching force. The Call Me MiSTER program at Georgia College has existed for four years to help decolonize classrooms Me MiSTER program at Georgia College has existed for four years to help decolonize classrooms by addressing this disparity. The presentation will explore the program’s development via a criti- by addressing this disparity. The presentation will explore the program’s development via a critical race theoretical lens. Presenter: C. Emmanuel Little, Georgia College cal race theoretical lens. Presenter: C. Emmanuel Little, Georgia College

Tucson Conference Planning Team Tucson Conference Planning Team This conference is the culmination of many hours of planning and logistical details by a small This conference is the culmination of many hours of planning and logistical details by a small group of dedicated people. Many thanks for your good work in preparation and delivery of this group of dedicated people. Many thanks for your good work in preparation and delivery of this extraordinary experience for NAME people. extraordinary experience for NAME people.

Lisa Zagumny, Conference Co-Chair Lisa Zagumny, Conference Co-Chair Bette Tate-Beaver, Conference Co-Chair Bette Tate-Beaver, Conference Co-Chair Lorenzo Lopez, Jr. Lorenzo Lopez, Jr. Raul Aguirre Raul Aguirre Norma Gonzales Norma Gonzales

Bette’s Crew Bette’s Crew Lynne Aoki Lynne Aoki Tessa Bishop Tessa Bishop Robin Brenneman Robin Brenneman Aminah Cunningham Aminah Cunningham Amirah Cunningham Amirah Cunningham Jahri Cunningham Jahri Cunningham Lewis Diuguid Lewis Diuguid Tasha Lebow Tasha Lebow Krista McAtee Krista McAtee Rebecca Russell Rebecca Russell Melba Venison Melba Venison Derrick Wolf Derrick Wolf Brian L. Wright Brian L. Wright Lisa Zagumny Lisa Zagumny

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T10.30.13 Rincon T10.30.13 Rincon Introductory Presentation Introductory Presentation Don’t Push (Us) ‘Cause We’re Close to the Edge: Muted Screams from Black Doctoral Students Don’t Push (Us) ‘Cause We’re Close to the Edge: Muted Screams from Black Doctoral Students at PWIs. The presenters offer a theoretical framework of intersectionality and of racialization at PWIs. The presenters offer a theoretical framework of intersectionality and of racialization to decipher marginalization of doctoral students who attend and/or work as staff and faculty in to decipher marginalization of doctoral students who attend and/or work as staff and faculty in primarily white institutions (PWIs), in general, and resistance in PWI classrooms, in particular. primarily white institutions (PWIs), in general, and resistance in PWI classrooms, in particular. Additionally, we articulate a Five-Tier Theory for Marginalized Doctoral Students as a practical Additionally, we articulate a Five-Tier Theory for Marginalized Doctoral Students as a practical typology. Presenters: Donna Druery, Texas A&M University; Joel Berrien, Jr, Texas A&M Univer- typology. Presenters: Donna Druery, Texas A&M University; Joel Berrien, Jr, Texas A&M Univer- sity; Benita Kluttz-Drye, Rowan University; Camille Kluttz-Leach, Winston-Salem State Universi- sity; Benita Kluttz-Drye, Rowan University; Camille Kluttz-Leach, Winston-Salem State Universi- ty ty

T10.30.14 Santa Rita T10.30.14 Santa Rita Advanced Presentation Advanced Presentation Kin Folks Ain’t Always Skin Folks: A Chinese American Teacher Working with Mexican Ameri- Kin Folks Ain’t Always Skin Folks: A Chinese American Teacher Working with Mexican Ameri- can Students. Drawing from Culturally Responsive Teaching and Borderlands Theory, this au- can Students. Drawing from Culturally Responsive Teaching and Borderlands Theory, this autoethnography explores a male Chinese American teacher’s seven-year experiences of working toethnography explores a male Chinese American teacher’s seven-year experiences of working with Mexican American students in a Southwestern urban charter school district. Specifically, it with Mexican American students in a Southwestern urban charter school district. Specifically, it examines how this teacher manifested culturally responsive teaching and decolonized kinships examines how this teacher manifested culturally responsive teaching and decolonized kinships with his students. Presenter: Lin Wu with his students. Presenter: Lin Wu

10:30-11:20am 10:30-11:20am First Timers’ Orientation & Welcome First Timers’ Orientation & Welcome Joshua Tree 2 Joshua Tree 2 If you are new to NAME this is an excellent way to meet people and get involved with this If you are new to NAME this is an excellent way to meet people and get involved with this dynamic group of activist/educators. Come meet some of the NAME family and learn how to dynamic group of activist/educators. Come meet some of the NAME family and learn how to get the most out of the conference. It is a great way to get more involved both nationally and get the most out of the conference. It is a great way to get more involved both nationally and connect with NAME folks in your region. connect with NAME folks in your region.

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Call for Chapter Proposals Call for Chapter Proposals to be published in a volume by to be published in a volume by Rowan & Littlefield Education Rowan & Littlefield Education in conjunction with in conjunction with

English Language Learners: A Social Change Perspective English Language Learners: A Social Change Perspective

The recent increase in immigration patterns in the US has meant an increase in the number of children The recent increase in immigration patterns in the US has meant an increase in the number of children whose first language is not English entering American schools. Some reports indicate that as many as whose first language is not English entering American schools. Some reports indicate that as many as one in four students come from families where the language spoken in the home is not English. Therefore, one in four students come from families where the language spoken in the home is not English. Therefore, it is imperative that all teachers have access to credible information that will assist them understand the it is imperative that all teachers have access to credible information that will assist them understand the English language learner (ELL), develop effective strategies to teach ELLs, create effective learning English language learner (ELL), develop effective strategies to teach ELLs, create effective learning environments and use assessments to meet the needs of English language learners as well as garner environments and use assessments to meet the needs of English language learners as well as garner community resources to support ELLs. This manuscript will be written from a practitioner’s perspective community resources to support ELLs. This manuscript will be written from a practitioner’s perspective and will be designed for practitioners. Social change will be a guiding theme throughout each chapter. and will be designed for practitioners. Social change will be a guiding theme throughout each chapter. Using a scholarly voice with a focus on elements such as cultural relevance, multiculturalism, learner Using a scholarly voice with a focus on elements such as cultural relevance, multiculturalism, learner centered, authentic assessment, and diversity, each chapter will be based on theory with a focus on centered, authentic assessment, and diversity, each chapter will be based on theory with a focus on practice. practice. I. Characteristics of English Language Learners I. Characteristics of English Language Learners II. Effective Learning Environments for English Language Learners II. Effective Learning Environments for English Language Learners III. Curricular Materials for English Language Learners III. Curricular Materials for English Language Learners IV. Instructional Strategies for English Language Learners IV. Instructional Strategies for English Language Learners V. Assessing the English Language Learner V. Assessing the English Language Learner VI. Garnering Community Resources to Support English Language Learners VI. Garnering Community Resources to Support English Language Learners

The above suggested content is not exhaustive. Researchers and practitioners can suggest other suggested The above suggested content is not exhaustive. Researchers and practitioners can suggest other suggested topics that fit the content of the book. topics that fit the content of the book. Target Audience Target Audience The primary target audience for this manuscript is education professionals who serve ELLs. This book The primary target audience for this manuscript is education professionals who serve ELLs. This book will be of interest to classroom teachers, but it will also interest administrators, community activists, will be of interest to classroom teachers, but it will also interest administrators, community activists, teacher educators and others who are working to ensure that ELLs receive a quality education. teacher educators and others who are working to ensure that ELLs receive a quality education. Submission Procedure Submission Procedure Researchers and practitioners are invited to submit on or before November 30, 2019, a 750-word Researchers and practitioners are invited to submit on or before November 30, 2019, a 750-word proposal clearly explaining the focus of their chapter. proposal clearly explaining the focus of their chapter. Submissions are to be sent to Dr. Ashraf Esmail at [email protected] Submissions are to be sent to Dr. Ashraf Esmail at [email protected] Authors will be notified by January 15, 2020 if their proposed proposals are approved to move forward Authors will be notified by January 15, 2020 if their proposed proposals are approved to move forward with their chapters. with their chapters.

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T10.30.15 Sonoran T10.30.15 Sonoran Intermediate Presentation Intermediate Presentation Diversity as a Social Design Tool to Forge Equity in STEM Education. In this session, we will Diversity as a Social Design Tool to Forge Equity in STEM Education. In this session, we will critically examine and discuss a social design research study that used diversity of interests and critically examine and discuss a social design research study that used diversity of interests and diversity of experiences as a design tool to forge equity in STEM education. (audience: research- diversity of experiences as a design tool to forge equity in STEM education. (audience: researchers, teachers, teacher educators, community) Presenter: Deena Gould, Arizona State University ers, teachers, teacher educators, community) Presenter: Deena Gould, Arizona State University

T10.30.16 Tortolita T10.30.16 Tortolita Intermediate Presentation Intermediate Presentation Reimagining Teacher Education with The Hate You Give. In this interactive session, educators Reimagining Teacher Education with The Hate You Give. In this interactive session, educators will discuss how the novel The Hate You Give, can be used as a text for multicultural teacher ed- will discuss how the novel The Hate You Give, can be used as a text for multicultural teacher education courses. Participants will discover how the novel can help pre-service teachers explore ucation courses. Participants will discover how the novel can help pre-service teachers explore implicit bias, double consciousness, code-switching, racism, white privilege, educational inequi- implicit bias, double consciousness, code-switching, racism, white privilege, educational inequities, and evaluate their own practices. Presenter: Shimikqua Ellis, University of Mississippi ties, and evaluate their own practices. Presenter: Shimikqua Ellis, University of Mississippi

T10.30.17 Tucson T10.30.17 Tucson Advanced Presentation Advanced Presentation Millennial Preservice Teachers, Liberal Beliefs and Self-Assessment of Cultural Competence. Millennial Preservice Teachers, Liberal Beliefs and Self-Assessment of Cultural Competence. How do millennial preservice teachers, characterized as globally-minded, receptive to diversity, How do millennial preservice teachers, characterized as globally-minded, receptive to diversity, and committed to social justice, assess and justify their cultural competency and cultural teach- and committed to social justice, assess and justify their cultural competency and cultural teaching competency? This presentation unpacks perspectives constructed about millennial preser- ing competency? This presentation unpacks perspectives constructed about millennial preservice teachers’ liberal attitudes and the gaps in their pre-post self-assessment of cultural compe- vice teachers’ liberal attitudes and the gaps in their pre-post self-assessment of cultural competency and the implications. Presenter: Omiunota Ukpokodu, University of Missouri-Kansas City tency and the implications. Presenter: Omiunota Ukpokodu, University of Missouri-Kansas City

Thursday Morning Breakout Sessions Thursday Morning Breakout Sessions 11:30am – 12:20pm 11:30am – 12:20pm

Mansfeld Middle School 8th grade students will be presenting their work in Mansfeld Middle School 8th grade students will be presenting their work in SPECIAL ROUNDTABLE PRESENTATIONS SPECIAL ROUNDTABLE PRESENTATIONS during both the 10:30am and 11:30am breakout sessions. during both the 10:30am and 11:30am breakout sessions. Come learn from our youngest social justice advocates. Come learn from our youngest social justice advocates. Presidio V Presidio V

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Thursday Morning Breakout Sessions Thursday Morning Breakout Sessions 11:30am – 12:20pm 11:30am – 12:20pm

T11.30.01 Agave I T11.30.01 Agave I Intermediate Presentation Intermediate Presentation Beyond Sit and Get: Using Critical Professional Development to Encourage Racial Justice. Beyond Sit and Get: Using Critical Professional Development to Encourage Racial Justice. We explore a study that examined educational implications of race and racism and how civic We explore a study that examined educational implications of race and racism and how civic education can promote racial justice. We examine educators’ perspectives on how increased education can promote racial justice. We examine educators’ perspectives on how increased awareness of existing inequities, coupled with ongoing professional development, can better awareness of existing inequities, coupled with ongoing professional development, can better equip them to understand their identity, engage in meaningful dialogue, and teach in cultur- equip them to understand their identity, engage in meaningful dialogue, and teach in culturally responsive ways. Presenters: Gregory Samuels, University of Montevallo; Amy Samuels, ally responsive ways. Presenters: Gregory Samuels, University of Montevallo; Amy Samuels, University of Montevallo University of Montevallo

T11.30.02 Agave II T11.30.02 Agave II Intermediate Interactive Work- Intermediate Interactive Work- shop shop Challenging Hegemony Through Culturally Relevant, Culturally Responsive, and Culturally Challenging Hegemony Through Culturally Relevant, Culturally Responsive, and Culturally Sustaining Teaching. It has been said that the purpose of education is to assimilate students Sustaining Teaching. It has been said that the purpose of education is to assimilate students to hegemonic ways of being and doing and erase students’ cultures and lived experience. to hegemonic ways of being and doing and erase students’ cultures and lived experience. This interactive workshop will create a space for educators to explore decolonializing the This interactive workshop will create a space for educators to explore decolonializing the classroom through culturally relevant culturally responsive, and culturally sustaining teach- classroom through culturally relevant culturally responsive, and culturally sustaining teaching. Presenter: Courtney Clausen ing. Presenter: Courtney Clausen

T11.30.03 Agave III T11.30.03 Agave III Advanced Interactive Work- Advanced Interactive Work- shop shop Codifying Dispositions and Mindsets: Teacher/Leader Agency for Social Justice & Equity. Codifying Dispositions and Mindsets: Teacher/Leader Agency for Social Justice & Equity. Measuring readiness to be culturally responsive advocates for social justice and equity de- Measuring readiness to be culturally responsive advocates for social justice and equity demands common language and codification. Themes, competencies, and mindsets for creat- mands common language and codification. Themes, competencies, and mindsets for creating inclusive and welcoming classroom cultures were synthesized from the literature. Weigh ing inclusive and welcoming classroom cultures were synthesized from the literature. Weigh in, analyze findings, and inspire change with us as we develop common language together. in, analyze findings, and inspire change with us as we develop common language together. Bring your disposition checklist and compare. Presenters: Pamela Redmond, Touro Universi- Bring your disposition checklist and compare. Presenters: Pamela Redmond, Touro Universi- ty California; Rebekka Jez, University of San Diego ty California; Rebekka Jez, University of San Diego

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T11.30.04 Coronado II T11.30.04 Coronado II Intermediate Presentation Intermediate Presentation The Inclusion (or not) of LGBTQ+ Children and Families in Elementary Classrooms Part II: Con- The Inclusion (or not) of LGBTQ+ Children and Families in Elementary Classrooms Part II: Con- tinuing the Conversation! Teachers from four states were surveyed on their classroom/school tinuing the Conversation! Teachers from four states were surveyed on their classroom/school inclusion of LGBTQ+ children and families. Last year we shared these results and then continued inclusion of LGBTQ+ children and families. Last year we shared these results and then continued our work by conducting focus groups with teachers/administrators. To continue this important our work by conducting focus groups with teachers/administrators. To continue this important dialog, we will share focus group results, new materials and resources for elementary teachers. dialog, we will share focus group results, new materials and resources for elementary teachers. Presenters: Bre Evans-Santiago, California State University; Anni Reinking, Southern Illinois Presenters: Bre Evans-Santiago, California State University; Anni Reinking, Southern Illinois University, Edwardsville; Theresa Bouley, Eastern Connecticut University University, Edwardsville; Theresa Bouley, Eastern Connecticut University

T11.30.05 Joshua I T11.30.05 Joshua I Intermediate Interactive Workshop Intermediate Interactive Workshop Beyond the Alaska Totem Pole Art Lesson; Multicultural Art Units with Depth and Respect. Beyond the Alaska Totem Pole Art Lesson; Multicultural Art Units with Depth and Respect. Place and culturally-based art units based on cultural values of Indigenous Alaska Native Place and culturally-based art units based on cultural values of Indigenous Alaska Native people will be shared in this interactive workshop. Participants will engage in visible thinking people will be shared in this interactive workshop. Participants will engage in visible thinking routines, explore how ‘artist habits of mind’ are integrated into the Indigenous curriculum and routines, explore how ‘artist habits of mind’ are integrated into the Indigenous curriculum and view a 10 minute video featuring local Indigenous artists. Presenters: Joan Hornig, University view a 10 minute video featuring local Indigenous artists. Presenters: Joan Hornig, University of Alaska-Fairbanks; Stacey Paniptchuk, Bering Strait School District; Kaitlyn Piekarski, Bering of Alaska-Fairbanks; Stacey Paniptchuk, Bering Strait School District; Kaitlyn Piekarski, Bering Strait School District; Robin Child, Bering Strait School District Strait School District; Robin Child, Bering Strait School District

T11.30.06 Oro Valley T11.30.06 Oro Valley Advanced Presentation Advanced Presentation Students’ perceptions of inclusive excellence and its impact on overall course satisfaction. Students’ perceptions of inclusive excellence and its impact on overall course satisfaction. What do students perceive to be an inclusive learning community? This presentation will pres- What do students perceive to be an inclusive learning community? This presentation will present findings from a research study that identifies, analyzes and evaluates students’ perceptions ent findings from a research study that identifies, analyzes and evaluates students’ perceptions of inclusive excellence, the idea that academic excellence is best realized in a community that is of inclusive excellence, the idea that academic excellence is best realized in a community that is diverse and inclusive (AAC&U, 2009). Presenters: Amy Bergstrom, The College of St. Scholastica; diverse and inclusive (AAC&U, 2009). Presenters: Amy Bergstrom, The College of St. Scholastica; Amy Watters, The College of St Scholastica Amy Watters, The College of St Scholastica

T11.30.07 Palo Verde I T11.30.07 Palo Verde I Introductory Presentation Introductory Presentation Transforming ESL language struggles: Duoethnography of international students’ language so- Transforming ESL language struggles: Duoethnography of international students’ language socialization in the U.S. Deconstructing what ESL/international/teacher education often consider cialization in the U.S. Deconstructing what ESL/international/teacher education often consider ESL language struggles as errors of second language acquisition, this study utilizes the theory of ESL language struggles as errors of second language acquisition, this study utilizes the theory of second language socialization to reconceptualize these struggles as social identities. A duoeth- second language socialization to reconceptualize these struggles as social identities. A duoethnography regarding 12 international Ph.D. students in the U.S. is employed, offering their coun- nography regarding 12 international Ph.D. students in the U.S. is employed, offering their coun- terstorytelling of how these struggles embody achievements. Presenters: Hsiao-Ching Kirsten terstorytelling of how these struggles embody achievements. Presenters: Hsiao-Ching Kirsten Lin, Colorado State University; Shuting Zhang, Colorado State University Lin, Colorado State University; Shuting Zhang, Colorado State University

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THU 11:30am THU 11:30am Mentee – Mentor Meet-Up Mentee – Mentor Meet-Up Joshua Tree 2 Joshua Tree 2 If you are interested in becoming a mentor, or would like to find one, this is the session for If you are interested in becoming a mentor, or would like to find one, this is the session for you. Itnwill provide great networking opportunities and a chance to get to you. Itnwill provide great networking opportunities and a chance to get to know more of the NAME community and the organization’s work. know more of the NAME community and the organization’s work.

Connect with NAME–Connect Connect with NAME–Connect NAME-Connect is an opportunity to be extra intentional about engaging with your NAME-Connect is an opportunity to be extra intentional about engaging with your conference-going colleagues. You’ll find a stamp book in your conference bag. When conference-going colleagues. You’ll find a stamp book in your conference bag. When you’re connecting with people at various sessions like the regional or chapter meet- you’re connecting with people at various sessions like the regional or chapter meetings, ask them to complete one panel of your stamp book. Once you’ve secured six ings, ask them to complete one panel of your stamp book. Once you’ve secured six signatures, bring your stamp book back to registration where you’ll be entered into a signatures, bring your stamp book back to registration where you’ll be entered into a raffle. You must be present at the raffle. You must be present at the President’s Reception, 6:00pm Saturday, November 9. to win. President’s Reception, 6:00pm Saturday, November 9. to win.

Why We Use the Red Triangle & Bird in the NAME Logo Why We Use the Red Triangle & Bird in the NAME Logo

During the Nazi Holocaust, people forced into ghettos and concentration camps were required During the Nazi Holocaust, people forced into ghettos and concentration camps were required to wear badges to indicate the reason, or reasons, for their persecution. Most people are to wear badges to indicate the reason, or reasons, for their persecution. Most people are aware that Jews were forced to wear yellow stars, and gay people were forced to wear pink tri- aware that Jews were forced to wear yellow stars, and gay people were forced to wear pink tri- angles. But there was a long list of symbols of oppression and hate, including one for Catholics, angles. But there was a long list of symbols of oppression and hate, including one for Catholics, Polish and Roma people. Polish and Roma people.

The red triangle was required of “Wrong Thinkers,” political or religious dissidents who dared The red triangle was required of “Wrong Thinkers,” political or religious dissidents who dared to speak out against the ruling regime, or who did not fit neatly into another category for per- to speak out against the ruling regime, or who did not fit neatly into another category for persecution. secution.

NAME uses this symbol to reaffirm our commitment to be the voice for those who cannot NAME uses this symbol to reaffirm our commitment to be the voice for those who cannot speak for themselves, to be advocates and to be allies to all who work for social justice and speak for themselves, to be advocates and to be allies to all who work for social justice and equity. equity. The Sankofa bird in NAME’s logo is borrowed from the West African Akan people of Ghana. The The Sankofa bird in NAME’s logo is borrowed from the West African Akan people of Ghana. The symbol describes learning from the past in order to effectively build for the future. Literally, it symbol describes learning from the past in order to effectively build for the future. Literally, it means “go back and fetch it.” We support the wisdom that we must not forget our past when means “go back and fetch it.” We support the wisdom that we must not forget our past when moving ahead. Sankofa is the realization of Self and Spirit. It represents concepts of self-iden- moving ahead. Sankofa is the realization of Self and Spirit. It represents concepts of self-identity, redefinition and vision. It symbolizes an understanding that one’s personal destiny and tity, redefinition and vision. It symbolizes an understanding that one’s personal destiny and collective identity is linked to that of the larger cultural group. collective identity is linked to that of the larger cultural group.

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T11.30.08 Palo Verde II T11.30.08 Palo Verde II Intermediate Panel Intermediate Panel The Alaska Indigenous Teacher Corps Project: Efforts to De-colonize the Teacher Workforce. The Alaska Indigenous Teacher Corps Project: Efforts to De-colonize the Teacher Workforce. Alaska Native students make up 21% of Alaska’s K12 population, but only 5% of the teaching Alaska Native students make up 21% of Alaska’s K12 population, but only 5% of the teaching force. This session will present information on efforts to increase the number of certificated force. This session will present information on efforts to increase the number of certificated Indigenous teachers in Alaska, while also promoting opportunities for non-certificated Indige- Indigenous teachers in Alaska, while also promoting opportunities for non-certificated Indige- nous school workers to meaningfully contribute to the schooling processes in their communi- nous school workers to meaningfully contribute to the schooling processes in their communities. Presenters: Amy Vinlove, University of Alaska Fairbanks; Olga Skinner, University of Alaska ties. Presenters: Amy Vinlove, University of Alaska Fairbanks; Olga Skinner, University of Alaska Fairbanks; Mary Huntington, Bering Strait School District; Carol Barnhardt, University of Alaska Fairbanks; Mary Huntington, Bering Strait School District; Carol Barnhardt, University of Alaska Fairbanks Fairbanks

T11.30.09 Presidio IV T11.30.09 Presidio IV Advanced Presentation Advanced Presentation Decolonizing the Research Process at a Grassroots NGO in Amman, Jordan. In 2018-2019, I Decolonizing the Research Process at a Grassroots NGO in Amman, Jordan. In 2018-2019, I conducted fieldwork in Amman, Jordan at a grassroots non-governmental organization that conducted fieldwork in Amman, Jordan at a grassroots non-governmental organization that serves Sudanese refugees by way of educational initiatives. While there, I often observed the serves Sudanese refugees by way of educational initiatives. While there, I often observed the Western-centric positionality of foreign researchers; this paper problematizes the research Western-centric positionality of foreign researchers; this paper problematizes the research process for Western researchers in the Middle East region and offers a decolonizing approach. process for Western researchers in the Middle East region and offers a decolonizing approach. Presenter: Shireen Keyl, Utah State University Presenter: Shireen Keyl, Utah State University

THU 11:30am THU 11:30am DECADE OF FIRE. DECADE OF FIRE. Directors & Producers Vivian Vázquez Irizarry & Gretchen Hildebran. 2018. Directors & Producers Vivian Vázquez Irizarry & Gretchen Hildebran. 2018. Good Docs. www.gooddocs.net 75 minutes. In the 1970s, the Bronx was on Good Docs. www.gooddocs.net 75 minutes. In the 1970s, the Bronx was on fire. Abandoned by city government, nearly a half-million people were dis- fire. Abandoned by city government, nearly a half-million people were displaced as their close-knit, multi-ethnic neighborhood was reduced to rubble. placed as their close-knit, multi-ethnic neighborhood was reduced to rubble. See page 30 for information. See page 30 for information.

DINE & DIALOGUE DINE & DIALOGUE Nov.7 • 12:30 – 1:50pm Nov.7 • 12:30 – 1:50pm Turquoise Ballroom Turquoise Ballroom Optional event; ticket required. Optional event; ticket required. Convener: Convener: Brandon Fox Brandon Fox NAME Region 5 Director NAME Region 5 Director

Welcome Mansfeld Middle School Students ! Welcome Mansfeld Middle School Students !

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Thursday Breakout Sessions 2:00 – 2:50pm Thursday Breakout Sessions 2:00 – 2:50pm

T11.30.13 Sonoran T11.30.13 Sonoran Intermediate Presentation Intermediate Presentation Wisconsin Act 31, infusing American Indian Studies in a Rural Wisconsin Teacher Education Wisconsin Act 31, infusing American Indian Studies in a Rural Wisconsin Teacher Education Program. This presentation introduces Wisconsin’s Act 31 legislation that requires teacher -ed Program. This presentation introduces Wisconsin’s Act 31 legislation that requires teacher -ed ucation programs to incorporate the history, culture, and tribal sovereignty of the 11 federally ucation programs to incorporate the history, culture, and tribal sovereignty of the 11 federally recognized tribes of the state. The focus will be on the implementation of this law in a teacher recognized tribes of the state. The focus will be on the implementation of this law in a teacher education program. Presenters: Edina Haslauer, University of Wisconsin-Platteville; Peggy Mar- education program. Presenters: Edina Haslauer, University of Wisconsin-Platteville; Peggy Mar- ciniec, University of Wisconsin-Platteville ciniec, University of Wisconsin-Platteville

T11.30.14 Tortolita T11.30.14 Tortolita Intermediate Presentation Intermediate Presentation Disrupting the narrative of fake news via a humanistic or decolonizing science education Disrupting the narrative of fake news via a humanistic or decolonizing science education curriculum. President Donald Trump has made widespread use of the term ‘fake news’ to attack curriculum. President Donald Trump has made widespread use of the term ‘fake news’ to attack news outlets reporting unfavorable news about him and his administration. This narrative finds news outlets reporting unfavorable news about him and his administration. This narrative finds its way into classrooms contributing to the distortion of reality. I propose an alternative to the its way into classrooms contributing to the distortion of reality. I propose an alternative to the traditional science curriculum to decolonize minds and disrupt the fake news narrative. Present- traditional science curriculum to decolonize minds and disrupt the fake news narrative. Present- er: Paulo Oemig, New Mexico State University er: Paulo Oemig, New Mexico State University

T2.01 Agave I T2.01 Agave I Intermediate Presentation Intermediate Presentation Culturally Responsive Pedagogy in Teacher Education Programs: Bringing Equity to Education. Culturally Responsive Pedagogy in Teacher Education Programs: Bringing Equity to Education. Teacher education programs have failed to embed culturally relevant pedagogy into coursework Teacher education programs have failed to embed culturally relevant pedagogy into coursework (Ladson Billings, 1995). To improve the teacher candidates’ ability to apply culturally responsive (Ladson Billings, 1995). To improve the teacher candidates’ ability to apply culturally responsive pedagogy they need to have the opportunity to observe, try out, and receive feedback on their pedagogy they need to have the opportunity to observe, try out, and receive feedback on their teaching and see the connections to their coursework (Zeichner and Beir, 20115).Presenter : teaching and see the connections to their coursework (Zeichner and Beir, 20115).Presenter : Ann Martinelli, Pennsylvania State University, Abington College Ann Martinelli, Pennsylvania State University, Abington College

T2.02 Agave II T2.02 Agave II Intermediate Interactive Workshop Intermediate Interactive Workshop Decolonizing Minds in Teacher Education Through Intersectional, Feminist Curriculum. Our Decolonizing Minds in Teacher Education Through Intersectional, Feminist Curriculum. Our

National Association for Multicultural Education • www.NAMEorg.org 58 2019 NAME Conference • Tucson 58 presentation explores the question, how can we actively ‘decolonize’ minds through the inter- presentation explores the question, how can we actively ‘decolonize’ minds through the intersecting themes of gender, sexuality, & education? In this workshop, we will engage audience secting themes of gender, sexuality, & education? In this workshop, we will engage audience members in examining how to strategically use an intersectional feminist perspective in edu- members in examining how to strategically use an intersectional feminist perspective in education courses that aim to prepare equity-focused practitioners. Presenters: Katie Clonan-Roy, cation courses that aim to prepare equity-focused practitioners. Presenters: Katie Clonan-Roy, Cleveland State University; Charlotte Jacobs, University of Pennsylvania Cleveland State University; Charlotte Jacobs, University of Pennsylvania

T2.03 Agave III T2.03 Agave III Intermediate Interactive Workshop Intermediate Interactive Workshop Teacher-led Professional Development to Promote Culturally-Sustaining Teaching Practices in Teacher-led Professional Development to Promote Culturally-Sustaining Teaching Practices in Rural Alaska. Over the last five years a group of teachers and teacher educators have developed Rural Alaska. Over the last five years a group of teachers and teacher educators have developed a series of web-based professional development modules in place- and culturally sustaining a series of web-based professional development modules in place- and culturally sustaining teaching practices that form the foundation of a teacher-led professional development effort teaching practices that form the foundation of a teacher-led professional development effort in rural Alaska. This interactive workshop will introduce the modules and facilitate exploration in rural Alaska. This interactive workshop will introduce the modules and facilitate exploration in small rotational groups. Presenters: Robin Child, Bering Strait School District; Amy Vinlove, in small rotational groups. Presenters: Robin Child, Bering Strait School District; Amy Vinlove, University of Alaska Fairbanks; Catera Gilmore, Bering Strait School District University of Alaska Fairbanks; Catera Gilmore, Bering Strait School District

T2.04 Coronado I T2.04 Coronado I Advanced Interactive Workshop Advanced Interactive Workshop Hidden in plain sight: Decolonizing the institutionalized power of whiteness in schools. In Hidden in plain sight: Decolonizing the institutionalized power of whiteness in schools. In this presentation, we pursue a dialogue to address, 1) ‘What is whiteness? 2) How and why did this presentation, we pursue a dialogue to address, 1) ‘What is whiteness? 2) How and why did whiteness come to be hidden in plain sight? and 3) How can we decolonize self and school from whiteness come to be hidden in plain sight? and 3) How can we decolonize self and school from the power of whiteness and intersecting ideologies, practices, and forms of identity and -mar the power of whiteness and intersecting ideologies, practices, and forms of identity and -mar ginalization? Presenters: Darren Lund, University of Calgary; Virginia Lea, University of Wiscon- ginalization? Presenters: Darren Lund, University of Calgary; Virginia Lea, University of Wiscon- sin-Stout; Paul Carr, Université du Québec en Outaouais sin-Stout; Paul Carr, Université du Québec en Outaouais

T2.05 Joshua I T2.05 Joshua I Introductory Interactive Workshop Introductory Interactive Workshop Telling their own stories: Immigrant youth and families forge their future through written Telling their own stories: Immigrant youth and families forge their future through written narrative and photography. This interactive workshop is an invitation to engage in culturally narrative and photography. This interactive workshop is an invitation to engage in culturally responsive pedagogy addressing deeply rooted inequities through empowered voices of immi- responsive pedagogy addressing deeply rooted inequities through empowered voices of immigrant students and their families. Participants will examine the multiplicity of human experienc- grant students and their families. Participants will examine the multiplicity of human experiences to place value on them and to lessen the destructive influence of oppressive social norms es to place value on them and to lessen the destructive influence of oppressive social norms they uncovered in school communities. Presenters: Maria Gabriel, Thompson School District; they uncovered in school communities. Presenters: Maria Gabriel, Thompson School District; Kevin Roxas, Western Washington University Kevin Roxas, Western Washington University

T2.06 Oro Valley T2.06 Oro Valley Introductory Presentation Introductory Presentation

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Human Trafficking Education: Survivor and Educator Perspectives. The sex trafficking of minors Human Trafficking Education: Survivor and Educator Perspectives. The sex trafficking of minors is perpetuated by a variety of social inequities. The need for prevention education and activism is perpetuated by a variety of social inequities. The need for prevention education and activism is imperative. Through study results involving trafficking survivors and educators, participants is imperative. Through study results involving trafficking survivors and educators, participants will learn better practices on teaching about trafficking in a survivor-informed, sensitive way will learn better practices on teaching about trafficking in a survivor-informed, sensitive way that reduces stereotypes and values survivors. Presenter: Amy Bintliff, University of Wiscon- that reduces stereotypes and values survivors. Presenter: Amy Bintliff, University of Wiscon- sin-Madison sin-Madison

T2.07 Palo Verde I T2.07 Palo Verde I Intermediate Presentation Intermediate Presentation From the Inside Out: An Examination of Culturally Relevant and Sustaining Practices in a From the Inside Out: An Examination of Culturally Relevant and Sustaining Practices in a Teacher Preparation Program. Inspired by Django Paris’ (2018) call to ‘Think of your syllabus Teacher Preparation Program. Inspired by Django Paris’ (2018) call to ‘Think of your syllabus as an act of resistance...’, four early childhood teacher educators pledged to examine their as an act of resistance...’, four early childhood teacher educators pledged to examine their undergraduate course syllabi in an effort to embrace their commitment to culturally sustaining undergraduate course syllabi in an effort to embrace their commitment to culturally sustaining pedagogy. This session details their uniquely designed syllabi analysis tool, methodology and pedagogy. This session details their uniquely designed syllabi analysis tool, methodology and findings. Presenters: Tenisha Powell, Winthrop University; Erin Hamel; Crystal Glover; Diana findings. Presenters: Tenisha Powell, Winthrop University; Erin Hamel; Crystal Glover; Diana Murdock Murdock

T2.08 Palo Verde II T2.08 Palo Verde II Intermediate Panel Intermediate Panel No Longer Confined: Decolonizing Contexts for Teaching and Learning by Centering Diversity. No Longer Confined: Decolonizing Contexts for Teaching and Learning by Centering Diversity.

THU 2:00pm THU 2:00pm NAILED IT. NAILED IT. Director: Adele Free Pham. Co-Producer: Kelvin Saint Pham. 2018. Third World Director: Adele Free Pham. Co-Producer: Kelvin Saint Pham. 2018. Third World Newsreel. www.twn.org. 59 minutes. Newsreel. www.twn.org. 59 minutes. Weaving powerful personal stories with insightful interviews, Nailed It captures Weaving powerful personal stories with insightful interviews, Nailed It captures an unforgettable and often hilarious saga born of tragedy, charting the rise, struggle, stereo- an unforgettable and often hilarious saga born of tragedy, charting the rise, struggle, stereotypes, and steady hold Vietnamese Americans have on today’s multiethnic $8 billion-dollar types, and steady hold Vietnamese Americans have on today’s multiethnic $8 billion-dollar nail economy. See page 30 for complete information. nail economy. See page 30 for complete information.

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The panel offers new avenues for integrating diversity into a variety of curricula. The presenters The panel offers new avenues for integrating diversity into a variety of curricula. The presenters will share their scholarly experiences and research activities related to equity, social justice, and will share their scholarly experiences and research activities related to equity, social justice, and diversity in the field. The participants will be engaged in discussion and critical reflection that diversity in the field. The participants will be engaged in discussion and critical reflection that will lead to contextual applications. Presenters: Dorota Silber-Furman, Tennessee Technological will lead to contextual applications. Presenters: Dorota Silber-Furman, Tennessee Technological University; Andrea Arce-Trigatti, Tennessee Technological University; Jacob Kelley, University of University; Andrea Arce-Trigatti, Tennessee Technological University; Jacob Kelley, University of Tennessee, Knoxville Tennessee, Knoxville

T2.09 Presidio III T2.09 Presidio III Intermediate Presentation Intermediate Presentation Hegemonic Whiteness and Teacher Education in the Trump Era: A Review of the Literature, Hegemonic Whiteness and Teacher Education in the Trump Era: A Review of the Literature, 2016-2019. This literature review uses hegemonic Whiteness (Cabrera, 2018) as an analytical 2016-2019. This literature review uses hegemonic Whiteness (Cabrera, 2018) as an analytical invitation to review teacher education research addressing the preparation of white teachers invitation to review teacher education research addressing the preparation of white teachers between 2016 and early 2019. Among other themes, white resistance, whiteness pedagogies, between 2016 and early 2019. Among other themes, white resistance, whiteness pedagogies, the experiences of Students and Faculty of Color, and structural changes to teacher education the experiences of Students and Faculty of Color, and structural changes to teacher education emerge as key areas of research. Presenter: Andrew Matschiner, University of California, San emerge as key areas of research. Presenter: Andrew Matschiner, University of California, San Diego Diego

ROUNDTABLES ROUNDTABLES

T2.10 Presidio V-1 T2.10 Presidio V-1 Introductory Roundtable Introductory Roundtable Heritage and Experiential Learning Through Theatre, Creating a Heritage Classroom Play -Li Heritage and Experiential Learning Through Theatre, Creating a Heritage Classroom Play -Li brary. As literacy teachers we seek to build a classroom play library which reflects our students’ brary. As literacy teachers we seek to build a classroom play library which reflects our students’ experiences including but not limited to; all languages our students speak and live in and from experiences including but not limited to; all languages our students speak and live in and from their respective countries of origin. We ask participants to share their knowledge of literature their respective countries of origin. We ask participants to share their knowledge of literature from around the world! Presenters: Sunny Stubbs, Houston Independent School District; Jessica from around the world! Presenters: Sunny Stubbs, Houston Independent School District; Jessica Hightower, The University of St. Thomas Hightower, The University of St. Thomas

T2.11 Presidio V-2 T2.11 Presidio V-2 Introductory Roundtable Introductory Roundtable ‘¡Vencéremos!’: Challenging Academic Barriers with Latinx Youth Participatory Action Re- ‘¡Vencéremos!’: Challenging Academic Barriers with Latinx Youth Participatory Action Re- search. The round table presentation intends to create a dialogue by challenging issues specific search. The round table presentation intends to create a dialogue by challenging issues specific to Latinx youth through youth participatory action research (YPAR). Using Latina/o Critical The- to Latinx youth through youth participatory action research (YPAR). Using Latina/o Critical The- ory (LatCrit) as a theoretical lens, the presenter and participants will co-strategize a potential ory (LatCrit) as a theoretical lens, the presenter and participants will co-strategize a potential framework for advancing college access for Latinx students through YPAR principles and pro- framework for advancing college access for Latinx students through YPAR principles and processes. Presenter: Ashley Dominguez, Arizona State University cesses. Presenter: Ashley Dominguez, Arizona State University

T2.12 Presidio V-3 T2.12 Presidio V-3 Introductory Roundtable Introductory Roundtable

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Unfolding the Untold: revealing Saudi women artists stories. This study demonstrates Saudi Unfolding the Untold: revealing Saudi women artists stories. This study demonstrates Saudi women artists’ narratives across spaces and time by relying on the theoretical framework of in- women artists’ narratives across spaces and time by relying on the theoretical framework of interactive narrative analysis. The researcher investigates Saudi artists’ narratives to examine how teractive narrative analysis. The researcher investigates Saudi artists’ narratives to examine how art education supported and challenged their artistic identity and suggests that there is depth art education supported and challenged their artistic identity and suggests that there is depth and complexity in their narratives especially in relation to gender dynamics. Presenter: Shaimaa and complexity in their narratives especially in relation to gender dynamics. Presenter: Shaimaa Fatani, Ohio State University Fatani, Ohio State University

T2.13 Rincon T2.13 Rincon Intermediate Presentation Intermediate Presentation Reframing the Deficit Lens: Disability Studies in (Special) Education. Presenting the tenets of Reframing the Deficit Lens: Disability Studies in (Special) Education. Presenting the tenets of DSE and sharing resources of personal counternarratives and fictional novels to reframe the DSE and sharing resources of personal counternarratives and fictional novels to reframe the deficit model of disability, two former special education teachers hope this presentation works deficit model of disability, two former special education teachers hope this presentation works to disrupt assumptions of ability and impairment to liberate teachers and students and move to disrupt assumptions of ability and impairment to liberate teachers and students and move toward a more equitable and liberatory pedagogy. Presenters: Rebecca Crowe, University of toward a more equitable and liberatory pedagogy. Presenters: Rebecca Crowe, University of Oregon; Juan Mesa, University of Oregon Oregon; Juan Mesa, University of Oregon

T2.14 Santa Rita T2.14 Santa Rita Intermediate Presentation Intermediate Presentation Decolonizing the University as Work of Indigenous Allies. Why is the work of allies of indig- Decolonizing the University as Work of Indigenous Allies. Why is the work of allies of indigenous peoples necessary to decolonizing institutions of higher education? How can allies do enous peoples necessary to decolonizing institutions of higher education? How can allies do this work effectively, in cooperation with indigenous people on and off campus? Presenters will this work effectively, in cooperation with indigenous people on and off campus? Presenters will share their experiences of decolonizing work. Discussion will identify effective strategies for share their experiences of decolonizing work. Discussion will identify effective strategies for decolonization in higher education. Presenters: Rebecca Buchanan, University of Maine; John decolonization in higher education. Presenters: Rebecca Buchanan, University of Maine; John Maddaus, University of Maine Maddaus, University of Maine

T2.15 Sonoran T2.15 Sonoran Intermediate Presentation Intermediate Presentation

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Worthy and Complete: Disrupting the Colonizing Effects of PPE through Mindfulness and Basic Worthy and Complete: Disrupting the Colonizing Effects of PPE through Mindfulness and Basic Goodness. Program planning and evaluation (PPE) practices are commonplace in the data-driv- Goodness. Program planning and evaluation (PPE) practices are commonplace in the data-driven world of education. PPE practices and practitioners can unintentionally perpetuate coloniza- en world of education. PPE practices and practitioners can unintentionally perpetuate colonization of all those involved (staff, stakeholders, participants). Mindfulness and basic goodness can tion of all those involved (staff, stakeholders, participants). Mindfulness and basic goodness can be used to disrupt this unintentional colonization, especially in multicultural contexts. Present- be used to disrupt this unintentional colonization, especially in multicultural contexts. Present- ers: Michael Littrell, Tennessee Technological University; Ashley Akenson, Tennessee Techno- ers: Michael Littrell, Tennessee Technological University; Ashley Akenson, Tennessee Techno- logical University logical University

T2.16 Tortolita T2.16 Tortolita Advanced Presentation Advanced Presentation Developing Future Critical Multicultural Educators: The Use of Community-based Learning Developing Future Critical Multicultural Educators: The Use of Community-based Learning (CBL) in a Border City. The study describes the design of community-based learning that is ini- (CBL) in a Border City. The study describes the design of community-based learning that is ini- tiated to develop pre-service teachers as future critical multicultural educators. It further dis- tiated to develop pre-service teachers as future critical multicultural educators. It further discusses pre-service teachers’ multiple engagement in a local borderland community and analyzes cusses pre-service teachers’ multiple engagement in a local borderland community and analyzes their critical reflections in terms of self-worth, funds of knowledge and culture values. Present- their critical reflections in terms of self-worth, funds of knowledge and culture values. Present- ers: Wenjie Wang, New Mexico State University; Xiaofei Rao ers: Wenjie Wang, New Mexico State University; Xiaofei Rao

Thursday Breakout Sessions 3:00 – 3:50pm Thursday Breakout Sessions 3:00 – 3:50pm

T3.01 Agave I T3.01 Agave I Intermediate Presentation Intermediate Presentation When Best Intentions Are Not Enough: Implenting CRP During Under Graduate Literacy When Best Intentions Are Not Enough: Implenting CRP During Under Graduate Literacy Coursework. Teacher educators must challenge the mono-cultural curriculum and develop pro- Coursework. Teacher educators must challenge the mono-cultural curriculum and develop programs that better prepare teachers for the realities of today’s culturally and diverse classrooms. grams that better prepare teachers for the realities of today’s culturally and diverse classrooms. This session will examine the extent to which two teacher educators were able to teach cultur- This session will examine the extent to which two teacher educators were able to teach culturally responsive (CR) practices to PreK-4 teacher candidates during literacy methods coursework. ally responsive (CR) practices to PreK-4 teacher candidates during literacy methods coursework. Presenters: Dana Reisboard, Widener University; Katia Ciampa, Widener University Presenters: Dana Reisboard, Widener University; Katia Ciampa, Widener University

T3.02 Agave II T3.02 Agave II Introductory Interactive Workshop Introductory Interactive Workshop What Will it Take to (re-)humanize STEM Education? Aligned with the Mayan, In Lak’Ech, rehu- What Will it Take to (re-)humanize STEM Education? Aligned with the Mayan, In Lak’Ech, rehumanizing is about all of us. In order to transform society we must position students and teachers manizing is about all of us. In order to transform society we must position students and teachers as revolutionary agents for their own and our collective cultural transformation. Participants will as revolutionary agents for their own and our collective cultural transformation. Participants will define what rehumanizing STEM education looks and feels like and make public personal com- define what rehumanizing STEM education looks and feels like and make public personal commitments to rehumanizing education. Presenter: Krista McAtee, Trellis Education mitments to rehumanizing education. Presenter: Krista McAtee, Trellis Education

T3.03 Agave III T3.03 Agave III Intermediate Interactive Workshop Intermediate Interactive Workshop The Art of Decolonization: Self-Reflection through Collage. This workshop provides a space The Art of Decolonization: Self-Reflection through Collage. This workshop provides a space

National Association for Multicultural Education • www.NAMEorg.org 2019 NAME Conference • Tucson 63 63 to investigate and reflect on understandings of decolonization introspectively and with others to investigate and reflect on understandings of decolonization introspectively and with others through the creation of visual collages. Participants will engage with a variety of materials to through the creation of visual collages. Participants will engage with a variety of materials to create visual representations related to conference themes and receive additional information create visual representations related to conference themes and receive additional information to enable future utilization of this method. Presenter: Melissa Schellenberg, Georgia State Uni- to enable future utilization of this method. Presenter: Melissa Schellenberg, Georgia State Uni- versity versity

T3.04 Coronado I T3.04 Coronado I Intermediate Interactive Workshop Intermediate Interactive Workshop Practice Awareness, Belonging & Conversations: Self-Educate, Collaborate & Activate MCE Practice Awareness, Belonging & Conversations: Self-Educate, Collaborate & Activate MCE 2019. Awareness, students’ belonging and developmental milestones anchor & promote con- 2019. Awareness, students’ belonging and developmental milestones anchor & promote conversations among participants today. Seminal new knowledge on Just Awareness (Kabat-Zinn versations among participants today. Seminal new knowledge on Just Awareness (Kabat-Zinn 2018), on Belonging, Identity & Conversations (Daniel Tatum 2018) & on students’ Development 2018), on Belonging, Identity & Conversations (Daniel Tatum 2018) & on students’ Development & the impact of MCEducators’ Actions (Wallace/Kennedy Marx 2017) forge pathways to equita- & the impact of MCEducators’ Actions (Wallace/Kennedy Marx 2017) forge pathways to equitable, promising practices. We’ll learn, interact, practice & plan actions. Presenter: Susan Kenne- ble, promising practices. We’ll learn, interact, practice & plan actions. Presenter: Susan Kenne- dy Marx, Equity/Justice Trainer & School Administrator dy Marx, Equity/Justice Trainer & School Administrator

T3.05 Coronado II T3.05 Coronado II Intermediate Presentation Intermediate Presentation Multicultural education in multiple spaces: Faculty share how their backgrounds influence Multicultural education in multiple spaces: Faculty share how their backgrounds influence their teaching. Who teaches multicultural education (MCE)? To address this question, we con- their teaching. Who teaches multicultural education (MCE)? To address this question, we conducted a mixed methods study with faculty based in the USA who teach courses on diversity, ducted a mixed methods study with faculty based in the USA who teach courses on diversity, social justice, and/or MCE. Our discussion-based presentation will share findings that stress the social justice, and/or MCE. Our discussion-based presentation will share findings that stress the importance of learning about and teaching MCE in multiple spaces. Handouts will be provided. importance of learning about and teaching MCE in multiple spaces. Handouts will be provided. Presenters: Peggy Shannon-Baker, Georgia Southern University; Clint Johnson Presenters: Peggy Shannon-Baker, Georgia Southern University; Clint Johnson

T3.06 Foyer 1 T3.06 Foyer 1 Intermediate Poster Intermediate Poster Multicultural Aspects of Parental Involvement. An increase in interracial marriages has resulted Multicultural Aspects of Parental Involvement. An increase in interracial marriages has resulted

THU 3:00pm THU 3:00pm PERSONAL STATEMENT. PERSONAL STATEMENT. Producer: Beth Levison. Director: Juliane Dresser and Edwin Martinez. Producer: Beth Levison. Director: Juliane Dresser and Edwin Martinez. 2018. Good Docs. www.gooddocs.net. 57 minutes. Special discount code 2018. Good Docs. www.gooddocs.net. 57 minutes. Special discount code for NAME members: NAME-PS-20%. for NAME members: NAME-PS-20%. Three seniors at Brooklyn high schools are determined to get their entire Three seniors at Brooklyn high schools are determined to get their entire classes to college, even though they aren’t even sure they are going to classes to college, even though they aren’t even sure they are going to make it there themselves. See page 30 for complete information. make it there themselves. See page 30 for complete information.

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Community for Social Change. This presentation proposes the reimagining of teacher education Community for Social Change. This presentation proposes the reimagining of teacher education at the intersection of the PreK-12 and the grassroots community. The presentation will analyze at the intersection of the PreK-12 and the grassroots community. The presentation will analyze the process of designing and implementing place-conscious and culturally sustaining pedagogies the process of designing and implementing place-conscious and culturally sustaining pedagogies in social studies teacher education. This presentation will discuss the impact of local communi- in social studies teacher education. This presentation will discuss the impact of local communities and community leaders as co-equal teacher educators. Presenter: Kaitlin Popielarz, Wayne ties and community leaders as co-equal teacher educators. Presenter: Kaitlin Popielarz, Wayne State University State University

T3.11 Palo Verde I T3.11 Palo Verde I Intermediate Presentation Intermediate Presentation Portraits of Perceptual Change: Exploring the Possibility of Diversity Learning in a Ser- Portraits of Perceptual Change: Exploring the Possibility of Diversity Learning in a Ser- vice-Learning Course. The session will present on a study examining the learning that occurs vice-Learning Course. The session will present on a study examining the learning that occurs in a service-learning course for undergraduate students. Findings indicate that decolonizing in a service-learning course for undergraduate students. Findings indicate that decolonizing knowledge and learning about diversity/multiculturalism is not a simple and linear process, but knowledge and learning about diversity/multiculturalism is not a simple and linear process, but instead a complex one where students begin deconstructing and questioning previously held instead a complex one where students begin deconstructing and questioning previously held perceptions. Presenter: Raquel Wood, University of Iowa perceptions. Presenter: Raquel Wood, University of Iowa

T3.12 Palo Verde II T3.12 Palo Verde II Intermediate Panel Intermediate Panel American Indian ELLs: Misunderstood and Underserved. Recommendations for how to broad- American Indian ELLs: Misunderstood and Underserved. Recommendations for how to broad- en policy perspectives to facilitate comprehensive educational support for the full range of en policy perspectives to facilitate comprehensive educational support for the full range of culturally and linguistically diverse American Indian students in all classrooms across Montana, culturally and linguistically diverse American Indian students in all classrooms across Montana, as well, as groundbreaking insights regarding the challenges and successes in preparing regular as well, as groundbreaking insights regarding the challenges and successes in preparing regular classroom teachers to meet ELLs’ needs are shared. Presenters: Jioanna Carjuzaa, MSU, Cen- classroom teachers to meet ELLs’ needs are shared. Presenters: Jioanna Carjuzaa, MSU, Cen- ter for Bilingual and Multicultural Educaiton; Bill Mendoza, Montana State University; Bill Ruff, ter for Bilingual and Multicultural Educaiton; Bill Mendoza, Montana State University; Bill Ruff, Montana State University Montana State University T3.13 Presidio III T3.13 Presidio III Intermediate Presentation Intermediate Presentation Decolonizing the bodies, hearts and minds of teacher-candidates of color via critical multicul- Decolonizing the bodies, hearts and minds of teacher-candidates of color via critical multiculturalism. This presentation will highlight the reactions and reflections of three teacher-candi- turalism. This presentation will highlight the reactions and reflections of three teacher-candidates of color as they engaged in a theoretically informed, curriculum and instruction approach dates of color as they engaged in a theoretically informed, curriculum and instruction approach which took on the attributes of equity an pedagogy for the three teacher-candidates of color which took on the attributes of equity an pedagogy for the three teacher-candidates of color and ultimately functioned to decolonize their bodies, hearts and minds. Presenter: Cassandra and ultimately functioned to decolonize their bodies, hearts and minds. Presenter: Cassandra Drake, California State University Stanislaus Drake, California State University Stanislaus

T3.14 Presidio IV T3.14 Presidio IV Intermediate Presentation Intermediate Presentation

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ROUNDTABLES ROUNDTABLES

Teacher Educators’ Transformative Learning through Critical Self-Reflection in order to Prepare Teacher Educators’ Transformative Learning through Critical Self-Reflection in order to Prepare Culturally Competent Tea. This session will examine how we as teacher educators can recharge Culturally Competent Tea. This session will examine how we as teacher educators can recharge our commitment to preparing culturally competent teacher candidates that will confront so- our commitment to preparing culturally competent teacher candidates that will confront social injustices while advocating for students. Through personal reflection, the presenters will cial injustices while advocating for students. Through personal reflection, the presenters will share their journeys toward this goal. Attendees will be invited to share their own experiences. share their journeys toward this goal. Attendees will be invited to share their own experiences. Presenters: Winnifred Namatovu, University of North Georgia; Eugenia Johnson-Whitt, Walsh Presenters: Winnifred Namatovu, University of North Georgia; Eugenia Johnson-Whitt, Walsh University; Danielle Johnson, Durham’s Partnership for Children University; Danielle Johnson, Durham’s Partnership for Children

T3.15 Presidio V-1 T3.15 Presidio V-1 Introductory Roundtable Introductory Roundtable Valuing Cultural Wealth: Refugees and Immigrants in the U.S. classroom. Over the years, the Valuing Cultural Wealth: Refugees and Immigrants in the U.S. classroom. Over the years, the immigrant and refugee population in the United States has increased with one child in every immigrant and refugee population in the United States has increased with one child in every four having at least one parent who is an immigrant. The cultural wealth they bring make them four having at least one parent who is an immigrant. The cultural wealth they bring make them contributors and beneficiaries of the U.S classroom. Their funds of knowledge, if realized, will contributors and beneficiaries of the U.S classroom. Their funds of knowledge, if realized, will aid their academic functionality. Presenter: Alfred Acquah, University of Nevada, Las Vegas aid their academic functionality. Presenter: Alfred Acquah, University of Nevada, Las Vegas

T3.16 Presidio V-2 T3.16 Presidio V-2 Introductory Roundtable Introductory Roundtable Teachers’ perceptions of children who struggle with behavioral challenges. This study draws on Teachers’ perceptions of children who struggle with behavioral challenges. This study draws on a large existing data source gathered during the preservice teachers’ year-long student teaching a large existing data source gathered during the preservice teachers’ year-long student teaching field placements (a modified ‘focal child’ study). Grounded theory techniques were employed field placements (a modified ‘focal child’ study). Grounded theory techniques were employed including Values Coding to understand how teacher perceptions of their ‘closeness’ to students including Values Coding to understand how teacher perceptions of their ‘closeness’ to students influenced their response to challenging behaviors. Presenters: Christal Walker, Georgia State influenced their response to challenging behaviors. Presenters: Christal Walker, Georgia State University; Diane Truscott University; Diane Truscott

T3.17 Presidio V-3 T3.17 Presidio V-3 Advanced Roundtable Advanced Roundtable Using an Asset-based Approach to Decolonizing Mexican American/Latinx Student Services. Using an Asset-based Approach to Decolonizing Mexican American/Latinx Student Services. Through an interactive, small group roundtable, we will be discussing the Specialist’s roles with- Through an interactive, small group roundtable, we will be discussing the Specialist’s roles within MASSD. Specialist’s will be discussing barriers/challenges that have historically impacted the in MASSD. Specialist’s will be discussing barriers/challenges that have historically impacted the Mexican American community and innovative asset based interventions implemented during Mexican American community and innovative asset based interventions implemented during this school year used to target these barriers. This workshop is geared towards advanced practi- this school year used to target these barriers. This workshop is geared towards advanced practitioners. Presenter: Maria Federico Brummer, Tucson Unified School District tioners. Presenter: Maria Federico Brummer, Tucson Unified School District

T3.18 Rincon T3.18 Rincon Intermediate Presentation Intermediate Presentation

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Mexican and Mexican American Young Women’s Counter-narratives Disrupting Society’s Mexican and Mexican American Young Women’s Counter-narratives Disrupting Society’s Stereotypes. This presentation examines the counter-narratives of six Mexican and Mexican Stereotypes. This presentation examines the counter-narratives of six Mexican and Mexican American young women in today’s sociopolitical climate that speak against society’s stereotypes American young women in today’s sociopolitical climate that speak against society’s stereotypes about their communities in the United States. Their lived experiences serve as counter-nar- about their communities in the United States. Their lived experiences serve as counter-narratives demonstrating the ways in which stories can disrupt society’s master narrative about ratives demonstrating the ways in which stories can disrupt society’s master narrative about minority communities. Presenter: Stacy Saathoff, University of Arizona minority communities. Presenter: Stacy Saathoff, University of Arizona

T3.19 Santa Rita T3.19 Santa Rita Intermediate Presentation Intermediate Presentation Decolonizing Teacher Education: Imagining Possibilities for Alternative Designs. This presenta- Decolonizing Teacher Education: Imagining Possibilities for Alternative Designs. This presentation examines colonizing policies, practices, and spaces of teacher education and seeks to create tion examines colonizing policies, practices, and spaces of teacher education and seeks to create spaces for imagining decolonial alternatives. The analysis of colonization that centers dominant spaces for imagining decolonial alternatives. The analysis of colonization that centers dominant cultural norms, neoliberal values, and technocratic solutions in teacher education will lead into cultural norms, neoliberal values, and technocratic solutions in teacher education will lead into a discussion of how teacher education can be decolonized. Presenters: Elena Aydarova, Auburn a discussion of how teacher education can be decolonized. Presenters: Elena Aydarova, Auburn University; Bevin Roue, Auburn University University; Bevin Roue, Auburn University

T3.20 Sonoran T3.20 Sonoran Intermediate Presentation Intermediate Presentation Collaboration as De-Colonizing Knowledge Construction: Lessons from an Undergraduate Collaboration as De-Colonizing Knowledge Construction: Lessons from an Undergraduate Level Course. This contribution explores how students enrolled in an undergraduate, cultural Level Course. This contribution explores how students enrolled in an undergraduate, cultural studies course interpret the link between collaboration and the purposeful exposure to diverse studies course interpret the link between collaboration and the purposeful exposure to diverse ideas and perspectives. In one semester, 106 student responses were collected through a ideas and perspectives. In one semester, 106 student responses were collected through a cross-sectional qualitative survey design used to explore students’ perceptions of these con- cross-sectional qualitative survey design used to explore students’ perceptions of these concepts. Presenter: Andrea Arce-Trigatti, Tennessee Technological University cepts. Presenter: Andrea Arce-Trigatti, Tennessee Technological University

T3.21 Tortolita T3.21 Tortolita Intermediate Presentation Intermediate Presentation Decolonizing Multicultural Education through Participatory Action Research. Framed by a Decolonizing Multicultural Education through Participatory Action Research. Framed by a Participatory Action Research paradigm, this presentation is designed for college educators who Participatory Action Research paradigm, this presentation is designed for college educators who want to engage in pedagogy that defies internalized colonialism, and that positions everyone as want to engage in pedagogy that defies internalized colonialism, and that positions everyone as a learner and a teacher. Presenter: Romina Pacheco, Fairfield University a learner and a teacher. Presenter: Romina Pacheco, Fairfield University

T4.01 Agave I T4.01 Agave I Intermediate Presentation Intermediate Presentation

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Thursday Breakout Sessions 4:00 – 4:50pm Thursday Breakout Sessions 4:00 – 4:50pm

African American History and Culture, What White Teachers Should Know. This presentation African American History and Culture, What White Teachers Should Know. This presentation shares content and conceptual knowledge relative to Black history and culture necessary for shares content and conceptual knowledge relative to Black history and culture necessary for White teachers who work in schools with large numbers of African American students. Rec- White teachers who work in schools with large numbers of African American students. Rec- ommendations are provided for teacher educators charged with preparing culturally relevant ommendations are provided for teacher educators charged with preparing culturally relevant teachers in order to support the enhanced content and conceptual understandings of White teachers in order to support the enhanced content and conceptual understandings of White teachers. Presenter: Stephanie Logan, Springfield College teachers. Presenter: Stephanie Logan, Springfield College

T4.02 Agave II T4.02 Agave II Intermediate Interactive Workshop Intermediate Interactive Workshop Opening the Eyes of Pre-Service Teachers to Institutionalized Inequities Through Their Racial Opening the Eyes of Pre-Service Teachers to Institutionalized Inequities Through Their Racial Identities. College instructors will identify the ways they guide pre-service teachers in exam- Identities. College instructors will identify the ways they guide pre-service teachers in examining their racial identities in order to construct non-deficit narratives that explain inequitable ining their racial identities in order to construct non-deficit narratives that explain inequitable and racist institutionalized school-based policies. Instructors monitor student progress towards and racist institutionalized school-based policies. Instructors monitor student progress towards these narratives through surveys, guided reflections, and course assignments. We will discuss these narratives through surveys, guided reflections, and course assignments. We will discuss the findings of our three-year mixed methods study. Presenters: Crystal Simmons, SUNY Gen- the findings of our three-year mixed methods study. Presenters: Crystal Simmons, SUNY Gen- eseo; Susan Norman, SUNY Geneseo eseo; Susan Norman, SUNY Geneseo

T4.03 Agave III T4.03 Agave III Intermediate Interactive Workshop Intermediate Interactive Workshop Critical Constellations: A Tool to Support Beginning Teachers to Walk the Walk of Anti-Racist Critical Constellations: A Tool to Support Beginning Teachers to Walk the Walk of Anti-Racist Practice. In this interactive workshop participants will use a non-evaluative framework to- ex Practice. In this interactive workshop participants will use a non-evaluative framework to- ex plore common constellations of teacher candidate knowledge, beliefs, and enactments while plore common constellations of teacher candidate knowledge, beliefs, and enactments while learning anti-racist teaching practice. We will explore common challenges in anti-racist teacher learning anti-racist teaching practice. We will explore common challenges in anti-racist teacher education and share approaches, questions, and insights to advance our shared teacher educa- education and share approaches, questions, and insights to advance our shared teacher education work. Presenters: Laura Jones, University of Michigan; Rebecca Gadd, Boston University tion work. Presenters: Laura Jones, University of Michigan; Rebecca Gadd, Boston University

T4.04 Coronado I T4.04 Coronado I Introductory Interactive Workshop Introductory Interactive Workshop Preparing Teachers to Engage in Social Justice and Equity-Oriented Work in Today’s Political Preparing Teachers to Engage in Social Justice and Equity-Oriented Work in Today’s Political Context. In this workshop, we will share activities that support novice and experienced teachers Context. In this workshop, we will share activities that support novice and experienced teachers in developing or adapting lesson plans that address social justice and equity objectives using an in developing or adapting lesson plans that address social justice and equity objectives using an established culturally relevant curriculum rubric. Participants will hear from current preservice established culturally relevant curriculum rubric. Participants will hear from current preservice teachers, engage in a lesson analysis, and be provided access to free lessons. teachers, engage in a lesson analysis, and be provided access to free lessons. Presenter: Margarita Jimenez-Silva, University of California Davis Presenter: Margarita Jimenez-Silva, University of California Davis

T4.05 Coronado II T4.05 Coronado II Intermediate Presentation Intermediate Presentation

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Decolonizing ‘Emotional Behavior Disorder’. To determine difference from disability, the main Decolonizing ‘Emotional Behavior Disorder’. To determine difference from disability, the main question IDEA (2004) asks, Is a student’s learning/behavior problem primarily due to: (1) lan- question IDEA (2004) asks, Is a student’s learning/behavior problem primarily due to: (1) language and cultural factors (external); or (2) true disabling condition (internal)? This presentation guage and cultural factors (external); or (2) true disabling condition (internal)? This presentation will address ways educators can de-colonize the special education category of Emotional Behav- will address ways educators can de-colonize the special education category of Emotional Behav- ior Disorder by employing a culturally responsive lens. Presenter: Megan Farnsworth, Southern ior Disorder by employing a culturally responsive lens. Presenter: Megan Farnsworth, Southern Oregon University Oregon University

T4.06 Joshua I T4.06 Joshua I Advanced Interactive Workshop Advanced Interactive Workshop When Curriculum Isn’t Enough: Restorative Practices as Transformative Catalysts in Schools. When Curriculum Isn’t Enough: Restorative Practices as Transformative Catalysts in Schools. In an era of the criminalization of student behavior and zero-tolerance policies, restorative In an era of the criminalization of student behavior and zero-tolerance policies, restorative practices provide a compelling, student-centered alternative to build more socially just schools. practices provide a compelling, student-centered alternative to build more socially just schools. This workshop explores restorative justice philosophies and asks participants to consider ways This workshop explores restorative justice philosophies and asks participants to consider ways to incorporate restorative practices into school discipline policies to address issues of exclusion, to incorporate restorative practices into school discipline policies to address issues of exclusion, alienation, and inequity. Presenter: Heather Batchelor, Westminster College alienation, and inequity. Presenter: Heather Batchelor, Westminster College

T4.07 Palo Verde I T4.07 Palo Verde I Intermediate Presentation Intermediate Presentation Here to Stay: Using Culturally and Linguistically Sustaining Spaces to Discuss Immigration. The Here to Stay: Using Culturally and Linguistically Sustaining Spaces to Discuss Immigration. The topic of immigration can no longer be covered in classrooms from a Eurocentric perspective. topic of immigration can no longer be covered in classrooms from a Eurocentric perspective. Culturally sustaining spaces must be created in classroom and discuss topics such as immigra- Culturally sustaining spaces must be created in classroom and discuss topics such as immigration. In this presentation, a classroom teacher/teacher educator will share classroom examples tion. In this presentation, a classroom teacher/teacher educator will share classroom examples from first, second and third grades. Presenter: Sandra L Osorio, Illinois State University from first, second and third grades. Presenter: Sandra L Osorio, Illinois State University

T4.08 Palo Verde II T4.08 Palo Verde II Introductory Panel Introductory Panel Decolonizing the PhD through peer mentoring: Reflections of 1st-year PhD students in an Decolonizing the PhD through peer mentoring: Reflections of 1st-year PhD students in an online/distance learning program. This presentation examines how PhD students in a distance online/distance learning program. This presentation examines how PhD students in a distance learning program develop community to foster encouragement and support persistence. Pre- learning program develop community to foster encouragement and support persistence. Pre- senters will discuss the importance of mentorship, given limited proximity to the university and senters will discuss the importance of mentorship, given limited proximity to the university and faculty. Panelists will discuss how technology/social media can help replicate peer mentorship at faculty. Panelists will discuss how technology/social media can help replicate peer mentorship at other institutions. Presenters: Cynthia Wise, New Mexico State University; Jenee’ Higgins, New other institutions. Presenters: Cynthia Wise, New Mexico State University; Jenee’ Higgins, New Mexico State University; Edgardo Castro, New Mexico State University Mexico State University; Edgardo Castro, New Mexico State University

T4.09 Presidio III T4.09 Presidio III Intermediate Interactive Workshop Intermediate Interactive Workshop

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THU 4:00 THU 4:00 THERE GOES THE NEIGHBORHOOD. THERE GOES THE NEIGHBORHOOD. Directed by Angelique Molina. 2016. Women Make Movies. www.wmm. Directed by Angelique Molina. 2016. Women Make Movies. www.wmm. com. 27 minutes. com. 27 minutes. This film intimately follows an extended Black family of View Park-Windsor This film intimately follows an extended Black family of View Park-Windsor Hills, California as they experience changes due to gentrification and reflect Hills, California as they experience changes due to gentrification and reflect on their shifting community. See page 30 for complete information. on their shifting community. See page 30 for complete information.

Learning to Develop a Race and Gender Conscious Teaching Practice. In this interactive work- Learning to Develop a Race and Gender Conscious Teaching Practice. In this interactive workshop, I will present findings from the research I conducted with a group of teachers on devel- shop, I will present findings from the research I conducted with a group of teachers on developing a racial and gender conscious teaching practice in their classrooms. Following that, I will oping a racial and gender conscious teaching practice in their classrooms. Following that, I will facilitate a mini-training session connected to racial literacy and gender consciousness teaching facilitate a mini-training session connected to racial literacy and gender consciousness teaching strategies and practices. Presenter: Charlotte Jacobs, University of Pennsylvania strategies and practices. Presenter: Charlotte Jacobs, University of Pennsylvania

T4.10 Presidio IV T4.10 Presidio IV Intermediate Presentation Intermediate Presentation Bringing an equity lens to teacher education: A collaborative self study within a learning Bringing an equity lens to teacher education: A collaborative self study within a learning community. This collaborative self study shares the story of faculty and graduate students who community. This collaborative self study shares the story of faculty and graduate students who came together in a professional learning community focused on bringing a lens of equity and came together in a professional learning community focused on bringing a lens of equity and culturally responsive pedagogy to our work as teacher educators. We will present our individual culturally responsive pedagogy to our work as teacher educators. We will present our individual and collective learning about this challenging work. Presenters: Stephanie Arthur, University and collective learning about this challenging work. Presenters: Stephanie Arthur, University of South Florida; Jennifer Jacobs, University of South Florida; Randi Latzke, University of South of South Florida; Jennifer Jacobs, University of South Florida; Randi Latzke, University of South Florida; Amber MacDonald, University of South Florida; Raven Robinson, University of South Florida; Amber MacDonald, University of South Florida; Raven Robinson, University of South Florida Florida

T4.11 Rincon T4.11 Rincon Advanced Presentation Advanced Presentation Develop and Teach Ethnic Studies Courses Now! This session will describe how one school im- Develop and Teach Ethnic Studies Courses Now! This session will describe how one school implemented Ethnic Studies US History as a core high school course. Teachers will share strategies plemented Ethnic Studies US History as a core high school course. Teachers will share strategies for developing course content along with approaches to instruction that focus on ethnic studies for developing course content along with approaches to instruction that focus on ethnic studies themes. Participants will also discuss student perceptions of the course based on study find- themes. Participants will also discuss student perceptions of the course based on study findings. Presenter: Zulema Naegele, De La Salle North Catholic High School ings. Presenter: Zulema Naegele, De La Salle North Catholic High School

T4.12 Santa Rita T4.12 Santa Rita Advanced Presentation Advanced Presentation Learner Perspective of EAP Teachers in Students’ Academic Achievements:Reflections of Learner Perspective of EAP Teachers in Students’ Academic Achievements:Reflections of

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Routledge is Proud to Publish Routledge is Proud to Publish Multicultural Perspectives: Multicultural Perspectives:

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Culturally Responsive Teaching. Ten students learning English for Academic Purposes (EAP) in Culturally Responsive Teaching. Ten students learning English for Academic Purposes (EAP) in universities in China, Germany, and U.S. were interviewed. The purpose was to determine if the universities in China, Germany, and U.S. were interviewed. The purpose was to determine if the instructional pedagogies and classroom management strategies their EAP teachers used reflect instructional pedagogies and classroom management strategies their EAP teachers used reflect the research on culturally responsive teaching, and to understand the roles these EAP teachers the research on culturally responsive teaching, and to understand the roles these EAP teachers played in students’ academic achievements. Presenters: Xiaofei Rao, East China University of played in students’ academic achievements. Presenters: Xiaofei Rao, East China University of Science and Technology; Wenjie Wang, New Mexico State University Science and Technology; Wenjie Wang, New Mexico State University

T4.13 Sonoran T4.13 Sonoran Intermediate Presentation Intermediate Presentation Books, Art, and Praxis: Reflections on Teacher Educators’ and a Pre-service Teacher’s Teaching Books, Art, and Praxis: Reflections on Teacher Educators’ and a Pre-service Teacher’s Teaching for Social Justice. The #weneeddiversebooks movement calls upon educators to disrupt the for Social Justice. The #weneeddiversebooks movement calls upon educators to disrupt the traditional literary canon of American schools. To provide a roadmap for social justice orient- traditional literary canon of American schools. To provide a roadmap for social justice oriented literary discussion with children, we merged interactive justice-oriented read alouds and ed literary discussion with children, we merged interactive justice-oriented read alouds and art-making in a project called Book to Art with preservice teachers. Presenters: Elyse Hambach- art-making in a project called Book to Art with preservice teachers. Presenters: Elyse Hambach- er, University of New Hampshire; Bethany Silva, University of New Hampshire; Grace Morelli, er, University of New Hampshire; Bethany Silva, University of New Hampshire; Grace Morelli, University of New Hampshire University of New Hampshire

T4.14 Tortolita T4.14 Tortolita Intermediate Presentation Intermediate Presentation Decolonize, Reclaim, and Sustain the Indigenous Identity. This presentation discusses how a Decolonize, Reclaim, and Sustain the Indigenous Identity. This presentation discusses how a summer camp is geared for indigenous and brown kids; with the purposeful intent to create summer camp is geared for indigenous and brown kids; with the purposeful intent to create space to build community, language, and to sustain their cultures and identities. The camp’s space to build community, language, and to sustain their cultures and identities. The camp’s pedagogy is rooted in bringing cultural learning and experiences to children who may not have pedagogy is rooted in bringing cultural learning and experiences to children who may not have access to their indigenous communities. Presenters: Melissa Mercado; Alex Silva access to their indigenous communities. Presenters: Melissa Mercado; Alex Silva

T4.15 Tucson T4.15 Tucson Introductory Presentation Introductory Presentation Analyzing PSTs Ability to Develop Equity Mindsets Through an ELA/SS Thematic Unit Using a Analyzing PSTs Ability to Develop Equity Mindsets Through an ELA/SS Thematic Unit Using a Social Justice Continuum. Presenters will share data examining elementary education teacher Social Justice Continuum. Presenters will share data examining elementary education teacher candidates’ perceptions, understanding, and needs related to multicultural and social justice candidates’ perceptions, understanding, and needs related to multicultural and social justice education. Teacher candidates in the study were tasked with creating a social studies themat- education. Teacher candidates in the study were tasked with creating a social studies thematic unit, implement social justice standards, then assess their own growth and understanding ic unit, implement social justice standards, then assess their own growth and understanding using a social justice continuum. Presenters: Annemarie Kaczmarczyk, SUNY Cortland; Karyn using a social justice continuum. Presenters: Annemarie Kaczmarczyk, SUNY Cortland; Karyn Allee-Herndon, PhD Candidate; Rebecca Buchanan, University of Maine; Sherron Killingsworth Allee-Herndon, PhD Candidate; Rebecca Buchanan, University of Maine; Sherron Killingsworth Roberts, University of Central Florida Roberts, University of Central Florida

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THU 5:00pm THU 5:00pm COUNCIL WOMAN. COUNCIL WOMAN. Director: Margo Guernsey. 2018. Women Make Movies. www.wmm.com. Director: Margo Guernsey. 2018. Women Make Movies. www.wmm.com. 57 minutes. 57 minutes. This film is the inspiring story of Carmen Castillo, an immigrant Dominican housekeeper This film is the inspiring story of Carmen Castillo, an immigrant Dominican housekeeper in a Providence hotel who wins a seat in City Council, taking her advocacy for low-income in a Providence hotel who wins a seat in City Council, taking her advocacy for low-income workers from the margins to city politics. See page 30 for complete information. workers from the margins to city politics. See page 30 for complete information.

Thursday Breakout Sessions 5:00 – 6:20pm Thursday Breakout Sessions 5:00 – 6:20pm T5.01 Agave I T5.01 Agave I Intermediate Presentation Intermediate Presentation Preparing Preservice Teachers for Cultural and Linguistic Diversity. This presentation informs Preparing Preservice Teachers for Cultural and Linguistic Diversity. This presentation informs the findings from data-based studies about preparing teacher candidates for cultural and lin- the findings from data-based studies about preparing teacher candidates for cultural and linguistic diversity. The review of twenty-five studies carried out between 2007 and 2018 revealed guistic diversity. The review of twenty-five studies carried out between 2007 and 2018 revealed that clinical experiences coupled with inquiry and reflection are essential to help prepare future that clinical experiences coupled with inquiry and reflection are essential to help prepare future teachers to work with diverse learners. Presenter: Won Gyoung Kim, Texas A&M International teachers to work with diverse learners. Presenter: Won Gyoung Kim, Texas A&M International University University

T5.02 Agave II T5.02 Agave II Intermediate Interactive Workshop Intermediate Interactive Workshop Making the Invisible Visible: Using Intersectionality and DisCrit Frameworks to support Teach- Making the Invisible Visible: Using Intersectionality and DisCrit Frameworks to support Teach- er Daily Practice. This workshop is designed to engage teacher educators and practitioners as er Daily Practice. This workshop is designed to engage teacher educators and practitioners as thought partners in the use of intersectionality and Disability Critical Race Theory frameworks. thought partners in the use of intersectionality and Disability Critical Race Theory frameworks. We will critically analyze a scenario at the intersection of racism and ableism and reflect on how We will critically analyze a scenario at the intersection of racism and ableism and reflect on how to apply these frameworks to our daily practice. Presenter: Ebony Perouse-Harvey to apply these frameworks to our daily practice. Presenter: Ebony Perouse-Harvey

T5.03 Agave III T5.03 Agave III Intermediate Interactive Workshop Intermediate Interactive Workshop Gender Identity/Expression: Why Inclusion, Affirmation, and Family Support are Necessary at Gender Identity/Expression: Why Inclusion, Affirmation, and Family Support are Necessary at the ECE/Elementary Level. Creating safe and inclusive climates for children who express their the ECE/Elementary Level. Creating safe and inclusive climates for children who express their gender in non-normative ways or who identify as their non-biological gender is imperative. gender in non-normative ways or who identify as their non-biological gender is imperative. Together we will examine gender identity/expression in young children, discuss teacher/admin- Together we will examine gender identity/expression in young children, discuss teacher/administrator survey results, and explore resources, materials and policies in place to support schools istrator survey results, and explore resources, materials and policies in place to support schools for positive inclusion. Presenter: Theresa Bouley, Eastern CT State University for positive inclusion. Presenter: Theresa Bouley, Eastern CT State University

National Association for Multicultural Education • www.NAMEorg.org 74 2019 NAME Conference • Tucson 74 T5.04 Coronado I T5.04 Coronado I Advanced Interactive Workshop Advanced Interactive Workshop Decentering Curricular Whiteness - Considering Diverse Voices in Curriculum to Decolonize Decentering Curricular Whiteness - Considering Diverse Voices in Curriculum to Decolonize Teaching and Learning. American public schools continue to serve a diverse student population, Teaching and Learning. American public schools continue to serve a diverse student population, while continuing to center a Whiteness curricular and instructional framework. The purpose of while continuing to center a Whiteness curricular and instructional framework. The purpose of this interactive session is to raise multicultural curriculum voices (Au, 2012) and pedagogy to this interactive session is to raise multicultural curriculum voices (Au, 2012) and pedagogy to challenge the single story of Eurocentrism and advance a pathway to decolonize teaching and challenge the single story of Eurocentrism and advance a pathway to decolonize teaching and learning. Presenter: Tanji Reed Marshall, American University learning. Presenter: Tanji Reed Marshall, American University

T5.05 Coronado II T5.05 Coronado II Introductory Presentation Introductory Presentation Listening to Voices of Doctoral Students: Eye-Opening Experiences in a Multicultural Educa- Listening to Voices of Doctoral Students: Eye-Opening Experiences in a Multicultural Educa- tion Course. Recently, a mid-sized public tertiary educational institution in Southwest Florida tion Course. Recently, a mid-sized public tertiary educational institution in Southwest Florida launched its first multicultural education course at the doctoral-level to students who had never launched its first multicultural education course at the doctoral-level to students who had never before been exposed to its contents. This presentation shares the perceptions of these students before been exposed to its contents. This presentation shares the perceptions of these students regarding the value of having this course in a doctoral education program. Presenters: Clarisse regarding the value of having this course in a doctoral education program. Presenters: Clarisse Halpern, Florida Gulf Coast University; Hasan Aydin, Florida Gulf Coast University Halpern, Florida Gulf Coast University; Hasan Aydin, Florida Gulf Coast University

T5.06 Joshua I T5.06 Joshua I Intermediate Interactive Workshop Intermediate Interactive Workshop Performing Action: Envisioning Racial and Gender Justice in Our Communities. Who am I? Performing Action: Envisioning Racial and Gender Justice in Our Communities. Who am I? What is (in)justice? Through personal storytelling and embodied exploration, participants will What is (in)justice? Through personal storytelling and embodied exploration, participants will reflect on these questions while interrogating their own experiences with white supremacy reflect on these questions while interrogating their own experiences with white supremacy and the patriarchy. Working both individually and collaboratively, we will envision how we each and the patriarchy. Working both individually and collaboratively, we will envision how we each might perform justice in our daily lives. Presenters: Faith Hillis, University of Texas at Austin; might perform justice in our daily lives. Presenters: Faith Hillis, University of Texas at Austin; Laura Epperson, University of Texas at Austin Laura Epperson, University of Texas at Austin

T5.07 Oro Valley T5.07 Oro Valley Introductory Presentation Introductory Presentation A National Examination of Dual Language Programs and Policies: A Decolonizing Perspective. A National Examination of Dual Language Programs and Policies: A Decolonizing Perspective. This interactive presentation highlights ways in which dual-language (DL) programs, originally This interactive presentation highlights ways in which dual-language (DL) programs, originally designed to benefit English learners, were appropriated to benefit privileged students. Through designed to benefit English learners, were appropriated to benefit privileged students. Through breakout and group discussion, we deconstruct neoliberal rhetoric used to market DLI to privi- breakout and group discussion, we deconstruct neoliberal rhetoric used to market DLI to privileged families and reimagine tools to decolonize policies and practices impacting all educational leged families and reimagine tools to decolonize policies and practices impacting all educational settings. Presenters: Sue Kasun, Georgia State University; James Gambrell, Kennesaw State Uni- settings. Presenters: Sue Kasun, Georgia State University; James Gambrell, Kennesaw State Uni- versity; Juan Freire, Brigham Young University; Claudia Cervantes-Soon, Arizona State University versity; Juan Freire, Brigham Young University; Claudia Cervantes-Soon, Arizona State University

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T5.08 Palo Verde I T5.08 Palo Verde I Introductory Presentation Introductory Presentation Racialized and Silenced Voices and Bodies in the Music Classroom: A Call to Decolonize Music Racialized and Silenced Voices and Bodies in the Music Classroom: A Call to Decolonize Music Learning Spaces. To illuminate the ways in which normalized practices within the field of mu- Learning Spaces. To illuminate the ways in which normalized practices within the field of music education silence students’ musical-cultural identities, data from student interviews will be sic education silence students’ musical-cultural identities, data from student interviews will be discussed within the historical-socio context of coloniality within the field of music education. discussed within the historical-socio context of coloniality within the field of music education. In light of this research, suggestions for decolonizing educational spaces will be presented. Pre- In light of this research, suggestions for decolonizing educational spaces will be presented. Pre- senter: Emily Good-Perkins, Indiana University senter: Emily Good-Perkins, Indiana University

T5.09 Palo Verde II T5.09 Palo Verde II Introductory Panel Introductory Panel Minority and Urban Ed in Black and White: De-Mythifying and Decolonizing Urban Education Minority and Urban Ed in Black and White: De-Mythifying and Decolonizing Urban Education Programs. With an increase of racist rhetoric in this country, researchers and educators must Programs. With an increase of racist rhetoric in this country, researchers and educators must study and teach others about oppressive social structures that uphold inequities in education. study and teach others about oppressive social structures that uphold inequities in education. The three panelists, doctoral students of diverse identities, discuss the advantages of research- The three panelists, doctoral students of diverse identities, discuss the advantages of research- ing multicultural education and preparing teachers in a Minority and Urban Education program. ing multicultural education and preparing teachers in a Minority and Urban Education program. Presenters: Nardos Ghebreab, University of Maryland, College Park; Cierra Kaler-Jones, Univer- Presenters: Nardos Ghebreab, University of Maryland, College Park; Cierra Kaler-Jones, Univer- sity of Maryland, College Park; Jennifer Burris, University of Maryland, College Park sity of Maryland, College Park; Jennifer Burris, University of Maryland, College Park

T5.10 Presidio IV T5.10 Presidio IV Introductory Presentation Introductory Presentation Activating Youth Voices through Socially-Engaged Art. My research investigates possibilities for Activating Youth Voices through Socially-Engaged Art. My research investigates possibilities for socially engaged art practice of North Korean refugee youth. In this presentation, I focus specif- socially engaged art practice of North Korean refugee youth. In this presentation, I focus specifically on a series of socially engaged art activities that manifest youth voices who have migrated ically on a series of socially engaged art activities that manifest youth voices who have migrated from the third countries and relocated to South Korea and how these social practices sought from the third countries and relocated to South Korea and how these social practices sought emancipatory praxis. Presenter: Kihyun Nam emancipatory praxis. Presenter: Kihyun Nam

T5.11 Rincon T5.11 Rincon Advanced Presentation Advanced Presentation Toward Tribal Sovereignty and Indigenous Futurities through Multicultural Education Action. Toward Tribal Sovereignty and Indigenous Futurities through Multicultural Education Action. Land acknowledgements are commonplace as ways to recognize the ancestral homelands of Land acknowledgements are commonplace as ways to recognize the ancestral homelands of Indigenous Peoples. Less common is a localized understanding of tribal sovereignty, including Indigenous Peoples. Less common is a localized understanding of tribal sovereignty, including Native education, history, and governance. In this presentation, participants will examine the Native education, history, and governance. In this presentation, participants will examine the complexities and possibilities of honoring tribal sovereignty and Indigenous futurities while -cre complexities and possibilities of honoring tribal sovereignty and Indigenous futurities while -cre ating opportunities for coalition building and institutional change. Presenters: Kristen French, ating opportunities for coalition building and institutional change. Presenters: Kristen French, Western Washington University; Jeanette Haynes Writer, New Mexico State University Western Washington University; Jeanette Haynes Writer, New Mexico State University

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T5.12 Santa Rita T5.12 Santa Rita Advanced Presentation Advanced Presentation Forging a New Future: Urban and Suburban Youth Exploring the Civil Rights Movement To- Forging a New Future: Urban and Suburban Youth Exploring the Civil Rights Movement To- gether. This presentation presents research exploring the lived experiences of high school gether. This presentation presents research exploring the lived experiences of high school students from two different schools--a majority black public school and a majority white private students from two different schools--a majority black public school and a majority white private school. The students engaged in a social justice study of the Civil Rights Movement and travelled school. The students engaged in a social justice study of the Civil Rights Movement and travelled together on an eight-day bus tour through the Deep South. Presenters: Bradley Poos, Avila Uni- together on an eight-day bus tour through the Deep South. Presenters: Bradley Poos, Avila Uni- versity; Jennifer Waddell, UMKC versity; Jennifer Waddell, UMKC

T5.13 Sonoran T5.13 Sonoran Introductory Presentation Introductory Presentation Globalizing the Early Childhood Education Curriculum. Exposing pre-service educators to the Globalizing the Early Childhood Education Curriculum. Exposing pre-service educators to the many experiences of early c. This session is designed to explore and discuss the research on cul- many experiences of early c. This session is designed to explore and discuss the research on culturally responsive approaches, policies, and best practices in early childhood education. While turally responsive approaches, policies, and best practices in early childhood education. While also examining the process of one faculty’s approach to globalizing an early childhood education also examining the process of one faculty’s approach to globalizing an early childhood education course for pre-service educators (with a focus on Ghana and Kenya’s early childhood programs). course for pre-service educators (with a focus on Ghana and Kenya’s early childhood programs). Presenter: Danielle Johnson, 1974 Presenter: Danielle Johnson, 1974

T5.14 Tortolita T5.14 Tortolita Intermediate Presentation Intermediate Presentation Humanizing Conservative Christian Education through Decolonization. This presentation an- Humanizing Conservative Christian Education through Decolonization. This presentation analyzes the effects of colonization on Christian education in the United States of America which alyzes the effects of colonization on Christian education in the United States of America which has resulted in the normalization of racial micro-aggressions in conservative Christian schools. has resulted in the normalization of racial micro-aggressions in conservative Christian schools. The goal of this presentation is to equip teachers and administrators to address racism in their The goal of this presentation is to equip teachers and administrators to address racism in their schools and curriculums. Presenter: Evan Willis, University of North Carolina Charlotte schools and curriculums. Presenter: Evan Willis, University of North Carolina Charlotte

T5.15 Tucson T5.15 Tucson Intermediate Presentation Intermediate Presentation Becoming Text Detectives: Lessons Learned from Two Years of Teaching Preservice Educators Becoming Text Detectives: Lessons Learned from Two Years of Teaching Preservice Educators to be Culturally Responsive. This presentation will share two years of qualitative data from a to be Culturally Responsive. This presentation will share two years of qualitative data from a culturally responsive workshop with preservice teachers. The workshop focused on how ele- culturally responsive workshop with preservice teachers. The workshop focused on how elementary teachers can teach students to read critically, including asking whose voices are being mentary teachers can teach students to read critically, including asking whose voices are being heard and investigating text for hidden messages. Longitudinal data indicates positive impacts heard and investigating text for hidden messages. Longitudinal data indicates positive impacts on teacher learning. Presenter: Rebecca Smith, University of Portland on teacher learning. Presenter: Rebecca Smith, University of Portland

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Thursday, Nov. 7 • 7:00pm to 8: 30pm Thursday, Nov. 7 • 7:00pm to 8: 30pm Turquoise Ballroom Turquoise Ballroom

General Session General Session Convener: Introductions: Convener: Introductions: Lisa Zagumny Lorenzo Lopez, Jr. Lisa Zagumny Lorenzo Lopez, Jr. NAME President-Elect Tucson United School District NAME President-Elect Tucson United School District Conference Co-Chair Conference Co-Chair Conference Co-Chair Conference Co-Chair

Panel Discussion: Panel Discussion: Co-Sponsored by The Cherry A. McGee Banks and James A. Banks Co-Sponsored by The Cherry A. McGee Banks and James A. Banks Family Foundation Family Foundation

Global Migration, Structural Inclusion, Global Migration, Structural Inclusion, and and Citizenship Education Across Nations Citizenship Education Across Nations

Moderator: Moderator: James A. Banks James A. Banks Kerry and Linda Endowed Chair in Diversity Studies Emeritus Kerry and Linda Endowed Chair in Diversity Studies Emeritus University of Washington–Seattle University of Washington–Seattle

Panelists: Panelists: Darren E. Lund Kyung-Hwan Mo Darren E. Lund Kyung-Hwan Mo University of Calgary–Canada Seoul National University–Korea University of Calgary–Canada Seoul National University–Korea

Dafney Blanca Dabach Audrey Osler Dafney Blanca Dabach Audrey Osler University of Washington–Seattle University of Leeds, UK, and University of Washington–Seattle University of Leeds, UK, and University College of Southeast Norway University College of Southeast Norway Discussant: Discussant: Geneva Gay Geneva Gay University of Washington–Seattle University of Washington–Seattle

Join us for the Welcome Reception Join us for the Welcome Reception in the Marketplace following the panel. in the Marketplace following the panel. Sponsored by Teachers College Press Sponsored by Teachers College Press & & Taylor Francis Taylor Francis

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About the Evening Panel.... About the Evening Panel....

Global migration, the quest by diverse groups for equality, and the rise of populist national- Global migration, the quest by diverse groups for equality, and the rise of populist nationalism have complicated the development of citizenship and citizenship education in nations ism have complicated the development of citizenship and citizenship education in nations around the world. Many racial, ethnic, cultural, linguistic, and religious groups are denied around the world. Many racial, ethnic, cultural, linguistic, and religious groups are denied structural inclusion into their nation-state. Consequently, they do not fully internalize the structural inclusion into their nation-state. Consequently, they do not fully internalize the values and symbols of the nation-state, develop a strong identity with it, or acquire political values and symbols of the nation-state, develop a strong identity with it, or acquire political efficacy. They focus primarily on particularistic group needs and goals rather than the -over efficacy. They focus primarily on particularistic group needs and goals rather than the -over arching goals of the nation-state. arching goals of the nation-state.

In this session, researchers from four different nations will describe how citizenship educa- In this session, researchers from four different nations will describe how citizenship education courses and programs can be reimagined and changed so that they will help immigrant tion courses and programs can be reimagined and changed so that they will help immigrant students from marginalized ethnic, cultural, racial, linguistic, and religious groups attain students from marginalized ethnic, cultural, racial, linguistic, and religious groups attain a sense of inclusion within their schools and nation-states, political efficacy, and clarified a sense of inclusion within their schools and nation-states, political efficacy, and clarified national identities. This session will focus on migration and citizenship education in Canada, national identities. This session will focus on migration and citizenship education in Canada, the United States, Korea, and England. the United States, Korea, and England.

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2019 International Conference • Tucson 2019 International Conference • Tucson FRIDAY •AT • A • GLANCE FRIDAY •AT • A • GLANCE

7:30am – 5:00pm Registration Open 7:30am – 5:00pm Registration Open

8:00am – 8:45am Regional Meetings 8:00am – 8:45am Regional Meetings

9:00am – 10:15am General Session: Turquoise Ballroom 9:00am – 10:15am General Session: Turquoise Ballroom Jeremy Garcia Jeremy Garcia

10:30 – 11:20am Breakout Sessions 10:30 – 11:20am Breakout Sessions

11:30am – 12:20pm Breakout Sessions 11:30am – 12:20pm Breakout Sessions

12:30pm – 1:30pm Founders Luncheon Turquoise 3 12:30pm – 1:30pm Founders Luncheon Turquoise 3 (optional) (optional)

1:40pm – 2:50pm Rose Duhon-Sells Lecture: Turquoise Ballroom 1:40pm – 2:50pm Rose Duhon-Sells Lecture: Turquoise Ballroom Khoi Nguyen Khoi Nguyen

3:00pm – 3:50pm Breakout Sessions 3:00pm – 3:50pm Breakout Sessions

4:00pm – 4:50pm Breakout Sessions 4:00pm – 4:50pm Breakout Sessions

5:00pm – 5:50pm Breakout Sessions 5:00pm – 5:50pm Breakout Sessions

5:00pm – 6:30pm Founder’s Forum Joshua Tree 2 5:00pm – 6:30pm Founder’s Forum Joshua Tree 2

7:00pm – 8:30pm Local Event 7:00pm – 8:30pm Local Event

Also during breakout sessions: Also during breakout sessions: Special Session Location Special Session Location • Roundtables Presidio 5 • Roundtables Presidio 5 • Poster Sessions Presidio Foyer • Poster Sessions Presidio Foyer • MC Film Festival White Dove • MC Film Festival White Dove • Conversations With… Joshua Tree 2 • Conversations With… Joshua Tree 2

2019 NAME Conference 2019 NAME Conference Friday, Nov. 8 Friday, Nov. 8

Optional Day Events Optional Day Events

Intensive Institutes: Intensive Institutes: School Leadership Matters: Strategies to Successfully Implement Culturally Responsive School Leadership Matters: Strategies to Successfully Implement Culturally Responsive Leadership in Schools. 3:00 – 6:00pm. Leadership in Schools. 3:00 – 6:00pm.

Tucson Mural Tour: Tucson Mural Tour: Changemaker K-20 Campus. 8:00am – 1:30pm. Changemaker K-20 Campus. 8:00am – 1:30pm.

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Friday 8:00–8:45am • Executive Suites Friday 8:00–8:45am • Executive Suites Regional Meetings Regional Meetings

Join your fellow NAME colleagues as we meet in regional groups facilitated by our Regional Join your fellow NAME colleagues as we meet in regional groups facilitated by our Regional Directors. A great opportunity to form relationships in your local region with like-minded Directors. A great opportunity to form relationships in your local region with like-minded members as we share a light continental breakfast. members as we share a light continental breakfast.

NAME’s REGIONAL DIRECTORS NAME’s REGIONAL DIRECTORS

Region 1 - CT, ME, MA, NH, NJ, NY, Puerto Rico, RI, VT Region 1 - CT, ME, MA, NH, NJ, NY, Puerto Rico, RI, VT Regional Director: Stephanie Burrell Storms, Fairfield University, CT Regional Director: Stephanie Burrell Storms, Fairfield University, CT Email: [email protected] Email: [email protected]

Region 2 - DE, DC, MD, PA, VA, WV Region 2 - DE, DC, MD, PA, VA, WV Regional Director: Rebecca Russell, Retired Educator, WV Regional Director: Rebecca Russell, Retired Educator, WV Email: [email protected] Email: [email protected]

Region 3 - AL, FL, GA, KY, MS, NC, SC, TN Region 3 - AL, FL, GA, KY, MS, NC, SC, TN Regional Director: Susan V. Bennett, University of South Florida St. Petersburg, FL Regional Director: Susan V. Bennett, University of South Florida St. Petersburg, FL Email: [email protected] Email: [email protected]

Region 4 - IL, IN, MI, MN, MT, ND, OH, SD, WS Region 4 - IL, IN, MI, MN, MT, ND, OH, SD, WS Regional Director: Robin Brenneman, Hilliard Ohio Arts Council Regional Director: Robin Brenneman, Hilliard Ohio Arts Council Email: [email protected] Email: [email protected]

Region 5 - AR, CO, IA, KS, LA, MO, NE, NM, OK, TX Region 5 - AR, CO, IA, KS, LA, MO, NE, NM, OK, TX Regional Director: Brandon Fox, Stephen F. Austin State University, TX Regional Director: Brandon Fox, Stephen F. Austin State University, TX Email: [email protected] Email: [email protected]

Region 6 - AZ, CA, NV, UT, WY Region 6 - AZ, CA, NV, UT, WY Regional Director: Krista McAtee, Teacher and Adjunct Professor, Sonoma, Ca Regional Director: Krista McAtee, Teacher and Adjunct Professor, Sonoma, Ca Email: [email protected] Email: [email protected]

Region 7 - AK, HI, ID, OR, WA Region 7 - AK, HI, ID, OR, WA Regional Director: DaVerne Bell, Director of Equity and Inclusion, St Mary’s Academy, Portland, OR Regional Director: DaVerne Bell, Director of Equity and Inclusion, St Mary’s Academy, Portland, OR Email: [email protected] Email: [email protected]

Region 8 - American Samoa, Guam, Northern Mariana Islands, Virgin Islands, Sovereign Nations within Region 8 - American Samoa, Guam, Northern Mariana Islands, Virgin Islands, Sovereign Nations within the U.S., International Members, and Indigenous Peoples the U.S., International Members, and Indigenous Peoples Regional Director: Jasmine Jackman, Peel School District, Ontario Canada Regional Director: Jasmine Jackman, Peel School District, Ontario Canada Email: [email protected] Email: [email protected]

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NAME 2019 International Conference NAME 2019 International Conference Friday Nov. 9 Friday Nov. 9

Friday Nov. 8 • 8:00 – 8:45am Friday Nov. 8 • 8:00 – 8:45am NAME Regional Meetings NAME Regional Meetings Turquoise Ballroom Turquoise Ballroom

Friday Nov. 8 • 9:00 – 10:15am Friday Nov. 8 • 9:00 – 10:15am Turquoise Ballroom Turquoise Ballroom

General Session General Session Welcome: Welcome: Jeanette Haynes Writer Jeanette Haynes Writer New Mexico State University New Mexico State University

Introduction: Introduction: Valerie Shirley Valerie Shirley University of Arizona University of Arizona

Jeremy Garcia Jeremy Garcia Assistant Professor of Teaching & Learning Assistant Professor of Teaching & Learning Sociocultural Studies, American Indian Studies Sociocultural Studies, American Indian Studies University of Arizona University of Arizona

Decolonial Praxis in Indigenous Education Decolonial Praxis in Indigenous Education Indigenous education is intricately and deeply connected to a decolonizing and restorative Indigenous education is intricately and deeply connected to a decolonizing and restorative process that is both personal and structural—rooted in relations to place, land, ancestors, and process that is both personal and structural—rooted in relations to place, land, ancestors, and stories of emergence/existence. If Indigenous educators are informed by Indigenous critical stories of emergence/existence. If Indigenous educators are informed by Indigenous critical theories and Indigenous relationships to land, how might this generate an intellectual space theories and Indigenous relationships to land, how might this generate an intellectual space that is transformative, sustainable, justice-centered, and leads to social change in Indigenous that is transformative, sustainable, justice-centered, and leads to social change in Indigenous communities? Indigenous educators are working to conceptualize what it means to activate a communities? Indigenous educators are working to conceptualize what it means to activate a decolonial consciousness that is grounded in Indigenous values and knowledge and centers decolonial consciousness that is grounded in Indigenous values and knowledge and centers Indigenous issues, goals, and sovereignty. Indigenous issues, goals, and sovereignty.

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Friday Morning Breakout Sessions 10:30 – 11:20am Friday Morning Breakout Sessions 10:30 – 11:20am

F10.30.01 Agave I F10.30.01 Agave I Intermediate Presentation Intermediate Presentation Decolonizing Teacher Education Experiences: Multicultural Considerations for Both Sides of Decolonizing Teacher Education Experiences: Multicultural Considerations for Both Sides of the Desk. To decolonize our impact on K-12 students, we must start with decolonizing Teacher the Desk. To decolonize our impact on K-12 students, we must start with decolonizing Teacher Education. In this presentation, we share results and implications for research and practice Education. In this presentation, we share results and implications for research and practice from our study on preservice teachers of color through their experiences their teacher educa- from our study on preservice teachers of color through their experiences their teacher education program and situate our work in a national and local context. Presenter: Brittany Smoth- tion program and situate our work in a national and local context. Presenter: Brittany Smoth- erson, University of Missouri erson, University of Missouri

F10.30.02 Agave II F10.30.02 Agave II Intermediate Interactive Work- Intermediate Interactive Work- shop shop Civil Conversations: A Framework for Decolonizing Minds and Hearts. Decolonizing minds Civil Conversations: A Framework for Decolonizing Minds and Hearts. Decolonizing minds and hearts begins with the process of listening for understanding. The Civil Conversations Proj- and hearts begins with the process of listening for understanding. The Civil Conversations Proj- ect, as designed by Krista Tippett, provides a much-needed framework for thinking our world ect, as designed by Krista Tippett, provides a much-needed framework for thinking our world together in times when the prevailing narrative is one of divisiveness and domination. This together in times when the prevailing narrative is one of divisiveness and domination. This workshop is for educational leaders interested in institutional change through sustained dia- workshop is for educational leaders interested in institutional change through sustained dialogue. Presenters: T. Anil Oommen, Pacific University;Jon Talebreza-May, Pacific University logue. Presenters: T. Anil Oommen, Pacific University;Jon Talebreza-May, Pacific University

F10.30.03 Agave III F10.30.03 Agave III Intermediate Interactive Work- Intermediate Interactive Work- shop shop A Time for Truth: Forced Removal of Indigenous Children as Genocide. Come learn about A Time for Truth: Forced Removal of Indigenous Children as Genocide. Come learn about the origins of white supremacy in the U.S., the relationship between settler colonialism and the origins of white supremacy in the U.S., the relationship between settler colonialism and genocide, and how the state’s forced removal and coerced assimilation of Indigenous children genocide, and how the state’s forced removal and coerced assimilation of Indigenous children connects to the occupation of the land by European settlers. Free film and lessons for teachers connects to the occupation of the land by European settlers. Free film and lessons for teachers who want to unpack genocide and decolonization. Presenters: Mishy Lesser, Upstander Proj- who want to unpack genocide and decolonization. Presenters: Mishy Lesser, Upstander Proj- ect; Tracy Rector, Longhouse Media ect; Tracy Rector, Longhouse Media

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F10.30.04 Coronado I F10.30.04 Coronado I Intermediate Interactive Workshop Intermediate Interactive Workshop Decolonizing Bodies: A Bilingual Embodied Workshop. Drawing on Anzaldúa’s work on border Decolonizing Bodies: A Bilingual Embodied Workshop. Drawing on Anzaldúa’s work on border crossing and Boals’ Theater of the Oppressed, this bilingual participatory workshop explores crossing and Boals’ Theater of the Oppressed, this bilingual participatory workshop explores strategies for decolonizing our bodies. Using movement, we will put our bodies on the line in strategies for decolonizing our bodies. Using movement, we will put our bodies on the line in order to explore safety, borders, marginalization, exclusion, resistance and allyship and to strate- order to explore safety, borders, marginalization, exclusion, resistance and allyship and to strategize change and liberation. Presenter: Mara Sapon-Shevin, Syracuse University, gize change and liberation. Presenter: Mara Sapon-Shevin, Syracuse University,

F10.30.05 Coronado II F10.30.05 Coronado II Introductory Presentation Introductory Presentation U.S. Chinese-immigrant families’ efforts to decolonize dominant language ideologies through U.S. Chinese-immigrant families’ efforts to decolonize dominant language ideologies through Chinese language maintenance. This session examines how Chinese family language policies Chinese language maintenance. This session examines how Chinese family language policies are instantiated and negotiated in U.S. Chinese-immigrant families. Taking a decolonizing per- are instantiated and negotiated in U.S. Chinese-immigrant families. Taking a decolonizing perspective, findings reveal how they decolonized dominant language ideologies using relevant spective, findings reveal how they decolonized dominant language ideologies using relevant strategies to help their children maintain Chinese as a heritage language. Implications for educa- strategies to help their children maintain Chinese as a heritage language. Implications for educators are reviewed. Presenters: Nuo Xu; Pablo Ramirez; Verónica Valdez tors are reviewed. Presenters: Nuo Xu; Pablo Ramirez; Verónica Valdez

with with The Spring, 2020 NAME educational & cultural exchange to Cuba is The Spring, 2020 NAME educational & cultural exchange to Cuba is being planned now. We will visit Santa Clara, Havana and beyond. being planned now. We will visit Santa Clara, Havana and beyond. Interested? Email: [email protected] Interested? Email: [email protected]

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Poster Sessions Poster Sessions

F10.30.06 Foyer 1 F10.30.06 Foyer 1 Introductory Poster Introductory Poster Shifting Communication Paradigms to Address Social Class Inequities in PreK-12 Education. A Shifting Communication Paradigms to Address Social Class Inequities in PreK-12 Education. A multidisciplinary review of research literature examines inequalities and challenges in preK-12 multidisciplinary review of research literature examines inequalities and challenges in preK-12 education based on social class. Analyzing research in communication and multicultural edu- education based on social class. Analyzing research in communication and multicultural education can help reveal paradigm shifts needed to improve class-based educational outcomes. cation can help reveal paradigm shifts needed to improve class-based educational outcomes. Presenter: Tess Cameron, University of Kansas Presenter: Tess Cameron, University of Kansas

F10.30.07 Foyer 2 F10.30.07 Foyer 2 Introductory Poster Introductory Poster Infusing Multicultural Education into College Freshman English Curriculum: A College Curric- Infusing Multicultural Education into College Freshman English Curriculum: A College Curric- ulum Reform in Taiwan. This paper presents the results of a curriculum reform that integrating ulum Reform in Taiwan. This paper presents the results of a curriculum reform that integrating multicultural education and English language learning in Taiwan, a setting where English is a multicultural education and English language learning in Taiwan, a setting where English is a foreign language (EFL). Within a school year, the multicultural awareness and English language foreign language (EFL). Within a school year, the multicultural awareness and English language ability of the 858 college students improved significantly. The implementation and implication ability of the 858 college students improved significantly. The implementation and implication will be discussed. Presenter: Amber Wang, National Taichung University of Education will be discussed. Presenter: Amber Wang, National Taichung University of Education

F10.30.08 Foyer 3 F10.30.08 Foyer 3 Intermediate Poster Intermediate Poster Gatekeepers of Our Stories: White Voices on Black Lives. The reconceptualization of multicul- Gatekeepers of Our Stories: White Voices on Black Lives. The reconceptualization of multicultural literature was launched in the 20th century. Attention was given to the issue of cultural tural literature was launched in the 20th century. Attention was given to the issue of cultural representation in children’s literature, because as cultural and linguistic diversity became more representation in children’s literature, because as cultural and linguistic diversity became more apparent in American schools, so did the need for teachers to offer and make available literary apparent in American schools, so did the need for teachers to offer and make available literary experiences to honor the diverse groups in their classrooms. The market for multicultural liter- experiences to honor the diverse groups in their classrooms. The market for multicultural literature has grown exponentially, not as result of a literary movement but a political one designed ature has grown exponentially, not as result of a literary movement but a political one designed to claim space in literature and education for marginalized peoples. However, despite all the to claim space in literature and education for marginalized peoples. However, despite all the consideration and effort to center others’ stories, especially for Black girls, authors of color do consideration and effort to center others’ stories, especially for Black girls, authors of color do not principally control the distribution of these narratives. White authors still predominantly not principally control the distribution of these narratives. White authors still predominantly tell the lived experiences of the children of color in children’s literature. Presenter: Marquita tell the lived experiences of the children of color in children’s literature. Presenter: Marquita Foster, University of North Texas Foster, University of North Texas

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F10.30.08b Joshua Tree 2 F10.30.08b Joshua Tree 2 Intermediate Panel Intermediate Panel Creating Space and Transforming Structures: The Complexities of Working for Justice within Creating Space and Transforming Structures: The Complexities of Working for Justice within Educational Institutions. This panel explores efforts to transform secondary and higher edu- Educational Institutions. This panel explores efforts to transform secondary and higher education by considering what it means to push for social justice within the colonizing institutions cation by considering what it means to push for social justice within the colonizing institutions of schools. Using empirical examples, we highlight how efforts to engage in critical work can of schools. Using empirical examples, we highlight how efforts to engage in critical work can create important possibilities and spaces, while leaving larger institutional cultures and policies create important possibilities and spaces, while leaving larger institutional cultures and policies unchanged. Presenters: Jia-Hui Stefanie Wong, Trinity College; Alexandra Allweiss, Michigan unchanged. Presenters: Jia-Hui Stefanie Wong, Trinity College; Alexandra Allweiss, Michigan State University; Diamond Howell, University of Wisconsin-Madison; Carl Grant, University of State University; Diamond Howell, University of Wisconsin-Madison; Carl Grant, University of Wisconsin-Madison Wisconsin-Madison

F10.30.09 Joshua I F10.30.09 Joshua I Introductory Interactive Workshop Introductory Interactive Workshop Cultivating Youth Allyship Through Critical Literacy. Identifying with another’s lived experience Cultivating Youth Allyship Through Critical Literacy. Identifying with another’s lived experience is a powerful way to develop altruistic moral reasoning among adolescent youth. This presenta- is a powerful way to develop altruistic moral reasoning among adolescent youth. This presentation summarizes a critical literacy approach that utilizes the study of Jewish rescuers during the tion summarizes a critical literacy approach that utilizes the study of Jewish rescuers during the Holocaust to nurture the development of critical consciousness and active solidarity with those Holocaust to nurture the development of critical consciousness and active solidarity with those suffering from community intolerance. Presenters: Cheryl Bowen, Santa Clara University; Karen suffering from community intolerance. Presenters: Cheryl Bowen, Santa Clara University; Karen Green, San Francisco Unified School District Green, San Francisco Unified School District

F10.30.10 Oro Valley F10.30.10 Oro Valley Introductory Presentation Introductory Presentation The language that binds us: Decolonizing language for LGBTQIA+ students. Our language choic- The language that binds us: Decolonizing language for LGBTQIA+ students. Our language choices cause LGBTQIA+ children and youth to feel the sting of colonized minds and bodies. These es cause LGBTQIA+ children and youth to feel the sting of colonized minds and bodies. These scholars facilitate an activity to prompt critical questions, expand on current research and look scholars facilitate an activity to prompt critical questions, expand on current research and look at ways educators can develop language that is inclusive of LGBTQIA+ students and families in at ways educators can develop language that is inclusive of LGBTQIA+ students and families in P-12 classrooms. Presenters: Edmund Buscho, Minnesota State University Moorhead; Hannah P-12 classrooms. Presenters: Edmund Buscho, Minnesota State University Moorhead; Hannah Edwards, Minnesota State University; Sheila Marquardt, Minnesota State University Moorhead Edwards, Minnesota State University; Sheila Marquardt, Minnesota State University Moorhead

F10.30.11 Palo Verde I F10.30.11 Palo Verde I Introductory Presentation Introductory Presentation Moving Students from Critique to Action. What can I do to help create a more just and equi- Moving Students from Critique to Action. What can I do to help create a more just and equitable society? This presentation describes a seminar course that challenged students to define table society? This presentation describes a seminar course that challenged students to define and explore their role as an activist. Through case studies of grassroots organizing and a ser- and explore their role as an activist. Through case studies of grassroots organizing and a service-learning project, students learned about the possibilities and challenges of making social vice-learning project, students learned about the possibilities and challenges of making social change. Presenters: Amy Ballin, Simmons College; Meghan Doran, Simmons University change. Presenters: Amy Ballin, Simmons College; Meghan Doran, Simmons University

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F10.30.12 Palo Verde II F10.30.12 Palo Verde II Advanced Panel Advanced Panel Developing Teacher Critical Awareness: Towards the Decolonization of Marginalized Spaces in Developing Teacher Critical Awareness: Towards the Decolonization of Marginalized Spaces in Schooling. Decolonizing classrooms is the charge of multicultural education, specifically human- Schooling. Decolonizing classrooms is the charge of multicultural education, specifically humanization. The tenets of multicultural education provide the foundation towards the humanization ization. The tenets of multicultural education provide the foundation towards the humanization process, the challenge remains in operationalizing it. Tucson Unified School District is advancing process, the challenge remains in operationalizing it. Tucson Unified School District is advancing a multli-year plan for job-embedded professional development in culturally responsive pedago- a multli-year plan for job-embedded professional development in culturally responsive pedagogies towards educational excellence and equity. Presenters: Norma Gonzalez, Tucson Unified gies towards educational excellence and equity. Presenters: Norma Gonzalez, Tucson Unified School District; Lorenzo Lopez, Tucson Unified School District;Rosario Hutchings School District; Lorenzo Lopez, Tucson Unified School District;Rosario Hutchings

F10.30.13 Presidio III F10.30.13 Presidio III Introductory Presentation Introductory Presentation Many faces, many voices: Learning to work with English Language Learners by exploring chil- Many faces, many voices: Learning to work with English Language Learners by exploring children’s books about immigrants. This presentation will examine an action research project of dren’s books about immigrants. This presentation will examine an action research project of using multicultural books about immigrant children to help teacher candidates understand the using multicultural books about immigrant children to help teacher candidates understand the diversity of ELLs. Participants will be involved in exploring multiple books used for the project. diversity of ELLs. Participants will be involved in exploring multiple books used for the project. Presenter: Yong Yu, State University of New York at Plattsburgh Presenter: Yong Yu, State University of New York at Plattsburgh

F10.30.14 Presidio IV F10.30.14 Presidio IV Intermediate Interactive Workshop Intermediate Interactive Workshop Decolonizing Self-Care as Resistance and Activism in Our Historical-Cultural Contexts. In the Decolonizing Self-Care as Resistance and Activism in Our Historical-Cultural Contexts. In the United States, self-care is positioned as privilege. We need to decolonize this belief and posi- United States, self-care is positioned as privilege. We need to decolonize this belief and position self-care as resistance and activism. Join a licensed clinical social worker and a professor of tion self-care as resistance and activism. Join a licensed clinical social worker and a professor of multicultural education for opportunities to identify and practice self-care strategies for multi- multicultural education for opportunities to identify and practice self-care strategies for multicultural work. Presenters: Deborah McMakin, Framingham State University; Melissa Winchell, cultural work. Presenters: Deborah McMakin, Framingham State University; Melissa Winchell, Bridgewater State University Bridgewater State University

FRI 10:30am FRI 10:30am BIRTH ON THE BORDER. BIRTH ON THE BORDER. Director: Ellie Lobovits. 2018. Women Make Movies. www.wmm.com. 28 Director: Ellie Lobovits. 2018. Women Make Movies. www.wmm.com. 28 minutes.This intimate and personal documentary follows two women from minutes.This intimate and personal documentary follows two women from Ciudad Juárez as they cross the U.S.-Mexico border legally to give birth in Ciudad Juárez as they cross the U.S.-Mexico border legally to give birth in Texas, putting their hearts and bodies on the line as they confront harass- Texas, putting their hearts and bodies on the line as they confront harassment at the hands of U.S. border officials. See page 30 for complete information. ment at the hands of U.S. border officials. See page 30 for complete information.

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s s ROUNDTABLES ROUNDTABLES R R F10.30.15 Presidio V-2 F10.30.15 Presidio V-2 Introductory Roundtable Introductory Roundtable What is on the syllabus? Teaching Multicultural Education at a Rural, Midwestern Teacher What is on the syllabus? Teaching Multicultural Education at a Rural, Midwestern Teacher Preparation Program. This presentation explores teaching a multicultural education within a Preparation Program. This presentation explores teaching a multicultural education within a rural setting where almost all preservice teachers recognize as white. The presenter will discuss rural setting where almost all preservice teachers recognize as white. The presenter will discuss a current multicultural education syllabus and curriculum materials. Participants may share their a current multicultural education syllabus and curriculum materials. Participants may share their syllabi, discuss strategies and curriculum, and foster conversation on how to overcome societ- syllabi, discuss strategies and curriculum, and foster conversation on how to overcome societies’ inequities through inspiring preservice teachers. Presenter: Jessamay Pesek, Bemidji State ies’ inequities through inspiring preservice teachers. Presenter: Jessamay Pesek, Bemidji State University University

F10.30.16 Presidio V-3 F10.30.16 Presidio V-3 Intermediate Roundtable Intermediate Roundtable The village boy’s rude awakening: My academic curerre. Utilizing Pinar’s method of curerre, The village boy’s rude awakening: My academic curerre. Utilizing Pinar’s method of curerre, the paper foreground the experiences of the author as a student in colonial Zimbabwe to re- the paper foreground the experiences of the author as a student in colonial Zimbabwe to reconceptualize and decolonize the curriculum. It narrates the author’s encounter with western conceptualize and decolonize the curriculum. It narrates the author’s encounter with western epistemology and ontology. The autobiographical reflections of the author’s educational expe- epistemology and ontology. The autobiographical reflections of the author’s educational experiences expose the harmful effects of the colonial curriculum and leverage these reflections as riences expose the harmful effects of the colonial curriculum and leverage these reflections as the impetus for curriculum transformation. Presenter: Lovemore Sibanda, University of North the impetus for curriculum transformation. Presenter: Lovemore Sibanda, University of North Texas Texas

F10.30.17 Presidio V-4 F10.30.17 Presidio V-4 Intermediate Roundtable Intermediate Roundtable Breaking the Silence, Removing the Stain: Dutch antiracism in US classrooms. Breaking the Silence, Removing the Stain: Dutch antiracism in US classrooms. WARNING: This session will include disturbing examples of pertinent racist photos and writings. WARNING: This session will include disturbing examples of pertinent racist photos and writings. The Netherlands is experiencing an emerging civil rights movement. Its leaders, with family his- The Netherlands is experiencing an emerging civil rights movement. Its leaders, with family histories in the (former) Dutch ‘East Indies’ and ‘West Indies’, are decolonizing the national narra- tories in the (former) Dutch ‘East Indies’ and ‘West Indies’, are decolonizing the national narrative. They face hate crimes and criminalization in their challenges to a stubborn national image tive. They face hate crimes and criminalization in their challenges to a stubborn national image of liberalism, and exposure of a long list of inconvenient truths. Among them, the fact that the of liberalism, and exposure of a long list of inconvenient truths. Among them, the fact that the kingdom continued slavery into the 20th century and has three times the disproportionality of kingdom continued slavery into the 20th century and has three times the disproportionality of arrest by race of the U.S. The main battleground of the movement are two sacred white spaces: arrest by race of the U.S. The main battleground of the movement are two sacred white spaces: the #1 family tradition of Saint Nicholas Day with blackface helpers for elves, and Dutch Memo- the #1 family tradition of Saint Nicholas Day with blackface helpers for elves, and Dutch Memo- rial Day. The U-M Dutch program has become an activist partner in the movement, exploiting rial Day. The U-M Dutch program has become an activist partner in the movement, exploiting its position abroad to give a voice to marginalized people at home. Its students are given the its position abroad to give a voice to marginalized people at home. Its students are given the opportunity to examine their own assumptions of race through an alternate cultural lens. opportunity to examine their own assumptions of race through an alternate cultural lens. Presenter: Annemarie Toebosch, University of Michigan Presenter: Annemarie Toebosch, University of Michigan

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F10.30.18 Rincon F10.30.18 Rincon Intermediate Presentation Intermediate Presentation Cultivating Visions of Possibility in Multilingual Classrooms. In this presentation, we will pres- Cultivating Visions of Possibility in Multilingual Classrooms. In this presentation, we will present vignettes of three fifth-grade teachers’ work with emergent bilingual learners. We will- ex ent vignettes of three fifth-grade teachers’ work with emergent bilingual learners. We will- ex plore how language ideologies and classroom practices influenced the cultivation of multilingual plore how language ideologies and classroom practices influenced the cultivation of multilingual learning opportunities. We will then lead a discussion on strategies and recommendations for learning opportunities. We will then lead a discussion on strategies and recommendations for working with multilingual learners. Presenters: Evelyn Baca, Bucknell University; Sarah Alvara- working with multilingual learners. Presenters: Evelyn Baca, Bucknell University; Sarah Alvara- do do

F10.30.19 Santa Rita F10.30.19 Santa Rita Intermediate Presentation Intermediate Presentation Decolonizing the minds of preservice teachers and making a change in teacher preparation. Decolonizing the minds of preservice teachers and making a change in teacher preparation. Based on the social inequities that exist in both our schools, there is a need for teacher prepa- Based on the social inequities that exist in both our schools, there is a need for teacher preparation courses to address decolonizing the minds of preservice teachers.This presentation will ration courses to address decolonizing the minds of preservice teachers.This presentation will highlight how three teacher educators at different institutions do the work of decolonizing the highlight how three teacher educators at different institutions do the work of decolonizing the minds of preservice teachers. Presenters: Shamaine Bazemore-Bertrand, Illinois State Universi- minds of preservice teachers. Presenters: Shamaine Bazemore-Bertrand, Illinois State Universi- ty; Tiffany Mitchell Patterson; Kisha Porcher ty; Tiffany Mitchell Patterson; Kisha Porcher

F10.30.20 Sonoran F10.30.20 Sonoran Intermediate Presentation Intermediate Presentation Decolonizing Bilingual Minds: Latinx Bilingual Teachers Enacting Anti-Racist Culturally Respon- Decolonizing Bilingual Minds: Latinx Bilingual Teachers Enacting Anti-Racist Culturally Respon- sive Teaching Practices. This presentation highlights the decolonizing and culturally responsive sive Teaching Practices. This presentation highlights the decolonizing and culturally responsive practices of three bilingual Latinx elementary teachers from three different school settings. Each practices of three bilingual Latinx elementary teachers from three different school settings. Each bilingual teacher approaches teaching and learning with bilingual learners in unique ways that bilingual teacher approaches teaching and learning with bilingual learners in unique ways that we can all learn from. Presenters: Carrie Larson, Pacific University;Kelly Cutler, Portland State we can all learn from. Presenters: Carrie Larson, Pacific University;Kelly Cutler, Portland State University University

F10.30.21 Tortolita F10.30.21 Tortolita Intermediate Presentation Intermediate Presentation Voices from the Margin: De/Colonizing the Perception of Dis/Ability in Urban Education. The Voices from the Margin: De/Colonizing the Perception of Dis/Ability in Urban Education. The voices of the economically disadvantaged, Black children most commonly affected by the sys- voices of the economically disadvantaged, Black children most commonly affected by the systemic devaluation of Black culture is often omitted from scholarly discourse. This session will be temic devaluation of Black culture is often omitted from scholarly discourse. This session will be framed by provocative statements on the state of education made by students who have been framed by provocative statements on the state of education made by students who have been labeled as disabled due to their rejection of White, Middle Class culture. Presenter: Nadine labeled as disabled due to their rejection of White, Middle Class culture. Presenter: Nadine Duncan, Kennesaw State University Duncan, Kennesaw State University

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F10.30.22 Tucson F10.30.22 Tucson Intermediate Presentation Intermediate Presentation Help! This is NOT What I Envisioned Equity Work Would Be! With a passionate commitment to Help! This is NOT What I Envisioned Equity Work Would Be! With a passionate commitment to marginalized students in K12 schools, this presenter never imagined she would end up teaching marginalized students in K12 schools, this presenter never imagined she would end up teaching mostly the privileged students instead. However, that’s exactly what happened, and she shares mostly the privileged students instead. However, that’s exactly what happened, and she shares why this type of equity work is essential in our journey toward decolonizing minds. Presenter: why this type of equity work is essential in our journey toward decolonizing minds. Presenter: Lauren Goff, Nelson County Schools Lauren Goff, Nelson County Schools

Friday Morning Breakout Sessions 11:30 – 12:20am Friday Morning Breakout Sessions 11:30 – 12:20am

F11.30.01 Agave I F11.30.01 Agave I Introductory Presentation Introductory Presentation Planting the Seed: Culturally Relevant Pedagogy as a Framework for Understanding Teachers’ Planting the Seed: Culturally Relevant Pedagogy as a Framework for Understanding Teachers’ Beliefs and Practice. This session presents two qualitative studies that explore the utilization of Beliefs and Practice. This session presents two qualitative studies that explore the utilization of Culturally Relevant Pedagogy (CRP) as an analytic tool. Building from Ladson-Billing’s work, the Culturally Relevant Pedagogy (CRP) as an analytic tool. Building from Ladson-Billing’s work, the Pedagogical Garden Framework emerged as a valuable organization schema for understanding Pedagogical Garden Framework emerged as a valuable organization schema for understanding teacher’s practices and expressed beliefs relative to the major constructs of CRP. Presenters: teacher’s practices and expressed beliefs relative to the major constructs of CRP. Presenters: Kelly Barber-Lester; Chanelle Wilson-Poe Kelly Barber-Lester; Chanelle Wilson-Poe

F11.30.02 Agave II F11.30.02 Agave II Intermediate Interactive Workshop Intermediate Interactive Workshop Can Teachers Decolonize Their Favorite Narratives? A Case Study Analysis of White Teachers Can Teachers Decolonize Their Favorite Narratives? A Case Study Analysis of White Teachers and Black History Month. Is it possible to decolonize narratives of heroes and saviors? To move and Black History Month. Is it possible to decolonize narratives of heroes and saviors? To move beyond slavery and civil rights? This interactive workshop will engage case studies of white beyond slavery and civil rights? This interactive workshop will engage case studies of white teachers teaching during Black History Month. Using CRT in education and critical literacy meth- teachers teaching during Black History Month. Using CRT in education and critical literacy methods, participants will review methods, discuss implications, and offer suggestions for teaching ods, participants will review methods, discuss implications, and offer suggestions for teaching Black History while white. Presenter: Brianne Pitts, Creekside Elementary Black History while white. Presenter: Brianne Pitts, Creekside Elementary

F11.30.03 Agave III F11.30.03 Agave III Introductory Interactive Workshop Introductory Interactive Workshop Multicultural Story Drama with Children and Preservice Teachers. In this interactive session, Multicultural Story Drama with Children and Preservice Teachers. In this interactive session, facilitators will lead participants through multicultural story drama lessons based on children’s facilitators will lead participants through multicultural story drama lessons based on children’s books. The facilitators will speak to how they teach story drama to pre-service theatre teachers books. The facilitators will speak to how they teach story drama to pre-service theatre teachers and how those students develop and facilitate their own culturally specific story drama lessons and how those students develop and facilitate their own culturally specific story drama lessons with children. Presenters: Sara Simons, University of Texas at Austin; Roxanne Schroeder-Arce, with children. Presenters: Sara Simons, University of Texas at Austin; Roxanne Schroeder-Arce, University of Texas at Austin University of Texas at Austin

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F11.30.04 Coronado I F11.30.04 Coronado I Intermediate Interactive Workshop Intermediate Interactive Workshop Critical Orientations: Indigenous Studies and Outdoor Education. This workshop introduces the Critical Orientations: Indigenous Studies and Outdoor Education. This workshop introduces the incorporation of indigenous studies concepts into elementary outdoor education in a culturally incorporation of indigenous studies concepts into elementary outdoor education in a culturally sustaining way. The workshop was created to help white educators, both formal and non-for- sustaining way. The workshop was created to help white educators, both formal and non-formal, respectfully incorporate indigenous studies concepts into their outdoor school curriculum. mal, respectfully incorporate indigenous studies concepts into their outdoor school curriculum. The focus is incorporating issues of colonization, Indigeneity, self-determination, and sovereign- The focus is incorporating issues of colonization, Indigeneity, self-determination, and sovereignty into outdoor education curriculum. Presenter: Spirit Brooks, Oregon State University ty into outdoor education curriculum. Presenter: Spirit Brooks, Oregon State University

F11.30.05 Coronado II F11.30.05 Coronado II Intermediate Presentation Intermediate Presentation A Warning Rather Than a Model: Education Reform in New Orleans. The ‘reform’ efforts in A Warning Rather Than a Model: Education Reform in New Orleans. The ‘reform’ efforts in New Orleans are often hailed as a resounding success. However, this presentation counters that New Orleans are often hailed as a resounding success. However, this presentation counters that narrative and demonstrates how inequities are being reproduced. It includes a group discussion narrative and demonstrates how inequities are being reproduced. It includes a group discussion about similar reform efforts elsewhere and the research and advocacy that are needed to effect about similar reform efforts elsewhere and the research and advocacy that are needed to effect meaningful change. Presenters: Kristin Kibler, University of Miami; Estilla Lightfoot, Tulane meaningful change. Presenters: Kristin Kibler, University of Miami; Estilla Lightfoot, Tulane University University

FRI 11:30 FRI 11:30 WARRIOR WOMEN. WARRIOR WOMEN. Directors Elizabeth A. Castle & Christina D. King. Producer Anna Marie Pitman. Directors Elizabeth A. Castle & Christina D. King. Producer Anna Marie Pitman. 2018. Good Docs. www.gooddocs.net 64 Minutes. Discount code for NAME mem- 2018. Good Docs. www.gooddocs.net 64 Minutes. Discount code for NAME members: NAME-WW-20%. In the 1970s, with the swagger of unapologetic Indianness, bers: NAME-WW-20%. In the 1970s, with the swagger of unapologetic Indianness, organizers of the American Indian Movement (AIM) fought for Native liberation as a community organizers of the American Indian Movement (AIM) fought for Native liberation as a community of extended families. Warrior Women is the story of Madonna Thunder Hawk, one such AIM of extended families. Warrior Women is the story of Madonna Thunder Hawk, one such AIM leader who shaped a kindred group of activists’ children. See page 30 for complete information. leader who shaped a kindred group of activists’ children. See page 30 for complete information.

FRI 11:30 FRI 11:30 Conversation with Christine Sleeter & Cuauhtin Tolteka Conversation with Christine Sleeter & Cuauhtin Tolteka Join Christine Sleeter and Tolteka Cuauhtin in a discussion of their recent book, Join Christine Sleeter and Tolteka Cuauhtin in a discussion of their recent book, Rethinking Ethnic Studies. See page 37 for complete information. Rethinking Ethnic Studies. See page 37 for complete information.

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Poster Sessions Poster Sessions F11.30.06 Foyer 1 F11.30.06 Foyer 1 Introductory Poster P Introductory Poster P Culturally Relevant Pedagogy as an Intervention for Quantitative Student Level Academic -Out Culturally Relevant Pedagogy as an Intervention for Quantitative Student Level Academic -Out comes: A Systematic Review. This systematic review sought to answer the following research comes: A Systematic Review. This systematic review sought to answer the following research question: What is the effect of culturally relevant teaching approaches on student academic question: What is the effect of culturally relevant teaching approaches on student academic outcomes? This review identified quantitative studies with culturally relevant instruction -deliv outcomes? This review identified quantitative studies with culturally relevant instruction -deliv ered to k-12 students. Studies needed to include academic outcomes. Presenter: Taryn Robert- ered to k-12 students. Studies needed to include academic outcomes. Presenter: Taryn Robert- son son

F11.30.07 Foyer 2 F11.30.07 Foyer 2 Introductory Poster Introductory Poster Tackling the Dilemma of Diversity in Higher Education. This session will explore how to tackle Tackling the Dilemma of Diversity in Higher Education. This session will explore how to tackle the dilemma of diversity in higher education, that individuals at the most diverse institutions- of the dilemma of diversity in higher education, that individuals at the most diverse institutions- of ten encounter the most glaring conflicts, hostilities, and discrimination within campus life. Ways ten encounter the most glaring conflicts, hostilities, and discrimination within campus life. Ways to evaluate diversity will be explored. Participants will be encouraged to share their experiences to evaluate diversity will be explored. Participants will be encouraged to share their experiences and solutions. Presenter: LaDonna Morris, University of St. Augustine for Health Sciences and solutions. Presenter: LaDonna Morris, University of St. Augustine for Health Sciences

F11.30.08 Foyer 3 F11.30.08 Foyer 3 Intermediate Poster Intermediate Poster The Role of Modern Segregation in Cognitive Colonization. For decolonized education to The Role of Modern Segregation in Cognitive Colonization. For decolonized education to transpire, the existing systems of inequity that influence students’ education achievement and transpire, the existing systems of inequity that influence students’ education achievement and attainment must be eradicated. When educators present the true histories and present con- attainment must be eradicated. When educators present the true histories and present con- ditions individuals, students begin to better understand the wider world and their own role as ditions individuals, students begin to better understand the wider world and their own role as global citizens, thereby fostering within students a desire to challenge the colonizing practices global citizens, thereby fostering within students a desire to challenge the colonizing practices that have influenced education in the past and continue plague it today. One such practice in that have influenced education in the past and continue plague it today. One such practice in the US is segregation. This presentation will illuminate systemic policies and practices of modern the US is segregation. This presentation will illuminate systemic policies and practices of modern segregation that perpetuate cognitive colonization, hoping that the awareness will initiate the segregation that perpetuate cognitive colonization, hoping that the awareness will initiate the process of intellectual decolonization. Presenters Diana Wandix-White, Texas A&M University process of intellectual decolonization. Presenters Diana Wandix-White, Texas A&M University

F11.30.09 Foyer 4 F11.30.09 Foyer 4 Intermediate Poster Intermediate Poster Constructing Spaces of Identity, Agency, and Scholarship through a Critical Integration- Ap Constructing Spaces of Identity, Agency, and Scholarship through a Critical Integration- Ap proach. A Critical Integration Approach combines the theoretical lens of Multiple Intelligenc- proach. A Critical Integration Approach combines the theoretical lens of Multiple Intelligenc- es(MI), Funds of Knowledge, Culturally Relevant Pedagogy(CRP) Culturally Responsive Instruc- es(MI), Funds of Knowledge, Culturally Relevant Pedagogy(CRP) Culturally Responsive Instruc- tion (CRI), Critical Pedagogy, Gifted Pedagogy, Multimodal Arts and Emancipatory Education. I tion (CRI), Critical Pedagogy, Gifted Pedagogy, Multimodal Arts and Emancipatory Education. I examine the interplay between all of these pedagogical approaches within a original thematic examine the interplay between all of these pedagogical approaches within a original thematic curriculum in a public school enrichment pull-out program. Presenter: Kevan Kiser-Chuc, TUSD1 curriculum in a public school enrichment pull-out program. Presenter: Kevan Kiser-Chuc, TUSD1 and University of Arizona and University of Arizona

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F11.30.10 Joshua I F11.30.10 Joshua I Intermediate Interactive Workshop Intermediate Interactive Workshop Teaching for Transformation: Multicultural Education and the Decolonization of Social -Stud Teaching for Transformation: Multicultural Education and the Decolonization of Social -Stud ies Curriculum. This interactive workshop explores transformative multicultural education as a ies Curriculum. This interactive workshop explores transformative multicultural education as a means to decolonize K-12 Social Studies curriculum. Participants will unpack their own experi- means to decolonize K-12 Social Studies curriculum. Participants will unpack their own experiences as Social Studies students and educators, examine sample ‘Hidden History’ lessons, and ences as Social Studies students and educators, examine sample ‘Hidden History’ lessons, and map out ideas related to the creation of their own ‘Hidden History’ lessons. Presenter: Mae map out ideas related to the creation of their own ‘Hidden History’ lessons. Presenter: Mae Chaplin, Sacramento State University Chaplin, Sacramento State University

F11.30.11 Oro Valley F11.30.11 Oro Valley Intermediate Presentation Intermediate Presentation Teachers in Culturally and Linguistically Diverse Classrooms. Recognizing the scarcity of eq- Teachers in Culturally and Linguistically Diverse Classrooms. Recognizing the scarcity of equitable opportunities wherein cultural growth has a unique impact, a need for culturally and uitable opportunities wherein cultural growth has a unique impact, a need for culturally and linguistically responsive teaching has arisen. This presentation addresses how South Carolina linguistically responsive teaching has arisen. This presentation addresses how South Carolina is attempting to confront the ghost of past anti-brownness and redefine cultural care in early is attempting to confront the ghost of past anti-brownness and redefine cultural care in early childhood classrooms to demonstrate value to all humans. Presenter: Lydia Carnesale, Universi- childhood classrooms to demonstrate value to all humans. Presenter: Lydia Carnesale, Universi- ty of South Carolina ty of South Carolina

F11.30.12 Palo Verde I F11.30.12 Palo Verde I Advanced Presentation Advanced Presentation Decolonizing Global Education TK-12:Using Changemaking to Ignite Teacher Education in Decolonizing Global Education TK-12:Using Changemaking to Ignite Teacher Education in the United States and South Africa. TK-12 educators from the United States and South Africa the United States and South Africa. TK-12 educators from the United States and South Africa worked collaboratively using the Changemaking process to address inequities in education. worked collaboratively using the Changemaking process to address inequities in education. Educators framed ideas to ignite innovative inclusive practices to support diverse learners Educators framed ideas to ignite innovative inclusive practices to support diverse learners around the world. Join us to discuss ways to build cultural competencies through empathy and around the world. Join us to discuss ways to build cultural competencies through empathy and reflective processes. Presenters: Rebekka Jez, University of San Diego; Clara Hauth, Marymount reflective processes. Presenters: Rebekka Jez, University of San Diego; Clara Hauth, Marymount University; Lauren Ramers, University of San Diego University; Lauren Ramers, University of San Diego

F11.30.13 Palo Verde II F11.30.13 Palo Verde II Intermediate Panel Intermediate Panel The Price of Entry: Exploring the Experiences of Emerging and Early Career Critical Teacher The Price of Entry: Exploring the Experiences of Emerging and Early Career Critical Teacher Educators. This interactive panel discussion will explore the experiences of emerging and early Educators. This interactive panel discussion will explore the experiences of emerging and early career teacher educators (TEs) learning to navigate the pedagogical, personal, scholarly, and career teacher educators (TEs) learning to navigate the pedagogical, personal, scholarly, and professional challenges of critical multicultural teacher education. Panelists will engage with the professional challenges of critical multicultural teacher education. Panelists will engage with the audience to consider how TEs’ positionalities shape the questions, challenges, decisions, and audience to consider how TEs’ positionalities shape the questions, challenges, decisions, and trade-offs we face.Presenters : Rebecca Gadd, Boston University; Ebony Perouse-Harvey, Uni- trade-offs we face.Presenters : Rebecca Gadd, Boston University; Ebony Perouse-Harvey, Uni- versity of Michigan; Amber Willis, University of Michigan; Naomi Jessup, Georgia State Universi- versity of Michigan; Amber Willis, University of Michigan; Naomi Jessup, Georgia State Universi- ty; Simona Goldin, TeachingWorks ty; Simona Goldin, TeachingWorks

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F11.30.14 Presidio III F11.30.14 Presidio III Intermediate Presentation Intermediate Presentation De-colonizing Language; Making Room for Dual Language in an English-Only State. This ses- De-colonizing Language; Making Room for Dual Language in an English-Only State. This session highlights the experiences of pre-service bilingual teachers in Arizona. Despite restrictive sion highlights the experiences of pre-service bilingual teachers in Arizona. Despite restrictive language policies in AZ these pre-service teachers document their journey to advocate and and language policies in AZ these pre-service teachers document their journey to advocate and and promote bilingualism for native Spanish speakers. Presenter: Alex Silva, Arizona State University promote bilingualism for native Spanish speakers. Presenter: Alex Silva, Arizona State University

F11.30.15 Presidio V-1 F11.30.15 Presidio V-1 Introductory ROUNDTABLES Roundtable R Introductory ROUNDTABLES Roundtable R Pedagogical Strategies for Teaching Multicultural Education: Creating Safe Spaces and Brave Pedagogical Strategies for Teaching Multicultural Education: Creating Safe Spaces and Brave Spaces for Learners. This roundtable discussion focuses on pedagogical strategies for a multicul- Spaces for Learners. This roundtable discussion focuses on pedagogical strategies for a multicultural education course, with an emphasis on creating safe spaces and brave spaces for a commu- tural education course, with an emphasis on creating safe spaces and brave spaces for a community of learners. The study explores how to design and implement effective practices in creating nity of learners. The study explores how to design and implement effective practices in creating safe spaces and brave spaces that are vital to a multicultural education course. Presenter: Shihua safe spaces and brave spaces that are vital to a multicultural education course. Presenter: Shihua Brazill, Education Brazill, Education

F11.30.16 Presidio V-2 F11.30.16 Presidio V-2 Intermediate Roundtable Intermediate Roundtable Harnessing the Transformational Power of Education in Sub-Saharan Africa, to Meet Local and Harnessing the Transformational Power of Education in Sub-Saharan Africa, to Meet Local and Global Needs. The story of Africa is hardly ever told from the beginning; but rather, begins with Global Needs. The story of Africa is hardly ever told from the beginning; but rather, begins with the unspoken ‘Finally.’ ‘[Finally], Africa is poor, disease-ridden, war-stricken and corrupt.’ How- the unspoken ‘Finally.’ ‘[Finally], Africa is poor, disease-ridden, war-stricken and corrupt.’ How- ever, these labels do not highlight the causative role that colonialists educational models played ever, these labels do not highlight the causative role that colonialists educational models played in destroying indigenous educational systems, and maintaining western cultural hegemony in in destroying indigenous educational systems, and maintaining western cultural hegemony in Sub-Saharan Africa. Presenter: Elizabeth Bifuh-Ambe, University of Massachusetts, Lowell Sub-Saharan Africa. Presenter: Elizabeth Bifuh-Ambe, University of Massachusetts, Lowell

F11.30.17 Presidio V-3 F11.30.17 Presidio V-3 Intermediate Roundtable Intermediate Roundtable But, Am I Modeling Culturally Responsive Instruction to my Teacher Candidates? A Black Fem- But, Am I Modeling Culturally Responsive Instruction to my Teacher Candidates? A Black Fem- inist Theory Self-Study. Teacher educators understand the importance of preparing pre-service inist Theory Self-Study. Teacher educators understand the importance of preparing pre-service teachers to become culturally responsive (CR) practitioners. However, there is very little research teachers to become culturally responsive (CR) practitioners. However, there is very little research examining their instruction of CR practices. This session will provide outcomes from a qualitative examining their instruction of CR practices. This session will provide outcomes from a qualitative self-study of one Black Female’s use of CR practices in a special education assessment course. self-study of one Black Female’s use of CR practices in a special education assessment course. Presenter: Benikia Kressler, California State University Fullerton Presenter: Benikia Kressler, California State University Fullerton

National Association for Multicultural Education • www.NAMEorg.org 96 2019 NAME Conference • Tucson 96 R ROUNDTABLES R ROUNDTABLES F11.30.18 Presidio V-4 F11.30.18 Presidio V-4 Intermdeiate Roundtable Intermdeiate Roundtable Localizing international education agendas: Unintended consequences of global policies in Localizing international education agendas: Unintended consequences of global policies in Jamaica’s secondary education. Using globalization and basic education as the main conceptu- Jamaica’s secondary education. Using globalization and basic education as the main conceptual lens, this paper explores the underachievement of boys within the contexts of international al lens, this paper explores the underachievement of boys within the contexts of international education policies at the domestic/national scale in Jamaica. In this paper, I will address two education policies at the domestic/national scale in Jamaica. In this paper, I will address two questions: What contributes to the suboptimal performance of boys in Jamaica’s education sys- questions: What contributes to the suboptimal performance of boys in Jamaica’s education system? How can the state’s response to the underachievement of boys be characterized? The pa- tem? How can the state’s response to the underachievement of boys be characterized? The paper/presentation raises issues relating to gender equity, patriarchy, and class in the educational per/presentation raises issues relating to gender equity, patriarchy, and class in the educational system. Drawing on data obtained from interviews with teachers two rural secondary school in system. Drawing on data obtained from interviews with teachers two rural secondary school in Jamaica, the paper seeks to shed light on the changing role of the state as it seeks to ‘localize’ Jamaica, the paper seeks to shed light on the changing role of the state as it seeks to ‘localize’ international education policies or objectives. The data also suggests that boys’ underachieve- international education policies or objectives. The data also suggests that boys’ underachievement also results from the contextual difficulty experienced by poorer countries that attempt to ment also results from the contextual difficulty experienced by poorer countries that attempt to ‘localize’ or translate the objectives of the Education for All movement (EfA). Presenter: Everton ‘localize’ or translate the objectives of the Education for All movement (EfA). Presenter: Everton Ellis, OISE, University of Toronto Ellis, OISE, University of Toronto

F11.30.18b Presidio V-5 F11.30.18b Presidio V-5 Intermdeiate Roundtable Intermdeiate Roundtable Questioning the Ties that Bind Us: Using Young Adult Literature to explore Latina Teachers’ Questioning the Ties that Bind Us: Using Young Adult Literature to explore Latina Teachers’ Latinidad.There is a dearth of research regarding how to build solidarity among Latinx teachers Latinidad.There is a dearth of research regarding how to build solidarity among Latinx teachers in order to yield empathy and intra-cultural understanding. It is imperative to encourage trans- in order to yield empathy and intra-cultural understanding. It is imperative to encourage transformative dialogue aimed at generating unity among Latina teachers. This presentation focuses formative dialogue aimed at generating unity among Latina teachers. This presentation focuses on sharing the aims of a qualitative study, YAL and ways to generate dialogue. Presenter: Vanes- on sharing the aims of a qualitative study, YAL and ways to generate dialogue. Presenter: Vanes- sa Vega, University of Alabama–Birmingham sa Vega, University of Alabama–Birmingham

F11.30.19 Rincon F11.30.19 Rincon Intermediate Presentation Intermediate Presentation Reenvisioning multicultural education in South Korea: Voices from teachers of linguistically, Reenvisioning multicultural education in South Korea: Voices from teachers of linguistically, culturally diverse students. South Korea has become a new multicultural society with signif- culturally diverse students. South Korea has become a new multicultural society with significant recent demographic changes. Using a narrative inquiry, this study explores the distinct icant recent demographic changes. Using a narrative inquiry, this study explores the distinct features of multicultural and multilingual classrooms/schools in South Korea and the challeng- features of multicultural and multilingual classrooms/schools in South Korea and the challenges and opportunities that Korean preschool teachers face as they work with linguistically and es and opportunities that Korean preschool teachers face as they work with linguistically and culturally diverse students. Presenters: Shim Lew, The University of West Florida; Jayoung Choi, culturally diverse students. Presenters: Shim Lew, The University of West Florida; Jayoung Choi, Kennesaw State University Kennesaw State University

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F11.30.20 Santa Rita F11.30.20 Santa Rita Intermediate Presentation Intermediate Presentation Empowering teachers to look beyond poverty in the classroom. The purpose of this presenta- Empowering teachers to look beyond poverty in the classroom. The purpose of this presentation, Empowering Teachers to Look Beyond Poverty, is to provide participants opportunities to tion, Empowering Teachers to Look Beyond Poverty, is to provide participants opportunities to consider the challenges that children living in poverty face. By engaging in a mini-simulation/dis- consider the challenges that children living in poverty face. By engaging in a mini-simulation/discussion activity, teachers will consider poverty from multiple viewpoints and reflect on ways to cussion activity, teachers will consider poverty from multiple viewpoints and reflect on ways to effectively engage students from diverse backgrounds. Presenters: Queen Ogbomo, Tennessee effectively engage students from diverse backgrounds. Presenters: Queen Ogbomo, Tennessee Technological University; Kristen Pennycuff Trent, Tennessee Technological University; Kathy Technological University; Kristen Pennycuff Trent, Tennessee Technological University; Kathy Brashears, Tennessee Technological University; Marilyn Bruckman, Tennessee Technological Brashears, Tennessee Technological University; Marilyn Bruckman, Tennessee Technological University University

F11.30.21 Sonoran F11.30.21 Sonoran Advanced Presentation Advanced Presentation Minority College Students’ Perceptions of Lecture Instruction Supplemented with Visual and Minority College Students’ Perceptions of Lecture Instruction Supplemented with Visual and Kinesthetic Instructional Met. This presentation focuses on minority college students’ percep- Kinesthetic Instructional Met. This presentation focuses on minority college students’ perceptions of the value of audio (lecture) instruction when supplemented with visual and kinesthetic tions of the value of audio (lecture) instruction when supplemented with visual and kinesthetic instructional strategies. Analysis of mixed method data for this presentation examines the per- instructional strategies. Analysis of mixed method data for this presentation examines the perspectives of undergraduate students enrolled in a College of Health and Human Sciences exer- spectives of undergraduate students enrolled in a College of Health and Human Sciences exercise science course. Presenters: T J Exford, North Carolina A&T State University; Ashraf Esmail, cise science course. Presenters: T J Exford, North Carolina A&T State University; Ashraf Esmail, Dillard University; Alice Duhon Ross, Walden University; Gwendolyn Duhon, McNeese Universi- Dillard University; Alice Duhon Ross, Walden University; Gwendolyn Duhon, McNeese Universi- ty; Michael Ross ty; Michael Ross

F11.30.22 Tortolita F11.30.22 Tortolita Intermediate Presentation Intermediate Presentation Black Teacher Sustainability: A Holistic Model for Recruiting, Preparing, and Retaining Black Black Teacher Sustainability: A Holistic Model for Recruiting, Preparing, and Retaining Black Teachers. After the passing of Brown v. Board of Education, there has been a consistent short- Teachers. After the passing of Brown v. Board of Education, there has been a consistent short- age of Black teachers, which has had detrimental impacts on Black students. Thus, I offer a age of Black teachers, which has had detrimental impacts on Black students. Thus, I offer a model for Black teacher sustainability, for the use of education reformers and policy makers to model for Black teacher sustainability, for the use of education reformers and policy makers to improve the quantity, quality, and longevity of Black educators. Presenter: Shanique Lee, Uni- improve the quantity, quality, and longevity of Black educators. Presenter: Shanique Lee, Uni- versity of North Carolina at Charlotte versity of North Carolina at Charlotte

F11.30.23 Tucson F11.30.23 Tucson Intermediate Presentation Intermediate Presentation Creating Space and Freeing Voices: A Window for Preservice Teachers. Memoirs are powerful Creating Space and Freeing Voices: A Window for Preservice Teachers. Memoirs are powerful tools for understanding perspectives that are different from our own or to see our lived experi- tools for understanding perspectives that are different from our own or to see our lived experiences reflected in others’ lives. This presentation describes the use of memoir as an instructional ences reflected in others’ lives. This presentation describes the use of memoir as an instructional strategy in developing teacher candidates’ dispositions for multicultural education. Presenters: strategy in developing teacher candidates’ dispositions for multicultural education. Presenters: Sarah Cannon, North Carolina State University; Charlotte Roberts Sarah Cannon, North Carolina State University; Charlotte Roberts

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FRI 12:30pm FRI 12:30pm

AND THEN THEY CAME FOR US. AND THEN THEY CAME FOR US. Directors Abby Ginzberg and Ken Schneider. Producer Abby Ginzberg. 2017. Directors Abby Ginzberg and Ken Schneider. Producer Abby Ginzberg. 2017. Good Docs. www.gooddocs.net 50 Minutes. Discount code for NAME members: Good Docs. www.gooddocs.net 50 Minutes. Discount code for NAME members: NAME-TCFU-20%. NAME-TCFU-20%. This film is a cautionary and inspiring tale for all societies. Seventy-six years ago This film is a cautionary and inspiring tale for all societies. Seventy-six years ago President Roosevelt signed Executive Order 9066, paving the way for the forced incarceration of President Roosevelt signed Executive Order 9066, paving the way for the forced incarceration of 120,000 Japanese Americans. See page 30 for complete information. 120,000 Japanese Americans. See page 30 for complete information.

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Friday 12:30 – 1:20pm • Turquoise 3 Friday 12:30 – 1:20pm • Turquoise 3 Founders Luncheon Founders Luncheon

Greetings: Greetings: H. Prentice Baptiste Rose Duhon-Sells H. Prentice Baptiste Rose Duhon-Sells NAME Immediate Past-President NAME Founding Mother NAME Immediate Past-President NAME Founding Mother

Friday, Nov. 8 • 1:40 – 2:50pm Friday, Nov. 8 • 1:40 – 2:50pm Turquoise Ballroom Turquoise Ballroom

General Session General Session Rose Duhon-Sells Lecture Rose Duhon-Sells Lecture

Convener: Welcome: Convener: Welcome: Alice Duhon Rose Duhon-Sells Alice Duhon Rose Duhon-Sells Walden University NAME Founding Mother Walden University NAME Founding Mother

Introduction: Introduction: Donzaleigh Abernathy Donzaleigh Abernathy Civil Rights Activist, Actress Civil Rights Activist, Actress

Keynote Presentation: Keynote Presentation: Khoi Nguyen Khoi Nguyen

Dr. Khoi Nguyen is an interactive artist that is creating two art installations Dr. Khoi Nguyen is an interactive artist that is creating two art installations that integrates technology, arts and oral history about the Civil Rights that integrates technology, arts and oral history about the Civil Rights Movement and the LGBTQ Movement. These installations use over 80,000 Movement and the LGBTQ Movement. These installations use over 80,000 fingerprints to form the paintings of Obama and Harvey Milk from people fingerprints to form the paintings of Obama and Harvey Milk from people across the United States. Attached to thousands of fingerprints is the oral across the United States. Attached to thousands of fingerprints is the oral history of the struggles to be equal. These installations will form the largest history of the struggles to be equal. These installations will form the largest collection of fingerprints from civil rights leaders, activists and allies of the collection of fingerprints from civil rights leaders, activists and allies of the largest rights-movements of our time. largest rights-movements of our time.

National Association for Multicultural Education • www.NAMEorg.org 100 2019 NAME Conference • Tucson 100 Friday Afternoon Breakout Sessions Friday Afternoon Breakout Sessions 3:00 – 3:50pm 3:00 – 3:50pm F3.01 Agave I F3.01 Agave I Intermediate Presentation Intermediate Presentation Enhancing Children’s Literacy, Learning, and Civic Engagement through a Summer Enrichment Enhancing Children’s Literacy, Learning, and Civic Engagement through a Summer Enrichment Program. In this presentation, we will describe how a summer literacy and cultural enrichment Program. In this presentation, we will describe how a summer literacy and cultural enrichment program fostered elementary students’ love of reading and learning, empowering them to program fostered elementary students’ love of reading and learning, empowering them to make a difference in themselves, their families, schools, communities, country, and world. We make a difference in themselves, their families, schools, communities, country, and world. We will share how the program encouraged children to forge their own futures. Presenters: Amber will share how the program encouraged children to forge their own futures. Presenters: Amber Spears, Tennessee Tech University; Janet Isbell, Tennessee Tech University Spears, Tennessee Tech University; Janet Isbell, Tennessee Tech University

F3.02 Agave II F3.02 Agave II Intermediate Interactive Workshop Intermediate Interactive Workshop Barriers to Success for Diverse Rural Teachers. This session describes a satellite teacher edu- Barriers to Success for Diverse Rural Teachers. This session describes a satellite teacher education program for place-based, diverse, non-traditional students residing in rural and remote cation program for place-based, diverse, non-traditional students residing in rural and remote communities. We will share how critical pedagogy and focused culturally responsive practices communities. We will share how critical pedagogy and focused culturally responsive practices have helped us address educational and institutional barriers to student success. Presenters: have helped us address educational and institutional barriers to student success. Presenters: Roni Adams, Southern Oregon University; Megan Farnsworth, Southern Oregon University; Erin Roni Adams, Southern Oregon University; Megan Farnsworth, Southern Oregon University; Erin Wilder, Southern Oregon University Wilder, Southern Oregon University

F3.03 Agave III F3.03 Agave III Advanced Interactive Workshop Advanced Interactive Workshop Dismantling Dominant Narratives: Decolonizing Teacher Education Courses. This workshop is Dismantling Dominant Narratives: Decolonizing Teacher Education Courses. This workshop is designed as a collaborative space to source and discuss resources for multicultural teacher edu- designed as a collaborative space to source and discuss resources for multicultural teacher education, and think critically about how best curate resources into impactful curricula. Participants cation, and think critically about how best curate resources into impactful curricula. Participants will both contribute their own knowledge and gain new ideas from peers from across the field will both contribute their own knowledge and gain new ideas from peers from across the field of multicultural teacher education. Presenters: Olivia Murphy, University of Maryland, College of multicultural teacher education. Presenters: Olivia Murphy, University of Maryland, College Park; Nardos Ghebreab, University of Maryland at College Park; Jennifer Burris, University of Park; Nardos Ghebreab, University of Maryland at College Park; Jennifer Burris, University of Maryland at College Park Maryland at College Park

F3.04 Coronado I F3.04 Coronado I Introductory Interactive Workshop Introductory Interactive Workshop Talking About Racial, Ethnic, and National Identities in the Classroom: Building Empathy Talking About Racial, Ethnic, and National Identities in the Classroom: Building Empathy Through Student Narratives. This interactive workshop models an innovative approach to Through Student Narratives. This interactive workshop models an innovative approach to structuring dialogue on racial, ethnic, and national identities using students’ personal narratives. structuring dialogue on racial, ethnic, and national identities using students’ personal narratives. Participants learn the steps to implement this lesson, reflect upon its impact by listening to Participants learn the steps to implement this lesson, reflect upon its impact by listening to actual student stories, and explore how narratives create inclusive spaces that foster empathy in actual student stories, and explore how narratives create inclusive spaces that foster empathy in the classroom. Presenter: Noga Shemer, University of Connecticut the classroom. Presenter: Noga Shemer, University of Connecticut

National Association for Multicultural Education • www.NAMEorg.org 2019 NAME Conference • Tucson 101 101 F3.05 Coronado II F3.05 Coronado II Intermediate Presentation Intermediate Presentation Pathway to Multicultural & Multilingual Education in Teacher Preparation: From Prerequisite Pathway to Multicultural & Multilingual Education in Teacher Preparation: From Prerequisite Courses to Graduate Level. Session presents objectives, assignments and assessments in a Mul- Courses to Graduate Level. Session presents objectives, assignments and assessments in a Mul- tilingual and Multicultural Education program for teacher preparation developed to counteract tilingual and Multicultural Education program for teacher preparation developed to counteract biases against minoritized bilingual candidates and communities they serve. Program examines biases against minoritized bilingual candidates and communities they serve. Program examines language status, identities and cultural heritage. It focuses on parents/families and diverse popu- language status, identities and cultural heritage. It focuses on parents/families and diverse populations through a critical pedagogy centered on social justice and equity. Presenters: Ana Hernan- lations through a critical pedagogy centered on social justice and equity. Presenters: Ana Hernan- dez, California State University San Marcos; Annette Daoud, CA State University San Marcos dez, California State University San Marcos; Annette Daoud, CA State University San Marcos

Poster Sessions Poster Sessions

F3.06 Foyer 1 P F3.06 Foyer 1 P Introductory Poster Introductory Poster Literacy Challenges of International Students as a Marginalized Group in the Predominated Literacy Challenges of International Students as a Marginalized Group in the Predominated White Classroom. This study explores how students’ writing skills can be improved through par- White Classroom. This study explores how students’ writing skills can be improved through participatory and multicultural pedagogies. By using various sensory, visual, and auditory modes of ticipatory and multicultural pedagogies. By using various sensory, visual, and auditory modes of learning and participation, international students will be able to draw upon their cross-linguistic learning and participation, international students will be able to draw upon their cross-linguistic and cultural knowledge and make significant contributions to their new learning environment. and cultural knowledge and make significant contributions to their new learning environment. Presenters: fnu dawayangzong, University of Florida; Huameng Chen, University of Florida Presenters: fnu dawayangzong, University of Florida; Huameng Chen, University of Florida

F3.07 Foyer 2 F3.07 Foyer 2 Introductory Poster Introductory Poster Reflections on Teenage Students’ Fabrication of a Normative Identity as a. Thug In this paper, Reflections on Teenage Students’ Fabrication of a Normative Identity as a. Thug In this paper, I reflect upon teenage students’ fabrication of a normative identity as a Thug associated with I reflect upon teenage students’ fabrication of a normative identity as a Thug associated with inner-city neighborhoods. I argue that this fabricated identity provides self-empowering strength, inner-city neighborhoods. I argue that this fabricated identity provides self-empowering strength, and is a mechanism for navigating non-personal contexts, for gaining respect from others, and for and is a mechanism for navigating non-personal contexts, for gaining respect from others, and for protecting oneself emotionally and physically within a White hegemonic school culture. Present- protecting oneself emotionally and physically within a White hegemonic school culture. Present- er: John D McGinty, University of Wisconsin - Madison er: John D McGinty, University of Wisconsin - Madison

F3.08 Foyer 3 F3.08 Foyer 3 Introductory Poster Introductory Poster Decolonizing Higher Education: Racial Representation Among Educators in Higher Education Decolonizing Higher Education: Racial Representation Among Educators in Higher Education Matters. This study examines the perceptions, attitudes and sense of belonging on the part of Matters. This study examines the perceptions, attitudes and sense of belonging on the part of Latinx students in relationship to the lack of Latinx faculty at a four-year university. A central focus Latinx students in relationship to the lack of Latinx faculty at a four-year university. A central focus will be on triangulating between these relationships and pursuing graduate education Presenters: will be on triangulating between these relationships and pursuing graduate education Presenters: Kirsten Covarrubias, California State University, Sacramento; Porfirio Loeza Kirsten Covarrubias, California State University, Sacramento; Porfirio Loeza

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F3.09 Foyer 4 F3.09 Foyer 4 Intermediate Poster Intermediate Poster Decolonizing Social Studies: Integrating History and Public Issues with Diverse Curricular Decolonizing Social Studies: Integrating History and Public Issues with Diverse Curricular Standpoints. Two social studies teacher educators share findings from a new methods course Standpoints. Two social studies teacher educators share findings from a new methods course framework that applies native feminist curricular standpoints and critical media literacy to framework that applies native feminist curricular standpoints and critical media literacy to support pre-service teachers in teaching the historical roots of public issues. Presenters: Emilie support pre-service teachers in teaching the historical roots of public issues. Presenters: Emilie Camp, University of Cincinnati;Amy Bottomley, University of Cincinnati Camp, University of Cincinnati;Amy Bottomley, University of Cincinnati

F3.10 Joshua I F3.10 Joshua I Intermediate Interactive Workshop Intermediate Interactive Workshop Empowering Students to Lead through Equity, Diversity, Justice and Inclusion (EDJI) Practic- Empowering Students to Lead through Equity, Diversity, Justice and Inclusion (EDJI) Practic- es. This workshop highlights a student-led curriculum focused on Equity, Diversity, Justice and es. This workshop highlights a student-led curriculum focused on Equity, Diversity, Justice and Inclusion (EDJI). By leading an activity on identities, intersectionality, and various forms of Inclusion (EDJI). By leading an activity on identities, intersectionality, and various forms of oppression and a follow up discussion of the planning process and design, this will challenge oppression and a follow up discussion of the planning process and design, this will challenge and support participants to develop similar activities at their schools. Presenters: Joslyn Hun- and support participants to develop similar activities at their schools. Presenters: Joslyn Hun- scher-Young, Washtenaw International High School; Kyrsten Persells, Washtenaw International scher-Young, Washtenaw International High School; Kyrsten Persells, Washtenaw International High School & Middle Academy High School & Middle Academy

F3.11 Oro Valley F3.11 Oro Valley Advanced Presentation Advanced Presentation You’re a Diversity Officer: Now What? This presentation will explore the process of creating a You’re a Diversity Officer: Now What? This presentation will explore the process of creating a diversity office with a commitment to implementing culturally responsive practices into program diversity office with a commitment to implementing culturally responsive practices into program course work while also assisting faculty and staff in understanding their implicit biases. Strate- course work while also assisting faculty and staff in understanding their implicit biases. Strate- gies and ideas for implementation will be shared. Presenters: Nichelle Robinson, University of gies and ideas for implementation will be shared. Presenters: Nichelle Robinson, University of MS; Susan McClelland MS; Susan McClelland

F3.12 Palo Verde I F3.12 Palo Verde I Intermediate Presentation Intermediate Presentation Social Justice Leadership and Family Engagement in Culturally and Linguistically Diverse Urban Social Justice Leadership and Family Engagement in Culturally and Linguistically Diverse Urban Schools. Established ‘best practices’ for parent engagement cannot be assumed to be effective Schools. Established ‘best practices’ for parent engagement cannot be assumed to be effective when serving culturally and linguistically diverse families. Drawing on Furman’s (2012) frame- when serving culturally and linguistically diverse families. Drawing on Furman’s (2012) framework of social justice leadership, our research explores the practices of educational leaders in work of social justice leadership, our research explores the practices of educational leaders in an urban school district to engage multilingual families in their school communities. Presenters: an urban school district to engage multilingual families in their school communities. Presenters: Vera Lee, Drexel University; Kristine Grant, Drexel University Vera Lee, Drexel University; Kristine Grant, Drexel University

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F3.13 Palo Verde II F3.13 Palo Verde II Advanced Panel Advanced Panel Decolonizing the curriculum in Title 1 schools: Early steps in a university-school partnership. Decolonizing the curriculum in Title 1 schools: Early steps in a university-school partnership. A panel presentation of teachers and university faculty members who report on their learn- A panel presentation of teachers and university faculty members who report on their learning from a multi-year university-school district partnership to transform curriculum in Title ing from a multi-year university-school district partnership to transform curriculum in Title 1 schools. We discuss the successes and the struggles in these decolonizing efforts including 1 schools. We discuss the successes and the struggles in these decolonizing efforts including lessons learned and ‘unlearned’ through three professional development modules. Presenters: lessons learned and ‘unlearned’ through three professional development modules. Presenters: Dilys Schoorman, Florida Atlantic University;Iris Minor; Kimberly Foster; Jay Sohn Dilys Schoorman, Florida Atlantic University;Iris Minor; Kimberly Foster; Jay Sohn

F3.14 Presidio III F3.14 Presidio III Intermediate Interactive Workshop Intermediate Interactive Workshop Examining the Colonized Mind using Critical Analyses. Using a qualitative critical methodolog- Examining the Colonized Mind using Critical Analyses. Using a qualitative critical methodolog- ical tool adapted by the presenters, participants will examine structural inequities in case stud- ical tool adapted by the presenters, participants will examine structural inequities in case studies. Our tool can be used in any classroom to deconstruct the underlying meanings of narratives ies. Our tool can be used in any classroom to deconstruct the underlying meanings of narratives in order to achieve deeper levels of understanding. Presenters: Jennifer Chandler, Arizona State in order to achieve deeper levels of understanding. Presenters: Jennifer Chandler, Arizona State University; Jessica Hirshorn, Arizona State University; Sarah Carranza, Arizona State University University; Jessica Hirshorn, Arizona State University; Sarah Carranza, Arizona State University

F3.15 Presidio IV F3.15 Presidio IV Intermediate Interactive Workshop Intermediate Interactive Workshop They said what?! A Black instructor and white instructor’s experiences problematize equity They said what?! A Black instructor and white instructor’s experiences problematize equity literacy assessments. After experiencing students’ racial bias towards a Black instructor, two literacy assessments. After experiencing students’ racial bias towards a Black instructor, two instructor-researchers found that students’ biases were undetected in coursework assignments instructor-researchers found that students’ biases were undetected in coursework assignments aimed at assessing equity literacy. Attendees are invited to examine their own course attempts aimed at assessing equity literacy. Attendees are invited to examine their own course attempts to assess equity literacy. Problematizing attempts to assess equity will drive conversation to to assess equity literacy. Problematizing attempts to assess equity will drive conversation to rethink assessments. Presenters: Chanelle Wilson, Bryn Mawr College; Elizabeth Soslau rethink assessments. Presenters: Chanelle Wilson, Bryn Mawr College; Elizabeth Soslau

FRI 3:00pm FRI 3:00pm ALIEN CITIZEN. ALIEN CITIZEN. Written and produced by Elizabeth Liang. Directed by Sofie Calderon. Written and produced by Elizabeth Liang. Directed by Sofie Calderon. 2017. www.aliencitizensoloshow.com. 50 minutes. Who are you when 2017. www.aliencitizensoloshow.com. 50 minutes. Who are you when you’re from everywhere and nowhere? Alien Citizen is a funny and poi- you’re from everywhere and nowhere? Alien Citizen is a funny and poi- gnant one-woman show about growing up in the intersections of identity gnant one-woman show about growing up in the intersections of identity as a dual citizen of mixed heritage in Central America, North Africa, the Middle East, and as a dual citizen of mixed heritage in Central America, North Africa, the Middle East, and New England. Elizabeth Liang, like President Obama, is a Third Culture Kid or a TCK. See New England. Elizabeth Liang, like President Obama, is a Third Culture Kid or a TCK. See page 30 for complete information. page 30 for complete information. Followed by a Conversation with Filmmaker Elizabeth Liang in Joshua Tree 2 Followed by a Conversation with Filmmaker Elizabeth Liang in Joshua Tree 2

National Association for Multicultural Education • www.NAMEorg.org 104 2019 NAME Conference • Tucson 104 R ROUNDTABLES R ROUNDTABLES F3.16 Presidio V-1 F3.16 Presidio V-1 Introductory Roundtable Introductory Roundtable Examining Quality of Life: The Underrepresentation of African American Girls in Gifted Edu- Examining Quality of Life: The Underrepresentation of African American Girls in Gifted Edu- cation. There is limited current research addressing the needs of African American girls. Even cation. There is limited current research addressing the needs of African American girls. Even more limiting is the research with a focus on gifted African American girls. Examining quality of more limiting is the research with a focus on gifted African American girls. Examining quality of life in the classroom and a sense of belonging are pivotal in the advancement of gifted African life in the classroom and a sense of belonging are pivotal in the advancement of gifted African American girls. Presenters: Deneen Dixon-Payne, University of North Carolina at Charlotte American girls. Presenters: Deneen Dixon-Payne, University of North Carolina at Charlotte

F3.17 Presidio V-2 F3.17 Presidio V-2 Intermediate Roundtable Intermediate Roundtable Creating spaces in teacher education to decolonize the mind: Jabulani School Simulation. The Creating spaces in teacher education to decolonize the mind: Jabulani School Simulation. The purpose of this session is to share the JASS© digital platform prototype which was designed as a purpose of this session is to share the JASS© digital platform prototype which was designed as a curricular safe space for our candidates to build efficacy, skills and consciousness prior to class- curricular safe space for our candidates to build efficacy, skills and consciousness prior to classroom practicum. We seek your feedback as we move this project forward. Presenters: Gretchen room practicum. We seek your feedback as we move this project forward. Presenters: Gretchen McAllister, Northern Arizona University; Muna Al-Shawafi, Northern Arizona University McAllister, Northern Arizona University; Muna Al-Shawafi, Northern Arizona University

F3.18 Presidio V-3 F3.18 Presidio V-3 Introductory Roundtable Introductory Roundtable Identity Development and Racial Microaggression Experiences of International Chinese Stu- Identity Development and Racial Microaggression Experiences of International Chinese Stu- dents. When we recognize common racial microaggressions, we can reduce acts of prejudice dents. When we recognize common racial microaggressions, we can reduce acts of prejudice and discrimination. and discrimination. The roundtable discussion will begin by discussing microaggressions using Dr. Derald Wing Sue’s The roundtable discussion will begin by discussing microaggressions using Dr. Derald Wing Sue’s theory and framework. We will present and discuss identity development and racial microag- theory and framework. We will present and discuss identity development and racial microaggression experiences of international Chinese students. Presenters: Catherine Johnson, Wash- gression experiences of international Chinese students. Presenters: Catherine Johnson, Wash- ington State University; Shihua Brazill, Education ington State University; Shihua Brazill, Education

F3.19 Presidio V-4 F3.19 Presidio V-4 Introductory Roundtable Introductory Roundtable Decolonizing LGBTQIA+ experience, language and representation in P-12 classrooms. Decolonizing LGBTQIA+ experience, language and representation in P-12 classrooms. LGBTQIA+ children and youth feel the sting of colonized minds in their classrooms and schools LGBTQIA+ children and youth feel the sting of colonized minds in their classrooms and schools daily. These scholars share experiences, ask critical questions, expand on current research and daily. These scholars share experiences, ask critical questions, expand on current research and look at ways we can use multicultural education to develop strong and inclusive P-12 classrooms look at ways we can use multicultural education to develop strong and inclusive P-12 classrooms for LGBTQIA+ students and families. Presenters: Hannah Edwards, Minnesota State University for LGBTQIA+ students and families. Presenters: Hannah Edwards, Minnesota State University Moorhead; Edmund Buscho, Minnesota State University Moorhead; Sheila K Marquardt, Min- Moorhead; Edmund Buscho, Minnesota State University Moorhead; Sheila K Marquardt, Min- nesota State University Moorhead nesota State University Moorhead

National Association for Multicultural Education • www.NAMEorg.org 2019 NAME Conference • Tucson 105 2019 NAME Conference • Tucson 105 FRI 3:00pm FRI 3:00pm Conversation with Author Anni Reinking Conversation with Author Anni Reinking Joshua Tree 2 Joshua Tree 2 Join Anni Reinking in this discussion of her book, Not Just Black and White. Join Anni Reinking in this discussion of her book, Not Just Black and White. See page 37 for complete information. See page 37 for complete information.

F3.20 Rincon F3.20 Rincon Intermediate Presentation Intermediate Presentation Translanguaging as a Tool for Social Justice. Embedded within the institution of education and Translanguaging as a Tool for Social Justice. Embedded within the institution of education and its modes of functioning is the role of language, which is shaped by beliefs, morals, and politi- its modes of functioning is the role of language, which is shaped by beliefs, morals, and political interests. The purpose of this presentation is to explain how translanguaging can be utilized cal interests. The purpose of this presentation is to explain how translanguaging can be utilized as an avenue for social justice for those who face language marginalization. Presenters: Marta as an avenue for social justice for those who face language marginalization. Presenters: Marta Carvajal, University of Kansas; Leah Mortenson, St. John’s University Carvajal, University of Kansas; Leah Mortenson, St. John’s University F3.21 Santa Rita F3.21 Santa Rita Advanced Presentation Advanced Presentation ‘That’s such a harsh term!’: Moving forward when the word ‘race’ is considered a 4-letter ‘That’s such a harsh term!’: Moving forward when the word ‘race’ is considered a 4-letter word by school administrators. The issue of race is difficult for White teachers to discuss-it word by school administrators. The issue of race is difficult for White teachers to discuss-it is even more challenging when school administrators view the term ‘race’ as problematic. is even more challenging when school administrators view the term ‘race’ as problematic. Through discussion and collaboration, this session will help multicultural educators think about Through discussion and collaboration, this session will help multicultural educators think about how we might decolonize mindsets steeped in Whiteness that view merely saying the word how we might decolonize mindsets steeped in Whiteness that view merely saying the word ‘race’ as controversial. Presenter: Scott Farver, Michigan State University ‘race’ as controversial. Presenter: Scott Farver, Michigan State University

F3.22 Sonoran F3.22 Sonoran Advanced Presentation Advanced Presentation Teacher Beliefs Related to Culturally Sustaining Pedagogies. This presentation will provide Teacher Beliefs Related to Culturally Sustaining Pedagogies. This presentation will provide information on urban secondary education teacher perspectives of their beliefs related to needs information on urban secondary education teacher perspectives of their beliefs related to needs and challenges for supporting culturally and linguistically diverse students. We examine teach- and challenges for supporting culturally and linguistically diverse students. We examine teachers’ perceptions from reflections on beliefs for culturally relevant supports on a continuum from ers’ perceptions from reflections on beliefs for culturally relevant supports on a continuum from deficit based beliefs to culturally sustaining pedagogical beliefs. Presenters: Wendy Cavendish, deficit based beliefs to culturally sustaining pedagogical beliefs. Presenters: Wendy Cavendish, University of Miami; Ignacio Barrenechea, University of Miami; Ayanna Young, University of University of Miami; Ignacio Barrenechea, University of Miami; Ayanna Young, University of Miami Miami

F3.23 Tortolita F3.23 Tortolita Intermediate Presentation Intermediate Presentation I Am Enough: The Power of Culturally Relevant Text. Children from marginalized backgrounds I Am Enough: The Power of Culturally Relevant Text. Children from marginalized backgrounds are introduced to various examples of ethnocentric monoculturalism in educational settings. An are introduced to various examples of ethnocentric monoculturalism in educational settings. An example includes book choices that ignore cultural diversity. Educators can empower children example includes book choices that ignore cultural diversity. Educators can empower children by providing them culturally-relatable literature. I explored how culturally-relevant books can by providing them culturally-relatable literature. I explored how culturally-relevant books can affect children’s self-concept. Interviews and test-retest were conducted with parents and chil- affect children’s self-concept. Interviews and test-retest were conducted with parents and children to explore their impact. Presenter: Priscilla Wilson, Jacksonville State University dren to explore their impact. Presenter: Priscilla Wilson, Jacksonville State University

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F3.24 Tucson F3.24 Tucson Introductory Presentation Introductory Presentation Brown Students and White Teachers: Preparing Pre-service Teachers to Teach Students of Col- Brown Students and White Teachers: Preparing Pre-service Teachers to Teach Students of Col- or Using In-field Experiences. This presentation highlights a diversity program offered through or Using In-field Experiences. This presentation highlights a diversity program offered through our university. The program is a hands-on, in-field experiences for pre-service teachers provid- our university. The program is a hands-on, in-field experiences for pre-service teachers providing them an opportunity to practice learned course skills inside a majority-minority classroom ing them an opportunity to practice learned course skills inside a majority-minority classroom setting. Pre-service teachers work directly with our partner school in an underserved communi- setting. Pre-service teachers work directly with our partner school in an underserved community on the outskirts of Chicago. Presenter: Natalie Young, Northern Illinois University ty on the outskirts of Chicago. Presenter: Natalie Young, Northern Illinois University

Friday Afternoon Breakout Sessions 4:00 – 4:50pm Friday Afternoon Breakout Sessions 4:00 – 4:50pm

F4.01 Agave I F4.01 Agave I Intermediate Presentation Intermediate Presentation Teachers who Cross Borders. This presentation focuses on teachers who, in their youth, crossed Teachers who Cross Borders. This presentation focuses on teachers who, in their youth, crossed the U.S./Mexico border to attend California schools. My objective is to show how this experi- the U.S./Mexico border to attend California schools. My objective is to show how this experience has affected their desire to become teachers, as well as how this has prepared them to ence has affected their desire to become teachers, as well as how this has prepared them to teach their current students who cross the border everyday. Presenter: Jennifer Lee O’Donnell, teach their current students who cross the border everyday. Presenter: Jennifer Lee O’Donnell, San Diego State University San Diego State University

F4.02 Agave II F4.02 Agave II Intermediate Interactive Workshop Intermediate Interactive Workshop Educational Journeys: Youth Voices & Experiences as the Impetus for Social Justice Curricu- Educational Journeys: Youth Voices & Experiences as the Impetus for Social Justice Curricu- lum. This session will focus on the use of Educational Journeys-cultural narratives with socio- lum. This session will focus on the use of Educational Journeys-cultural narratives with sociopolitical analysis-as a pedagogical and curricular approach to literacy instruction and student political analysis-as a pedagogical and curricular approach to literacy instruction and student learning. Participants will learn about the Educational Journey process, create and share their learning. Participants will learn about the Educational Journey process, create and share their own Educational Journeys, and learn about curricular and classroom implications for K-12 own Educational Journeys, and learn about curricular and classroom implications for K-12 classrooms. Presenters: Rubén González, Florin High School; Margarita Berta-Avila, Sacramento classrooms. Presenters: Rubén González, Florin High School; Margarita Berta-Avila, Sacramento State University State University

F4.03 Agave III F4.03 Agave III Introductory Interactive Workshop Introductory Interactive Workshop Decolonizing Text within the Curriculum. The purpose of this introductory level workshop is to Decolonizing Text within the Curriculum. The purpose of this introductory level workshop is to allow teachers to take an inventory of their curriculum to work toward decolonizing their curric- allow teachers to take an inventory of their curriculum to work toward decolonizing their curriculum and centering counternarratives. By the end of this workshop, we hope teachers will have ulum and centering counternarratives. By the end of this workshop, we hope teachers will have resources to make changes in their curriculum to center marginalized and oppressed voices. resources to make changes in their curriculum to center marginalized and oppressed voices. Presenters: Kyrsten Persells, Washtenaw International High School; Joslyn Hunscher-Young, Presenters: Kyrsten Persells, Washtenaw International High School; Joslyn Hunscher-Young, Washtenaw International High School Washtenaw International High School

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F4.04 Coronado I F4.04 Coronado I Advanced Interactive Workshop Advanced Interactive Workshop Praxis of ‘working with’: Anti-colonial practices in an urban public school from school leader- Praxis of ‘working with’: Anti-colonial practices in an urban public school from school leadership to the classroom. This interactive session explores the dynamics of ‘working with’ from the ship to the classroom. This interactive session explores the dynamics of ‘working with’ from the perspective of a teacher and administrator of color. Drawing on our experiences with students perspective of a teacher and administrator of color. Drawing on our experiences with students and adult learners, attendees will implement the concept of ‘working with’ in school contexts and adult learners, attendees will implement the concept of ‘working with’ in school contexts and discuss the challenges of disrupting colonial power in schools. Presenters: Ryan Oto, ISD and discuss the challenges of disrupting colonial power in schools. Presenters: Ryan Oto, ISD 286; Silvy Lafayette, ISD 286 286; Silvy Lafayette, ISD 286

F4.05 Coronado II F4.05 Coronado II Intermediate Presentation Intermediate Presentation Counterstories of Black Parent Activists in Urban Schools. Close inspection of the research Counterstories of Black Parent Activists in Urban Schools. Close inspection of the research on parent involvement reveals competing conceptualizations of what it means to be an ‘active on parent involvement reveals competing conceptualizations of what it means to be an ‘active parent.’ Findings from this qualitative study complicate popular notions of what it means to be parent.’ Findings from this qualitative study complicate popular notions of what it means to be an active parent by exploring the counterstories of members of a predominantly Black parent an active parent by exploring the counterstories of members of a predominantly Black parent empowerment group. Presenters: Kristine Grant, Drexel University; Stephanie Budhai, Neu- empowerment group. Presenters: Kristine Grant, Drexel University; Stephanie Budhai, Neu- mann University mann University

FRI 4:00pm FRI 4:00pm EXILED. EXILED. Director, Producer & Cinematographer Mike Seely. Editor & Co-producer John Director, Producer & Cinematographer Mike Seely. Editor & Co-producer John Kane. Associate Producer Diya Guha. 2017. Good Docs. www.gooddocs.net. 30 Kane. Associate Producer Diya Guha. 2017. Good Docs. www.gooddocs.net. 30 minutes. Discount code for NAME members: NAME-EX-20%. minutes. Discount code for NAME members: NAME-EX-20%. This film tells the emotional and complicated stories of two deported U.S. mili- This film tells the emotional and complicated stories of two deported U.S. military veterans tary veterans living in Tijuana, Mexico. Although these soldiers had “lawful permanent resident” status in the living in Tijuana, Mexico. Although these soldiers had “lawful permanent resident” status in the U.S. and performed honorable military service, they have been sent back to their birth countries U.S. and performed honorable military service, they have been sent back to their birth countries because of criminal convictions. See page 30 for complete information. because of criminal convictions. See page 30 for complete information.

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F4.06 Joshua I F4.06 Joshua I Intermediate Interactive Workshop Intermediate Interactive Workshop Promoting youth civic action through a critical exploration of incarceration practices in the Promoting youth civic action through a critical exploration of incarceration practices in the U.S. Each year Philadelphia high school students lead a public, city-wide Mass Incarceration U.S. Each year Philadelphia high school students lead a public, city-wide Mass Incarceration Symposium. During a time when civics education is in a decline, this work serves as a model for Symposium. During a time when civics education is in a decline, this work serves as a model for youth civic action. Using this project as an example, workshop participants will develop their youth civic action. Using this project as an example, workshop participants will develop their own curriculum ideas for incorporating youth civic action into their classrooms. Presenter: Re- own curriculum ideas for incorporating youth civic action into their classrooms. Presenter: Re- becca Coven, School District of Philadelphia becca Coven, School District of Philadelphia

F4.07 Oro Valley F4.07 Oro Valley Introductory Presentation Introductory Presentation Facilitating Conversations About Race Using Multicultural Literature. This presentation uses Facilitating Conversations About Race Using Multicultural Literature. This presentation uses findings from a 2018 study on the use of multicultural texts in two third-grade classrooms as a findings from a 2018 study on the use of multicultural texts in two third-grade classrooms as a means to describe and understand the impact of a teacher’s racial identity and awareness on means to describe and understand the impact of a teacher’s racial identity and awareness on students, teaching methods, and classroom environment. Presenter: Linda Riley, Woburn Public students, teaching methods, and classroom environment. Presenter: Linda Riley, Woburn Public Schools Schools

F4.08 Palo Verde I F4.08 Palo Verde I Advanced Presentation Advanced Presentation Black Community Members’ Advocacy to a School Board as Decolonial Education. This paper Black Community Members’ Advocacy to a School Board as Decolonial Education. This paper presentation examines the advocacy of Black parents and community members as a form of de- presentation examines the advocacy of Black parents and community members as a form of decolonial and multicultural education. We examine a case in the Southwestern US in which Black colonial and multicultural education. We examine a case in the Southwestern US in which Black parents and community members challenged white supremacy a school district, seeking to parents and community members challenged white supremacy a school district, seeking to educate the school board through their advocacy. Presenter: Melanie Bertrand, Arizona State educate the school board through their advocacy. Presenter: Melanie Bertrand, Arizona State University University

F4.09 Palo Verde II F4.09 Palo Verde II Advanced Panel Advanced Panel College Students of Color Speak their Truth: A Critical Race Theory Analysis of the PK-12 College Students of Color Speak their Truth: A Critical Race Theory Analysis of the PK-12 Teacher-Student ‘Demographic D. Utilizing a Critical Race Theory framework and qualitative Teacher-Student ‘Demographic D. Utilizing a Critical Race Theory framework and qualitative data; this panel examines perceptions of college Students of Color about the teaching profes- data; this panel examines perceptions of college Students of Color about the teaching profession. Presenters: Christine Clark, University of Nevada, Las Vegas; Norma Marrun, UNLV; Tara sion. Presenters: Christine Clark, University of Nevada, Las Vegas; Norma Marrun, UNLV; Tara Plachowski, UNLV Plachowski, UNLV

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F4.10 Presidio III F4.10 Presidio III Intermediate Presentation Intermediate Presentation ‘When privilege silences oppression and oppression upholds privilege: Anti-Semitism in ‘When privilege silences oppression and oppression upholds privilege: Anti-Semitism in higher education’. This case study illuminates the relative invisibility of anti-Semitism in anti-op- higher education’. This case study illuminates the relative invisibility of anti-Semitism in anti-oppressive education (Short, 1991); and the oppression and internalized oppression (Kohli, 2014) pressive education (Short, 1991); and the oppression and internalized oppression (Kohli, 2014) of Jewish teacher candidates. We highlight the ways in which some Jewish students internalize of Jewish teacher candidates. We highlight the ways in which some Jewish students internalize anti-Semitism ââ?¬’ noting that White privilege constrains their ability to voice their oppression anti-Semitism ââ?¬’ noting that White privilege constrains their ability to voice their oppression (Reed, 1994). Presenters: Simona Goldin, University of Michigan; Debi Khasnabis, University of (Reed, 1994). Presenters: Simona Goldin, University of Michigan; Debi Khasnabis, University of Michigan Michigan

F4.11 Presidio IV F4.11 Presidio IV Intermediate Interactive Workshop Intermediate Interactive Workshop The Impact of Promoting Social Justice in Classrooms of Minorities and Students with Disabili- The Impact of Promoting Social Justice in Classrooms of Minorities and Students with Disabili- ties. Literature findings suggest minorities and students with disabilities are those most impact- ties. Literature findings suggest minorities and students with disabilities are those most impacted by disproportionate and exclusionary discipline practices. However, if teachers are willing to ed by disproportionate and exclusionary discipline practices. However, if teachers are willing to embrace promoting social justice by modeling and teaching the importance of honesty, respect, embrace promoting social justice by modeling and teaching the importance of honesty, respect, and unity, positive relationships among teachers and students can be formed. Presenters: Alina and unity, positive relationships among teachers and students can be formed. Presenters: Alina Harges, The University of Mississippi; Thea Williams-Black, Tougaloo College; Chrytal Hodges, Harges, The University of Mississippi; Thea Williams-Black, Tougaloo College; Chrytal Hodges, Mississippi University for Women Mississippi University for Women

F4.12 Presidio V-1 F4.12 Presidio V-1 Introductory Presentation Introductory Presentation Students of Color Finding Power in Collectivity in a Teacher Preparation Program Through a Students of Color Finding Power in Collectivity in a Teacher Preparation Program Through a Student-Led Organization. This presentation explores the experiences of students of color and Student-Led Organization. This presentation explores the experiences of students of color and the efforts of a student led org in a school of ed at a predominately white public university in the efforts of a student led org in a school of ed at a predominately white public university in the Northeast. The purpose of this organization is to construct a support system for students of the Northeast. The purpose of this organization is to construct a support system for students of color currently enrolled/interested in the teacher preparation program. Presenters: Kimberly color currently enrolled/interested in the teacher preparation program. Presenters: Kimberly Duhart, University of Connecticut; Kiana Foster-Mauro, University of Connecticut; Kyre Mc- Duhart, University of Connecticut; Kiana Foster-Mauro, University of Connecticut; Kyre Mc- Broom, University of Connecticut Broom, University of Connecticut

F4.13 Presidio V-2 F4.13 Presidio V-2 Intermediate Presentation Intermediate Presentation Critical Self-Reflection Spaces in Family Storytelling with Large-Scale Datasets. The Family Critical Self-Reflection Spaces in Family Storytelling with Large-Scale Datasets. The Family Alignment of data Models and Stories (FAMS) process is a new framework for employing large- Alignment of data Models and Stories (FAMS) process is a new framework for employing large- scale datasets and data visualization tools in multicultural, interdisciplinary learning. FAMS scale datasets and data visualization tools in multicultural, interdisciplinary learning. FAMS creates a space in which practitioners of multicultural education can inject a critical component creates a space in which practitioners of multicultural education can inject a critical component into narrative practices that can bring forth honest, self-reflexive, family histories and intergen- into narrative practices that can bring forth honest, self-reflexive, family histories and intergenerational understandings. Presenters: Daryl Axelrod, University of Miami; Jennifer Kahn, Uni- erational understandings. Presenters: Daryl Axelrod, University of Miami; Jennifer Kahn, Uni- versity of Miami versity of Miami

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F4.14 Presidio V-3 F4.14 Presidio V-3 Expert Roundtable Expert Roundtable Diversity as an opportunity or a challenge? Ethnic diversity and generalized trust of stu- Diversity as an opportunity or a challenge? Ethnic diversity and generalized trust of students in 15 European countries. This study examines the relationship between ethnic diversi- dents in 15 European countries. This study examines the relationship between ethnic diversity and students’ perceptions of generalized trust in 15 European countries. The results show ty and students’ perceptions of generalized trust in 15 European countries. The results show that students have higher generalized trust in more ethnically heterogeneous countries and that students have higher generalized trust in more ethnically heterogeneous countries and when they have good relationships with peers and teachers. It provides insights into under- when they have good relationships with peers and teachers. It provides insights into understanding students’ interpersonal trust and social cohesion in multicultural. Presenter: Soobin standing students’ interpersonal trust and social cohesion in multicultural. Presenter: Soobin Choi, University of Missouri Choi, University of Missouri

F4.15 Rincon F4.15 Rincon Introductory Presentation Introductory Presentation Assessing Student Learning and Transfer of Knowledge about Institutional Discrimination Assessing Student Learning and Transfer of Knowledge about Institutional Discrimination using Virtual Reality technology. This presentation is an overview of a study examining stu- using Virtual Reality technology. This presentation is an overview of a study examining students’ ability to transfer knowledge about multicultural education concepts. The goal was to dents’ ability to transfer knowledge about multicultural education concepts. The goal was to determine if a virtual reality simulation helped students better understand the concepts of in- determine if a virtual reality simulation helped students better understand the concepts of institutional ableism and discrimination. Ideas about how innovative technologies can be used stitutional ableism and discrimination. Ideas about how innovative technologies can be used in the classroom will be discussed. Presenters: Shalyse Iseminger, Purdue University; Pamala in the classroom will be discussed. Presenters: Shalyse Iseminger, Purdue University; Pamala Morris, Purdue University Morris, Purdue University

F4.16 Santa Rita F4.16 Santa Rita Introductory Presentation Introductory Presentation LGBTQ Inclusion in The Elementary Setting: A Case Study of Youth Experiences and Perspec- LGBTQ Inclusion in The Elementary Setting: A Case Study of Youth Experiences and Perspec- tives. This presentation will highlight the methodology of a current case study of LGBTQ youth tives. This presentation will highlight the methodology of a current case study of LGBTQ youth regarding their early school experiences of inclusion. The goal of the research is to equip regarding their early school experiences of inclusion. The goal of the research is to equip teacher educators with these perspectives to assist in providing safe and equitable learning teacher educators with these perspectives to assist in providing safe and equitable learning environments for LGBTQ youth in schools. Presenter: Nicholas Catania, University of South environments for LGBTQ youth in schools. Presenter: Nicholas Catania, University of South Florida Florida

F4.17 Sonoran F4.17 Sonoran Intermediate Presentation Intermediate Presentation From Advocacy in Concept to Advocacy in Practice: A Case Study of a Highly Engaging Un- From Advocacy in Concept to Advocacy in Practice: A Case Study of a Highly Engaging Un- dergraduate Course. In this presentation, presenters will share findings from a longitudinal dergraduate Course. In this presentation, presenters will share findings from a longitudinal study inquiring into the impacts of participation in a highly-engaged, student-centered un- study inquiring into the impacts of participation in a highly-engaged, student-centered undergraduate course on students’ academic, personal and social-justice identities. It will also dergraduate course on students’ academic, personal and social-justice identities. It will also feature insights into organizing such a course and an opportunity for discussing similar imple- feature insights into organizing such a course and an opportunity for discussing similar imple- mentations. Presenter: Ashley Patterson, Pennsylvania State University mentations. Presenter: Ashley Patterson, Pennsylvania State University

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F4.18 Tortolita F4.18 Tortolita Advanced Presentation Advanced Presentation Interrupting re-colonization: Dialectical struggles in becoming a Hispanic Serving Institution. Interrupting re-colonization: Dialectical struggles in becoming a Hispanic Serving Institution. The designation as a Hispanic Serving Institution offers an opportunity to serve Latinx students The designation as a Hispanic Serving Institution offers an opportunity to serve Latinx students in culturally appropriate ways. This presentation highlights the struggles encountered when the in culturally appropriate ways. This presentation highlights the struggles encountered when the designation is colonized as a means for institutional funding rather than for academic service for designation is colonized as a means for institutional funding rather than for academic service for historically marginalized populations. Presenters: Andres Ramirez, Florida Atlantic University; historically marginalized populations. Presenters: Andres Ramirez, Florida Atlantic University; Dilys Schoorman, Florida Atlantic University Dilys Schoorman, Florida Atlantic University

F4.19 Tucson F4.19 Tucson Intermediate Presentation Intermediate Presentation When White Teachers Get Honest about Teaching Slavery. It is impossible to teach American When White Teachers Get Honest about Teaching Slavery. It is impossible to teach American history without discussing white supremacy and the enslavement of black people over the history without discussing white supremacy and the enslavement of black people over the course of 400 years. District leaders and a classroom teacher will share their efforts to incorpo- course of 400 years. District leaders and a classroom teacher will share their efforts to incorporate a comprehensive and accurate portrayal of the black experience throughout early United rate a comprehensive and accurate portrayal of the black experience throughout early United States history. Presenters: Jacqueline Merkle, Olentangy Local School District; Justin Emerich, States history. Presenters: Jacqueline Merkle, Olentangy Local School District; Justin Emerich, Olentangy Local Schools Olentangy Local Schools

Friday Afternoon Breakout Sessions 5:00 – 6:20pm Friday Afternoon Breakout Sessions 5:00 – 6:20pm

F5.01 Agave I F5.01 Agave I Intermediate Presentation Intermediate Presentation Disrupting White Fragility Using A Multicultural Self-Assessment with Pre-Service Teachers. Disrupting White Fragility Using A Multicultural Self-Assessment with Pre-Service Teachers. Teacher preparation programs can risk perpetuating social inequities; critical reflection is nec- Teacher preparation programs can risk perpetuating social inequities; critical reflection is necessary to confront white fragility as an obstacle to change. Using the results of a multicultural essary to confront white fragility as an obstacle to change. Using the results of a multicultural self-assessment, participants will be invited to discuss white fragility in teacher education and self-assessment, participants will be invited to discuss white fragility in teacher education and future efforts to promote anti-racist pedagogy for pre-service teachers. Presenter: Joshua Tol- future efforts to promote anti-racist pedagogy for pre-service teachers. Presenter: Joshua Tol- bert, Indiana University East bert, Indiana University East

F5.02 Agave II F5.02 Agave II Introductory Interactive Workshop Introductory Interactive Workshop It’s OK to Say Hi: Using Art to Build Relationships Across Difference. This interactive workshop It’s OK to Say Hi: Using Art to Build Relationships Across Difference. This interactive workshop highlights a curriculum for pre-service and current teachers that uses the arts to help us under- highlights a curriculum for pre-service and current teachers that uses the arts to help us understand our own biases, analyze the ideologies that inform those biases, and how we can, through stand our own biases, analyze the ideologies that inform those biases, and how we can, through genuine connections with people across socio-cultural differences begin to transform those genuine connections with people across socio-cultural differences begin to transform those biases. Presenter: Marit Dewhurst, City College of New York biases. Presenter: Marit Dewhurst, City College of New York

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F5.03 Agave III F5.03 Agave III Intermediate Interactive Workshop Intermediate Interactive Workshop Autoethnographic Critical Incidents and Queer Theory: Countering Narratives of Heteronor- Autoethnographic Critical Incidents and Queer Theory: Countering Narratives of Heteronor- mativity. This interactive workshop centers on critical incidents and subsequent reflections of mativity. This interactive workshop centers on critical incidents and subsequent reflections of three queer faculty members. Utilizing queer theory, the presenters aim to challenge and act three queer faculty members. Utilizing queer theory, the presenters aim to challenge and act against heteronormative systems and spaces. The presenters and audience members will partic- against heteronormative systems and spaces. The presenters and audience members will participate in intentional conversations centered on navigating these critical incidents and countering ipate in intentional conversations centered on navigating these critical incidents and countering hegemonic structures. Presenters: Gage Jeter, University of Florida; Vicki Vescio, University of hegemonic structures. Presenters: Gage Jeter, University of Florida; Vicki Vescio, University of Florida; Timothy Vetere, University of Florida Florida; Timothy Vetere, University of Florida

F5.04 Coronado I F5.04 Coronado I Intermediate Interactive Workshop Intermediate Interactive Workshop Neoliberalism’s claim on public education: Strategies for prospective and practicing K-12 Neoliberalism’s claim on public education: Strategies for prospective and practicing K-12 teachers. In this workshop, we explore pedagogical strategies used with K-12 teachers that teachers. In this workshop, we explore pedagogical strategies used with K-12 teachers that introduce them to the concept of neoliberalism and its impact on public education. Because introduce them to the concept of neoliberalism and its impact on public education. Because education can be a transformative catalyst that challenges systemic and social colonization, it education can be a transformative catalyst that challenges systemic and social colonization, it is imperative that neoliberalism is understood beyond a distant theoretical space. Presenters: is imperative that neoliberalism is understood beyond a distant theoretical space. Presenters: Marilee Coles-Ritchie, Westminster College; Jamie Joanou, Westminster College Marilee Coles-Ritchie, Westminster College; Jamie Joanou, Westminster College

F5.05 Coronado II F5.05 Coronado II Expert Presentation Expert Presentation Racial Equity Policy: The Need to Address the Critical Neglect of Students of Color. A Midwest Racial Equity Policy: The Need to Address the Critical Neglect of Students of Color. A Midwest school district has taken bold steps to embrace and approve a Racial Equity Policy to ensure that school district has taken bold steps to embrace and approve a Racial Equity Policy to ensure that race is a guiding factor in all decision making. The work associated with implementing, moni- race is a guiding factor in all decision making. The work associated with implementing, moni- toring, and evaluating the policy is enormous and requires a level of commitment that is clear, toring, and evaluating the policy is enormous and requires a level of commitment that is clear, concise and unapologetic. Presenter: Geneva Stark, GASP Consulting Services, LLC concise and unapologetic. Presenter: Geneva Stark, GASP Consulting Services, LLC

F5.06 Joshua I F5.06 Joshua I Intermediate Interactive Workshop Intermediate Interactive Workshop Decolonizing whiteness and other deep-seated prior knowledge in teacher education. Today’s Decolonizing whiteness and other deep-seated prior knowledge in teacher education. Today’s teachers are disproportionately white, middle class, and grew up in segregated ethnic commu- teachers are disproportionately white, middle class, and grew up in segregated ethnic communities, where many developed neo-colonial, deficit stereotypes about, for example, students of nities, where many developed neo-colonial, deficit stereotypes about, for example, students of color. This presentation shares research and encourages dialogue into decolonizing the minds color. This presentation shares research and encourages dialogue into decolonizing the minds of pre-service teachers and confronting the structural flaws in the teacher education system. of pre-service teachers and confronting the structural flaws in the teacher education system. Presenters: Virginia Lea, University of Wisconsin-Stout; Sapna Thapa, University of Wiscon- Presenters: Virginia Lea, University of Wisconsin-Stout; Sapna Thapa, University of Wiscon- sin-Stout; Emily Hines, University of Wisconsin-Stout sin-Stout; Emily Hines, University of Wisconsin-Stout

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Friday • 5:00 – 6:20pm • Joshua Tree 2 Friday • 5:00 – 6:20pm • Joshua Tree 2 Founders Forum Founders Forum The Founders’ Forum provides rich opportunities for emerging scholars to share their devel- The Founders’ Forum provides rich opportunities for emerging scholars to share their developing research agendas with notable research scholars of multicultural education. The panel oping research agendas with notable research scholars of multicultural education. The panel consists of prominent scholars and three aspiring or emerging scholars. These emerging schol- consists of prominent scholars and three aspiring or emerging scholars. These emerging scholars have an opportunity to share their research perspectives and aspirations in their evolving ars have an opportunity to share their research perspectives and aspirations in their evolving research agendas. research agendas. Convener Convener Cherry Ross Gooden, Chair, Founder’s Forum Task Force Cherry Ross Gooden, Chair, Founder’s Forum Task Force Opening Remarks Opening Remarks H. Prentice Baptiste, Immediate Past President of NAME H. Prentice Baptiste, Immediate Past President of NAME

Emerging Scholars Research Presentations: Emerging Scholars Research Presentations:

A Chicana Feminist Multicultural Curriculum. A Chicana Feminist Multicultural Curriculum. Presenter: Vanessa Martinez Presenter: Vanessa Martinez Vanessa is a Ph.D. candidate in the Department of Curriculum and Instruction at New Mexico Vanessa is a Ph.D. candidate in the Department of Curriculum and Instruction at New Mexico State University with a major in multicultural education. Her paper will explain the theoretical State University with a major in multicultural education. Her paper will explain the theoretical grounding for her own Chicana Feminist Curriculum which uses concepts from Chicana feminist grounding for her own Chicana Feminist Curriculum which uses concepts from Chicana feminist theory and pedagogy to encourage and empower students to transcend borderlands and equip theory and pedagogy to encourage and empower students to transcend borderlands and equip them to become active agents for social change. them to become active agents for social change.

Answering the Call: Interrogating Multicultural Education to Promote Indigenous Education Answering the Call: Interrogating Multicultural Education to Promote Indigenous Education Sovereignty. Sovereignty. Presenter: Nhung Luong Presenter: Nhung Luong Nhung is a Ph.D. student at the University of Arizona in the Department of Teaching, Learning, Nhung is a Ph.D. student at the University of Arizona in the Department of Teaching, Learning, and Sociocultural Studies. Her paper explores approaches such as antiracist education; Indige- and Sociocultural Studies. Her paper explores approaches such as antiracist education; Indige- nous social justice pedagogy; and other state implemented initiatives, as possible transforma- nous social justice pedagogy; and other state implemented initiatives, as possible transformative possibilities for educators teaching diverse students while simultaneously upholding Indige- tive possibilities for educators teaching diverse students while simultaneously upholding Indige- nous education sovereignty principles. nous education sovereignty principles.

Beadwork and Indigenous Education: A Literature Review. Beadwork and Indigenous Education: A Literature Review. Presenter: Amanda LeClair-Diaz Presenter: Amanda LeClair-Diaz Amanda is a doctoral candidate in the Teaching, Learning, and Sociocultural Studies Department Amanda is a doctoral candidate in the Teaching, Learning, and Sociocultural Studies Department at the University of Arizona, majoring in Indigenous Education. Her paper serves as a literature at the University of Arizona, majoring in Indigenous Education. Her paper serves as a literature review for future research that will focus on identity, Indigenous educators, and how being review for future research that will focus on identity, Indigenous educators, and how being members of tribal and classroom communities influences designs of education. members of tribal and classroom communities influences designs of education.

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Founders Forum Founders Forum Responding to Research Presentations: Responding to Research Presentations:

Dr. Geneva Gay Dr. Geneva Gay Professor of Education, University of Washington-Seattle Professor of Education, University of Washington-Seattle Dr. Gay is nationally and internationally known for her scholarship in multicultural educa- Dr. Gay is nationally and internationally known for her scholarship in multicultural education, particularly as it relates to classroom instruction and intersections of culture, race, tion, particularly as it relates to classroom instruction and intersections of culture, race, ethnicity, teaching and learning. She has published numerous articles and book chapters, ethnicity, teaching and learning. She has published numerous articles and book chapters, including Culturally Responsive Teaching: Theory, Practice, & Research(Teachers College including Culturally Responsive Teaching: Theory, Practice, & Research(Teachers College Press, 2000) which received the 2001 Outstanding Writing Award from AACTE. Press, 2000) which received the 2001 Outstanding Writing Award from AACTE.

Dr. Christine E. Sleeter Dr. Christine E. Sleeter Professor Emerita, College of Professional Studies, California State University, Monterey Professor Emerita, College of Professional Studies, California State University, Monterey Bay Bay Dr. Sleeter’s research focuses on anti-racist multicultural education, ethnic studies and Dr. Sleeter’s research focuses on anti-racist multicultural education, ethnic studies and teacher education. She has published over 140 articles in edited books and in prestigious teacher education. She has published over 140 articles in edited books and in prestigious journals such as Educational Researcher and Multicultural Education Review. Her two journals such as Educational Researcher and Multicultural Education Review. Her two works of fiction include White Bread and The Inheritance. Dr. Sleeter is also a past presi- works of fiction include White Bread and The Inheritance. Dr. Sleeter is also a past president of NAME. dent of NAME.

Dr. Cherry A. McGee Banks Dr. Cherry A. McGee Banks Professor Emeritus, School of Educational Studies, University of Washington Bothell Professor Emeritus, School of Educational Studies, University of Washington Bothell Dr. Banks’ current research focuses on teacher self-understanding and intergroup edu- Dr. Banks’ current research focuses on teacher self-understanding and intergroup education. She has contributed to such journals as Phi Delta Kappa, Social Studies and the cation. She has contributed to such journals as Phi Delta Kappa, Social Studies and the Young Learner, Theory into Practice,and Social Education. She is also associate editor of Young Learner, Theory into Practice,and Social Education. She is also associate editor of the Handbook of Research on Multicultural Education and co-editor of Multicultural Edu- the Handbook of Research on Multicultural Education and co-editor of Multicultural Edu- cation: Issues and Perspectives. cation: Issues and Perspectives.

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F5.07 Oro Valley F5.07 Oro Valley Intermediate Presentation Intermediate Presentation The Power of Service Learning for Pre-Service Teachers Within a MCE Course: Notes From the The Power of Service Learning for Pre-Service Teachers Within a MCE Course: Notes From the Field. This presentation will present preliminary findings from a study on the relationship be- Field. This presentation will present preliminary findings from a study on the relationship between service learning and students’ sensemaking of key concepts and principles behind mul- tween service learning and students’ sensemaking of key concepts and principles behind multicultural education, within the context of an undergraduate/credential prerequisite course on ticultural education, within the context of an undergraduate/credential prerequisite course on the role of cultural diversity in schooling. Best practices for building community partnerships for the role of cultural diversity in schooling. Best practices for building community partnerships for service learning will be discussed. Presenters: Suzanne Van Steenbergen, Cal State San Marcos; service learning will be discussed. Presenters: Suzanne Van Steenbergen, Cal State San Marcos; Xochitl Archey, Cal State San Marcos; M. Garrett Delavan, Cal State San Marcos Xochitl Archey, Cal State San Marcos; M. Garrett Delavan, Cal State San Marcos

F5.08 Palo Verde I F5.08 Palo Verde I Advanced Presentation Advanced Presentation Identifying as Language Learners/Teachers: The Experience of Teacher Candidates. ESL teacher Identifying as Language Learners/Teachers: The Experience of Teacher Candidates. ESL teacher candidates’ language experiences demonstrate overwhelming monolingualism. Presenting sur- candidates’ language experiences demonstrate overwhelming monolingualism. Presenting surveys of language knowledge and candidates’ testimonials about their language learning argues veys of language knowledge and candidates’ testimonials about their language learning argues for educational transformation toward multilingualism that will permit fundamental change for educational transformation toward multilingualism that will permit fundamental change toward multicultural understanding and break the assimilationist monolingual mindset that is toward multicultural understanding and break the assimilationist monolingual mindset that is a legacy of colonialism. Presenters: James Cohen, Northern Illinois University; John Evar Strid, a legacy of colonialism. Presenters: James Cohen, Northern Illinois University; John Evar Strid, Northern Illinois University; Marissa Victoria, Northern Illinois University; Suzanne Heinlein, Northern Illinois University; Marissa Victoria, Northern Illinois University; Suzanne Heinlein, Northern Illinois University Northern Illinois University

F5.09 Palo Verde II F5.09 Palo Verde II Intermediate Panel Intermediate Panel From Compliance to Decolonization: Transforming the Treatment of American Indian Studies From Compliance to Decolonization: Transforming the Treatment of American Indian Studies in Teacher Education. In this panel presentation, we will draw on multicultural education frame- in Teacher Education. In this panel presentation, we will draw on multicultural education frameworks in order to share and analyze our teacher education programmatic shift from non-com- works in order to share and analyze our teacher education programmatic shift from non-compliance to single group studies to transformational curriculum with regard to American Indian pliance to single group studies to transformational curriculum with regard to American Indian Studies. Participants will leave with concrete strategies for analyzing their own curriculum. Pre- Studies. Participants will leave with concrete strategies for analyzing their own curriculum. Pre- senters: Melissa Gibson, Marquette University;Terry Burant, Marquette University;Leigh van senters: Melissa Gibson, Marquette University;Terry Burant, Marquette University;Leigh van den Kieboom, Marquette University;Jacqueline Schram, Marquette University;Alexis Garcia, den Kieboom, Marquette University;Jacqueline Schram, Marquette University;Alexis Garcia, Marquette University Marquette University

F5.10 Presidio III F5.10 Presidio III Intermediate Presentation Intermediate Presentation Engaging educators in an equity dialogue: Thinking through ethical scenarios. This new book Engaging educators in an equity dialogue: Thinking through ethical scenarios. This new book presents difficult, but much needed conversations about equity-based issues in North American presents difficult, but much needed conversations about equity-based issues in North American public schools. Through 28 case studies, educators critically reflect and dialogue about ethical public schools. Through 28 case studies, educators critically reflect and dialogue about ethical scenarios. We hope this book will be a transformative catalyst for school professionals. Present- scenarios. We hope this book will be a transformative catalyst for school professionals. Present-

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F5.11 Presidio IV F5.11 Presidio IV Intermediate Interactive Workshop Intermediate Interactive Workshop Empower Language Minority Students Through A Culturally Relevant Social Justice Lens. This Empower Language Minority Students Through A Culturally Relevant Social Justice Lens. This session will focus on one district’s efforts to address the needs of Long Term English Learners. session will focus on one district’s efforts to address the needs of Long Term English Learners. Participants will explore a Social Justice and Youth Empowerment course designed to meet the Participants will explore a Social Justice and Youth Empowerment course designed to meet the needs of this population of students which has also been extended to support other Language needs of this population of students which has also been extended to support other Language Minority students. Session includes strategies for immediate implementation. Presenters: Lita Minority students. Session includes strategies for immediate implementation. Presenters: Lita Martinez, Alameda Unified;Jan Goodman, Alameda Unified Martinez, Alameda Unified;Jan Goodman, Alameda Unified

F5.12 Rincon F5.12 Rincon Intermediate Presentation Intermediate Presentation Creating a Translanguaging Space Through Art: Community Engagement Program for Bilingual Creating a Translanguaging Space Through Art: Community Engagement Program for Bilingual Adults. This presentation shares a community engagement program, which is designed to create Adults. This presentation shares a community engagement program, which is designed to create a translanguaging space through art for adult immigrants. It illustrates how a community pro- a translanguaging space through art for adult immigrants. It illustrates how a community program grounded in decolonial art and translanguaging theories can be a site of resistance against gram grounded in decolonial art and translanguaging theories can be a site of resistance against linguistic and cultural colonialism. Presenter: Injeong Yoon linguistic and cultural colonialism. Presenter: Injeong Yoon

F5.13 Santa Rita F5.13 Santa Rita Intermediate Presentation Intermediate Presentation Coaching and confronting for decolonization: creating equity literate teachers. This presenta- Coaching and confronting for decolonization: creating equity literate teachers. This presentation will describe how our large, clinically-rich undergraduate elementary teacher preparation tion will describe how our large, clinically-rich undergraduate elementary teacher preparation program has moved from systematically embedding a strand of equity across the students’ clin- program has moved from systematically embedding a strand of equity across the students’ clinical experiences to intentionally coaching preservice and inservice teachers through a lens of eq- ical experiences to intentionally coaching preservice and inservice teachers through a lens of equity. This includes the contexts where we have these critical conversations, preliminary research uity. This includes the contexts where we have these critical conversations, preliminary research findings and challenges faced. Presenters: Randi Latzke, University of South Florida; Jennifer findings and challenges faced. Presenters: Randi Latzke, University of South Florida; Jennifer Jacobs, University of South Florida; Jennifer McCorvey, University of South Florida; Jennifer Jacobs, University of South Florida; Jennifer McCorvey, University of South Florida; Jennifer Perez, University of South Florida; Amber MacDonald, University of South Florida Perez, University of South Florida; Amber MacDonald, University of South Florida

F5.14 Sonoran F5.14 Sonoran Intermediate Presentation Intermediate Presentation De-Colonizing the Classroom: Teachers as Colonizers. This presentation is an in-depth look at De-Colonizing the Classroom: Teachers as Colonizers. This presentation is an in-depth look at how to de-colonize the mind of the teacher candidate in an educator preparation program. With how to de-colonize the mind of the teacher candidate in an educator preparation program. With the majority of teacher candidates being white females, an innovated approach to establishing the majority of teacher candidates being white females, an innovated approach to establishing awareness to the institutionalized discrimination within public education and empathy for- mar awareness to the institutionalized discrimination within public education and empathy for- mar ginalized students. Presenter: Jennifer Hernandez, Southern Illinois University Edwardsville ginalized students. Presenter: Jennifer Hernandez, Southern Illinois University Edwardsville

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F5.15 Tortolita F5.15 Tortolita Intermediate Presentation Intermediate Presentation Social Justice Fakery and Other Serious Threats to the Multicultural Decolonization Project. Multicultural Social Justice Fakery and Other Serious Threats to the Multicultural Decolonization Project. Multicultural teacher educators have overcome many obstacles intended to undermine our advocacy for and protection of teacher educators have overcome many obstacles intended to undermine our advocacy for and protection of diversity, equity, and inclusion in schools and beyond. This session will expose how appropriation of and fakery diversity, equity, and inclusion in schools and beyond. This session will expose how appropriation of and fakery around the social justice agenda in teacher education pose serious threats to the mind/body decolonization around the social justice agenda in teacher education pose serious threats to the mind/body decolonization project. Presenter: Patricia L. Marshall, NC State University project. Presenter: Patricia L. Marshall, NC State University

F5.16 Tucson F5.16 Tucson Advanced Presentation Advanced Presentation How to Prepare Educational Leaders to Decolonize Schools: Supporting Authentic Collaboration in a Doctoral How to Prepare Educational Leaders to Decolonize Schools: Supporting Authentic Collaboration in a Doctoral Program. Utilizing a collective autoethnography framework, this study makes visible efforts to transform one Program. Utilizing a collective autoethnography framework, this study makes visible efforts to transform one educational leadership course. Through a model of collaborative work, the researchers engage in challenging educational leadership course. Through a model of collaborative work, the researchers engage in challenging dialogue designed to do the deep work of decolonizing minds and spaces in efforts to advance multicultural dialogue designed to do the deep work of decolonizing minds and spaces in efforts to advance multicultural educational practices. Presenters: Jim Hollar, Edgewood College; Phyllis Esposito, Edgewood College; Becky educational practices. Presenters: Jim Hollar, Edgewood College; Phyllis Esposito, Edgewood College; Becky Peterson Peterson

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Artist’s Statement on 2019 Conference Art Artist’s Statement on 2019 Conference Art “History and the Horizon” “History and the Horizon” By By Omarthan Clarke Omarthan Clarke Email: [email protected] Email: [email protected] Many thanks to NAME member, Omarthan Clarke, for his artwork for the 2019 NAME Con- Many thanks to NAME member, Omarthan Clarke, for his artwork for the 2019 NAME Con- ference. Here is his statement about the work: ference. Here is his statement about the work:

“The bottom represents our distant past - industrial, a lack of diversity in representation, “The bottom represents our distant past - industrial, a lack of diversity in representation, conflict and war ridden, and mechanic in nature. Worst of all, planning for preservation conflict and war ridden, and mechanic in nature. Worst of all, planning for preservation of future life on Earth was not a priority. These ideas are represented by the colonial and of future life on Earth was not a priority. These ideas are represented by the colonial and modern force figures, the chains, fire, and industrial building. This area lacks color because modern force figures, the chains, fire, and industrial building. This area lacks color because power did. It is decorated with a colonial motif because throughout history, the initiatives power did. It is decorated with a colonial motif because throughout history, the initiatives for war, domination, expansion, and industry were all sold through compelling forms of for war, domination, expansion, and industry were all sold through compelling forms of propaganda. propaganda.

“The middle silhouettes represent the people - educators, researchers, artists, learners, “The middle silhouettes represent the people - educators, researchers, artists, learners, advocates, conscientious businesses, and stakeholders who study our history and make advocates, conscientious businesses, and stakeholders who study our history and make decisions for a future which promotes a healthy Earth and inhabitants. The sugar skull decisions for a future which promotes a healthy Earth and inhabitants. The sugar skull represents the fact that we look to our ancestors for wisdom - this can be through prayer represents the fact that we look to our ancestors for wisdom - this can be through prayer and/or reading about their actions throughout history; either way, through our collective and/or reading about their actions throughout history; either way, through our collective reflection on our ancestors’ successes, failures and documentation, we learn and grow. The reflection on our ancestors’ successes, failures and documentation, we learn and grow. The skull also reminds us of our own mortality, and the responsibility we have to create a bright skull also reminds us of our own mortality, and the responsibility we have to create a bright future for the next generation. The books represent scholarship, documentation, and the future for the next generation. The books represent scholarship, documentation, and the narratives that are preserved for enlightenment. narratives that are preserved for enlightenment.

“Of course, the Sankofa is present because it is a mindset that is central in valuing our “Of course, the Sankofa is present because it is a mindset that is central in valuing our former leaders as readily as we value protecting and preparing our next generation for their former leaders as readily as we value protecting and preparing our next generation for their lives and roles. lives and roles.

“The top portion is an ode to Tucson. With that, it represents that we take all present ac- “The top portion is an ode to Tucson. With that, it represents that we take all present action while poised and ready for what rests on the horizon. tion while poised and ready for what rests on the horizon.

Also present is the understanding that, despite our ancestors’ lack in morality, we still stand Also present is the understanding that, despite our ancestors’ lack in morality, we still stand on what they left behind.” on what they left behind.”

National Association for Multicultural Education • www.NAMEorg.org

2019 International Conference • Tucson 2019 International Conference • Tucson SATURDAY•AT • A • GLANCE SATURDAY•AT • A • GLANCE

TIME EVENT LOCATION TIME EVENT LOCATION 7:30am – 12:00noon Registration Open 7:30am – 12:00noon Registration Open

8:00am – 8:45am NAME Chapter Meetings Executive Center 8:00am – 8:45am NAME Chapter Meetings Executive Center

9:00am – 9:50am General Session: Turquoise Ballroom 9:00am – 9:50am General Session: Turquoise Ballroom Mandy Manning Mandy Manning

10:00am – 10:50am Breakout sessions 10:00am – 10:50am Breakout sessions

11:00am – 11:50pm Breakout Sessions 11:00am – 11:50pm Breakout Sessions

12:00n – 12:40pm Grab-n-Go Lunch /on your own 12:00n – 12:40pm Grab-n-Go Lunch /on your own 12:40 – 1:00pm Preview of NAME 2020 Turquoise Ballroom 12:40 – 1:00pm Preview of NAME 2020 Turquoise Ballroom 1:00pm – 1:50pm General Session: Turquoise Ballroom 1:00pm – 1:50pm General Session: Turquoise Ballroom Django Paris Django Paris

2:00pm – 2:50pm Breakout Sessions 2:00pm – 2:50pm Breakout Sessions

3:00pm – 3:50pm Breakout Sessions 3:00pm – 3:50pm Breakout Sessions

4:00pm – 4:50pm Breakout Sessions 4:00pm – 4:50pm Breakout Sessions 6:00pm – 7:00pm President’s Reception & Book Signing Presidio Foyer 6:00pm – 7:00pm President’s Reception & Book Signing Presidio Foyer 7:00pm –10:00pm Annual NAME Awards Banquet 7:00pm –10:00pm Annual NAME Awards Banquet

SANKOFA SUNDAY SANKOFA SUNDAY

9:00am – 11:00 Sankofa Sunday Discussion 9:00am – 11:00 Sankofa Sunday Discussion & continental breakfast & continental breakfast

2019 NAME Conference 2019 NAME Conference Saturday, Nov. 9 Saturday, Nov. 9

Optional Day Events Optional Day Events

Saturday Intensive Institutes: Saturday Intensive Institutes: Complete information on page 25, Complete information on page 25, Special Institute by Teaching Tolerance: Special Institute by Teaching Tolerance: • Accomplish SEL and Academic Goals with Teaching Tolerance Social Justice Standards. • Accomplish SEL and Academic Goals with Teaching Tolerance Social Justice Standards. 10:30am – 1:15pm. 10:30am – 1:15pm.

•“Go for Broke:” Using James Baldwin to Decolonize Teachers’ Minds. 3:00 – 6:00pm. •“Go for Broke:” Using James Baldwin to Decolonize Teachers’ Minds. 3:00 – 6:00pm.

Saturday Tucson Mural Tour: Saturday Tucson Mural Tour: Complete information on page 24. Complete information on page 24.

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Saturday November 9 Saturday November 9 29th Annual NAME Conference 29th Annual NAME Conference

Saturday Nov. 9 Saturday Nov. 9 NAME 2019 International Conference NAME 2019 International Conference

Local Teachers Day Local Teachers Day Co-Sponsored by Co-Sponsored by Western Educational Equity Assistance Center Western Educational Equity Assistance Center

Saturday Nov. 9 • 9:00 – 9:50am Saturday Nov. 9 • 9:00 – 9:50am Turquoise Ballroom Turquoise Ballroom

General Session General Session Welcome: Welcome: Jan Perry Evenstad Jan Perry Evenstad Director, Western Ed Equity Assistance Canter Director, Western Ed Equity Assistance Canter Metro State University–Denver Metro State University–Denver

Introduction: Introduction: Hoyt Phillips Hoyt Phillips Deputy Director, Teaching Tolerance Deputy Director, Teaching Tolerance

Mandy Manning Mandy Manning 2018 National Teacher of the Year 2018 National Teacher of the Year Newcomer Center, Joel E. Ferris High School (WA) Newcomer Center, Joel E. Ferris High School (WA)

Great Power, Great Responsibility Great Power, Great Responsibility

As educators we welcome each and every student into our classroom and As educators we welcome each and every student into our classroom and believe in their potential. As such, we must advocate both inside and believe in their potential. As such, we must advocate both inside and outside the classrooms to ensure each and every child is welcome in our outside the classrooms to ensure each and every child is welcome in our schools, safe, feel they belong, that they matter and have schools, safe, feel they belong, that they matter and have what they need to grow. what they need to grow.

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Saturday Morning Breakout Sessions 10:00 - 10:50am Saturday Morning Breakout Sessions 10:00 - 10:50am

S10.01 Agave I S10.01 Agave I Advanced Presentation Advanced Presentation Race IS a Big Deal: White, Female Teachers and Early Childhood Development of Critical Race IS a Big Deal: White, Female Teachers and Early Childhood Development of Critical Consciousness. A presentation around the stories of five White, female teachers to understand Consciousness. A presentation around the stories of five White, female teachers to understand ways that critical moments of consciousness around race in early childhood influenced their ways that critical moments of consciousness around race in early childhood influenced their abilities to form strong relationships with minority students in their classrooms. Recommen- abilities to form strong relationships with minority students in their classrooms. Recommen- dations to create spaces for critical reflection in curriculums and professional development are dations to create spaces for critical reflection in curriculums and professional development are explored and co-constructed with the audience. Presenter: Margaret Schauer, John Carroll explored and co-constructed with the audience. Presenter: Margaret Schauer, John Carroll University University

S10.02 Agave II S10.02 Agave II Introductory Interactive Workshop Introductory Interactive Workshop LGBT-Themed Literature in the Classroom: Children’s Reactions & Responses using the Lan- LGBT-Themed Literature in the Classroom: Children’s Reactions & Responses using the Lan- guage Experience Approach. Educators will learn strategies and techniques through interactive guage Experience Approach. Educators will learn strategies and techniques through interactive collaboration and review research presented in, ‘Best Not Forget Lesbian, Gay, Bisexual, and collaboration and review research presented in, ‘Best Not Forget Lesbian, Gay, Bisexual, and Transgender Themed Children’s Literature: A Teacher’s Reflections of a More Inclusive Multi- Transgender Themed Children’s Literature: A Teacher’s Reflections of a More Inclusive Multi- cultural Education Literature Program.’ The author will discuss personal classroom experiences cultural Education Literature Program.’ The author will discuss personal classroom experiences when implementing LGBT literature and children’s reactions and responses to literature. Pre- when implementing LGBT literature and children’s reactions and responses to literature. Pre- senter: Gabriel Flores, University of Phoenix senter: Gabriel Flores, University of Phoenix

S10.03 Agave III S10.03 Agave III Intermediate Interactive Workshop Intermediate Interactive Workshop ‘Comfort Women’ curriculum for 10th Grade and up. The presenters will discuss the impor- ‘Comfort Women’ curriculum for 10th Grade and up. The presenters will discuss the importance of teaching the little-known ‘Comfort Women’ issue, introduce the curriculum and the tance of teaching the little-known ‘Comfort Women’ issue, introduce the curriculum and the Teacher’s Resources, and explore its relevance to current-day state-led sexual violence against Teacher’s Resources, and explore its relevance to current-day state-led sexual violence against women during war and human trafficking. Presenters: Jimin Kim; Phyllis Kim, Korean American women during war and human trafficking. Presenters: Jimin Kim; Phyllis Kim, Korean American Forum of California Forum of California

S10.04 Coronado I S10.04 Coronado I Introductory Interactive Workshop Introductory Interactive Workshop Making Elementary Mathematics Curriculum More Culturally Responsive: A Classroom Exam- Making Elementary Mathematics Curriculum More Culturally Responsive: A Classroom Exam- ple with Folklorico. In this interactive workshop, we will share our experience designing and ple with Folklorico. In this interactive workshop, we will share our experience designing and implementing a student-centered and culturally responsive mathematics lesson about designing implementing a student-centered and culturally responsive mathematics lesson about designing a folklorico skirt. We will engage participants in portions of our lesson, lead a discussion around a folklorico skirt. We will engage participants in portions of our lesson, lead a discussion around the artifacts from a related unit, and share a tool for adapting lessons. Presenters: Maura Varley the artifacts from a related unit, and share a tool for adapting lessons. Presenters: Maura Varley Gutierrez, University of Arizona; Grace Tapia Beltran, Tucson Unified School District Gutierrez, University of Arizona; Grace Tapia Beltran, Tucson Unified School District

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SAT 10:00am SAT 10:00am Conversation with Authors Kristina Valtierra & Manya Whitaker Conversation with Authors Kristina Valtierra & Manya Whitaker Join authors Tina Valtierra and Whitaker in a dicussion of their book, Schooling Multi- C Join authors Tina Valtierra and Whitaker in a dicussion of their book, Schooling Multi- C cultural Teachers: A Guide to Program Development & Professional Deverlopment. cultural Teachers: A Guide to Program Development & Professional Deverlopment. See page 37 for complete information. See page 37 for complete information.

S10.05 Coronado II S10.05 Coronado II Introductory Presentation Introductory Presentation Native Kindergarteners as Yogis: Teaching Yoga at a Native American School. I teach yoga to Native Kindergarteners as Yogis: Teaching Yoga at a Native American School. I teach yoga to kindergarteners at a Native American school. We read multicultural books to begin our prac- kindergarteners at a Native American school. We read multicultural books to begin our practice, and students are given the opportunity to create their own postures during ‘Yogi Says’. tice, and students are given the opportunity to create their own postures during ‘Yogi Says’. We are a small community that has power and agency, and I hope to replicate this during my We are a small community that has power and agency, and I hope to replicate this during my presentation. Presenter: Jennifer Kagan, Oswego State University presentation. Presenter: Jennifer Kagan, Oswego State University

S10.06 Foyer 1 S10.06 Foyer 1 Intermediate Poster Intermediate Poster A Smaller Half: Women in High School U.S. History Textbooks. This poster shares the findings A Smaller Half: Women in High School U.S. History Textbooks. This poster shares the findings of a literature review on the representations of women in text and visuals contained in U.S. of a literature review on the representations of women in text and visuals contained in U.S. History textbooks over the past 50 years. Tetreault’s Feminist Phase Theory is used to exam- History textbooks over the past 50 years. Tetreault’s Feminist Phase Theory is used to examine the role of women in our nation’s story as portrayed in official U.S. history curriculum. ine the role of women in our nation’s story as portrayed in official U.S. history curriculum. Presenter: Karen Caldwell, University of Michigan Presenter: Karen Caldwell, University of Michigan

S10.07 Foyer 2 S10.07 Foyer 2 Introductory Poster Introductory Poster 20 Years of Drawing A Scirntist doing Science: A changing Perception. this study examines 20 Years of Drawing A Scirntist doing Science: A changing Perception. this study examines 20 years of images of scientist drawn by students in a college science methods course. the 20 years of images of scientist drawn by students in a college science methods course. the perceptions of who scientist are and what they do remains almost unchanged. The stereotyp- perceptions of who scientist are and what they do remains almost unchanged. The stereotypical image remains with some slight changes. Presenters: C Sheldon Woods, Northern Illinois ical image remains with some slight changes. Presenters: C Sheldon Woods, Northern Illinois University; Sally Blake, Northern Illinois University University; Sally Blake, Northern Illinois University

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HOME OF THE MULTICULTURAL EDUCATION SERIES, Edited by James A. Banks HOME OF THE MULTICULTURAL EDUCATION SERIES, Edited by James A. Banks AND THE TEACHING FOR SOCIAL JUSTICE SERIES, Edited by William Ayers AND THE TEACHING FOR SOCIAL JUSTICE SERIES, Edited by William Ayers

Find these presenters’ books at the NAME conference bookstore Find these presenters’ books at the NAME conference bookstore DJANGO PARIS DJANGO PARIS

KEYNOTE MARA KEYNOTE MARA JAMES A. BANKS SAPONSHEVIN JAMES A. BANKS SAPONSHEVIN

3rd 3rd Edition Edition

GENEVA GAY AUDREY OSLER GENEVA GAY AUDREY OSLER

ALSO OF INTEREST ALSO OF INTEREST

GREGORY MICHIE TYRONE C. HOWARD sj MILLER DONNA RICH KAPLOWITZ GREGORY MICHIE TYRONE C. HOWARD sj MILLER DONNA RICH KAPLOWITZ

2nd 2nd Edition Edition

KEONGHEE TAO HAN CAROLA SUÁREZOROZCO CARLIN BORSHEIMBLACK KEONGHEE TAO HAN CAROLA SUÁREZOROZCO CARLIN BORSHEIMBLACK JUDSON LAUGHTER OLIVIA OSEITWUMASI SOPHIA TATIANA SARIGIANIDES JUDSON LAUGHTER OLIVIA OSEITWUMASI SOPHIA TATIANA SARIGIANIDES

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S10.08 Foyer 3 S10.08 Foyer 3 Introductory Poster Introductory Poster Intentional Integration: Multiculturalism and multilingualism in K-8 classrooms, learning from Intentional Integration: Multiculturalism and multilingualism in K-8 classrooms, learning from Toronto’s Success. This project presents the programs and strategies being used by Toronto Toronto’s Success. This project presents the programs and strategies being used by Toronto educators to successfully close the achievement gap between English learners (ELs) and native educators to successfully close the achievement gap between English learners (ELs) and native English speakers. Through a series of interviews and classroom observations, the researcher English speakers. Through a series of interviews and classroom observations, the researcher explored the tools and methodologies used to support and empower ELs. Data, experiences and explored the tools and methodologies used to support and empower ELs. Data, experiences and classroom strategies will be shared. Presenter: Jeanne Ingle, Bridgewater State University classroom strategies will be shared. Presenter: Jeanne Ingle, Bridgewater State University

S10.09 Joshua I S10.09 Joshua I Introductory Interactive Workshop Introductory Interactive Workshop Decolonizing English Language Arts and History-Social Sciences through Critical Gender Stud- Decolonizing English Language Arts and History-Social Sciences through Critical Gender Stud- ies in the 21st Century. In this interactive session, two early career teachers dedicated to cultur- ies in the 21st Century. In this interactive session, two early career teachers dedicated to culturally and linguistically sustaining pedagogy showcase secondary English Language Arts and Social ally and linguistically sustaining pedagogy showcase secondary English Language Arts and Social Studies units of study which disrupt colonized and traditional understandings of gender, race, Studies units of study which disrupt colonized and traditional understandings of gender, race, and class by centering intersectional feminism and the analysis of historical primary sources, and class by centering intersectional feminism and the analysis of historical primary sources, current literature, and media. Presenters: Jennifer Murphy, California State University Fuller- current literature, and media. Presenters: Jennifer Murphy, California State University Fuller- ton; Alison Dover, California State University Fullerton; Caralyn Fry, California State University ton; Alison Dover, California State University Fullerton; Caralyn Fry, California State University Fullerton Fullerton

S10.10 Oro Valley S10.10 Oro Valley Intermediate Presentation Intermediate Presentation A Theory of Social DNA: How Our Identities Impact Social Justice Discourse in Our Classrooms. A Theory of Social DNA: How Our Identities Impact Social Justice Discourse in Our Classrooms. The authors’ emerging theory of Social DNA will be shared as a lens for discussion on ways that The authors’ emerging theory of Social DNA will be shared as a lens for discussion on ways that intersectionality and identities impact the direct confrontation of issues of racial and social intersectionality and identities impact the direct confrontation of issues of racial and social justice and the ensuing potential for discourse in different spaces. Presenters: Eric Bernstein, justice and the ensuing potential for discourse in different spaces. Presenters: Eric Bernstein, University of Connecticut; Wilbur Parker, Bowie State University University of Connecticut; Wilbur Parker, Bowie State University

S10.11 Palo Verde I S10.11 Palo Verde I Intermediate Presentation Intermediate Presentation Culturally Responsive Teaching Through the Lens of Dual Language Education. Students benefit Culturally Responsive Teaching Through the Lens of Dual Language Education. Students benefit from culturally responsive teaching (CRT). CRT is central to dual language (DL) education ââ?¬’ from culturally responsive teaching (CRT). CRT is central to dual language (DL) education ââ?¬’ an additive approach that is effective for educating emergent bilinguals and closing the achieve- an additive approach that is effective for educating emergent bilinguals and closing the achievement gap. This session 1) explores DL teachers’ self-efficacy beliefs, and 2) reveals CRT practices ment gap. This session 1) explores DL teachers’ self-efficacy beliefs, and 2) reveals CRT practices in strategies unique to DL. Presenters: Alyson Lavigne, Utah State University; Tammy Oberg De in strategies unique to DL. Presenters: Alyson Lavigne, Utah State University; Tammy Oberg De La Garza, Roosevelt University La Garza, Roosevelt University

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S10.12 Palo Verde II S10.12 Palo Verde II Intermediate Panel Intermediate Panel Hidden and Suppressed Narratives: A Feminist, Intersectional Look at Women’s Experiences in Hidden and Suppressed Narratives: A Feminist, Intersectional Look at Women’s Experiences in Academia. Inviting audience responses throughout the presentations, this panel will explore the Academia. Inviting audience responses throughout the presentations, this panel will explore the diversity of women’s lives in academia, embracing Crenshaw’s (1989) intersectional framework. diversity of women’s lives in academia, embracing Crenshaw’s (1989) intersectional framework. Through their narratives, panelists will discuss the complexities of personal and professional Through their narratives, panelists will discuss the complexities of personal and professional relationships, emotionality as a perceived weakness, mental health concerns, and dis/ability relationships, emotionality as a perceived weakness, mental health concerns, and dis/ability power narratives within the academy. Presenters: Jill Ewing Flynn, University of Delaware; Lisa power narratives within the academy. Presenters: Jill Ewing Flynn, University of Delaware; Lisa Dembouski, Gustavus Adolphus College; Janine de Novais, University of Delaware; Sarah Hick, Dembouski, Gustavus Adolphus College; Janine de Novais, University of Delaware; Sarah Hick, Hamline University Hamline University

S10.13 Presidio III S10.13 Presidio III Advanced Presentation Advanced Presentation We are the work: Coaching white women toward racial justice. This presentation focuses on We are the work: Coaching white women toward racial justice. This presentation focuses on the emotionalities of whiteness and how they impact white educators’ engagement in racially the emotionalities of whiteness and how they impact white educators’ engagement in racially just work. Authors discuss their experience, as attendees and coach, in a semester-long coach- just work. Authors discuss their experience, as attendees and coach, in a semester-long coaching series designed to investigate their ways, families, and emotional commitment to white- ing series designed to investigate their ways, families, and emotional commitment to whiteness while working towards racial justice and healing. Presenters: Cheryl Matias, University of ness while working towards racial justice and healing. Presenters: Cheryl Matias, University of Colorado Denver; Sara Demoiny, Auburn University; Carey Andrzejewski, Auburn University; Colorado Denver; Sara Demoiny, Auburn University; Carey Andrzejewski, Auburn University; Hannah Baggett, Auburn University Hannah Baggett, Auburn University

S10.14 Presidio IV S10.14 Presidio IV Intermediate Presentation Intermediate Presentation People First Language – It’s More than Just Semantics. Many people may just shrug it off: “I People First Language – It’s More than Just Semantics. Many people may just shrug it off: “I can’t keep up with what is politically correct.” Resistance often stems from lack of knowledge can’t keep up with what is politically correct.” Resistance often stems from lack of knowledge and a perceived inability to keep up with “trends.” The Associated Press’s style rules fill the and a perceived inability to keep up with “trends.” The Associated Press’s style rules fill the news media with reports that favor word economy over “correctness.” Both attitudes ignore the news media with reports that favor word economy over “correctness.” Both attitudes ignore the real purpose: using language to show respect for others. Language drives practice. The words real purpose: using language to show respect for others. Language drives practice. The words we use, and how we use them, matter when referring to individuals with disabilities. We can we use, and how we use them, matter when referring to individuals with disabilities. We can either emphasize their disability, or we can emphasize their personhood. Which do we see, and either emphasize their disability, or we can emphasize their personhood. Which do we see, and value, more? It is not about being “politically” correct. It is not about a “term of the year.” Our value, more? It is not about being “politically” correct. It is not about a “term of the year.” Our ability to refer to people as individuals, without needing to marry their identity to their identi- ability to refer to people as individuals, without needing to marry their identity to their identified disability, can bring them freedom. Presenter: Amy Locke Callender, Tennessee Technologi- fied disability, can bring them freedom. Presenter: Amy Locke Callender, Tennessee Technologi- cal University cal University

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S10.15 ROUNDTABLES Presidio V-1 S10.15 ROUNDTABLES Presidio V-1 Intermediate Roundtable Intermediate Roundtable Decolonizing Minds & the Environment: School Communities’ Vulnerability in Natural Di- Decolonizing Minds & the Environment: School Communities’ Vulnerability in Natural Di- sasters. This roundtable engages participants with research on the inequitable impact of crisis sasters. This roundtable engages participants with research on the inequitable impact of crisis events on diverse school communities. Using Critical Pedagogy of Place and Crisis in Context events on diverse school communities. Using Critical Pedagogy of Place and Crisis in Context Theory, this research explores displacement of school communities in the context of California Theory, this research explores displacement of school communities in the context of California wildfires through the lens of vulnerability. Presenter: Susan Takami, Sonoma County Office of wildfires through the lens of vulnerability. Presenter: Susan Takami, Sonoma County Office of Education Education

S10.16 Presidio V-2 S10.16 Presidio V-2 Introductory Roundtable Introductory Roundtable Voices of Korean-American Heritage Language Learners on Racialized Educational Experienc- Voices of Korean-American Heritage Language Learners on Racialized Educational Experienc- es. Using Asian Critical Race Theory, this session will discuss racialized educational experiences es. Using Asian Critical Race Theory, this session will discuss racialized educational experiences of Korean-American college students. Although one may think racism against Asians has di- of Korean-American college students. Although one may think racism against Asians has di- minished with the popularity of Asian culture in the U.S., the stories of these students tell us minished with the popularity of Asian culture in the U.S., the stories of these students tell us that racism against Asian students is still prevalent. Presenters: Koeun Park, University of Utah; that racism against Asian students is still prevalent. Presenters: Koeun Park, University of Utah; Hyesun Kim, University of Utah Hyesun Kim, University of Utah

S10.17 Presidio V-3 S10.17 Presidio V-3 Intermediate Roundtable Intermediate Roundtable Listening Visually to Latino Male Youth in Urban Schools: A Project in Humanization. In sup- Listening Visually to Latino Male Youth in Urban Schools: A Project in Humanization. In support of efforts to decolonize educational research, this presentation invites consideration of the port of efforts to decolonize educational research, this presentation invites consideration of the potential humanizing power of engaging in the creation of visual modes of representation such potential humanizing power of engaging in the creation of visual modes of representation such as collage with Latino male youth in urban areas as a way of ‘listening visually’ (Neilsen, 2002, p. as collage with Latino male youth in urban areas as a way of ‘listening visually’ (Neilsen, 2002, p. 208) to their experiences. Presenter: Kelly Zuckerman, Bryn Mawr College 208) to their experiences. Presenter: Kelly Zuckerman, Bryn Mawr College

S10.18 Presidio V-4 S10.18 Presidio V-4 Intermediate Roundtable Intermediate Roundtable Intercultural Competence at School: The Role of the Organizational Contexts. There is often Intercultural Competence at School: The Role of the Organizational Contexts. There is often a tendency to assume that the teacher and/or the school counselor is responsible for the de- a tendency to assume that the teacher and/or the school counselor is responsible for the development of intercultural competence at school; but is that really true? In order to offer real velopment of intercultural competence at school; but is that really true? In order to offer real opportunities for the development of intercultural competence it is indeed necessary to adopt opportunities for the development of intercultural competence it is indeed necessary to adopt an interactional and ecological perspective (Bronfenbrenner, 1986), that seeks the global con- an interactional and ecological perspective (Bronfenbrenner, 1986), that seeks the global con- ditions favoring change as it is neither possible nor sufficient to provide an individual response ditions favoring change as it is neither possible nor sufficient to provide an individual response to a systemic problem. The presentation aims to reflect on the urgent need to establish/imple- to a systemic problem. The presentation aims to reflect on the urgent need to establish/implement adequate services, procedures and rules to help make school an environment in which ment adequate services, procedures and rules to help make school an environment in which the sense of belonging, the personal empowerment and the exercise of active citizenship are the sense of belonging, the personal empowerment and the exercise of active citizenship are encouraged and incentivized. Presenter: Marta Milani, University of Verona, Italy encouraged and incentivized. Presenter: Marta Milani, University of Verona, Italy

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S10.19 Rincon S10.19 Rincon Advanced Presentation Advanced Presentation Decolonizing Problem-Based Learning for diverse classrooms: Fighting for the multicultural Decolonizing Problem-Based Learning for diverse classrooms: Fighting for the multicultural perspective. The purpose of this paper is to document a study where we problematized the perspective. The purpose of this paper is to document a study where we problematized the practice of problem-based learning, and other student-centered pedagogies, for use with cul- practice of problem-based learning, and other student-centered pedagogies, for use with culturally and linguistically diverse learners. We evaluated 50 lessons using the Rubric for Culturally turally and linguistically diverse learners. We evaluated 50 lessons using the Rubric for Culturally Responsive Lessons/Assignment and found that the majority of teachers defined ‘relevant and Responsive Lessons/Assignment and found that the majority of teachers defined ‘relevant and meaningful’ with Eurocentric dispositions. Presenters: Jaclyn Caires-Hurley, Western Oregon meaningful’ with Eurocentric dispositions. Presenters: Jaclyn Caires-Hurley, Western Oregon University; Margarita Jimenez-Silva, UC Davis University; Margarita Jimenez-Silva, UC Davis

S10.20 Santa Rita S10.20 Santa Rita Intermediate Presentation Intermediate Presentation Changing Pardigms of Thinking or Coopting Language?: Using CRT to Explore Educators Talk Changing Pardigms of Thinking or Coopting Language?: Using CRT to Explore Educators Talk About Social Justice. This presentation uses critical race theory to explore students’ talk about About Social Justice. This presentation uses critical race theory to explore students’ talk about social justice after taking co-designed graduate level courses in critical pedagogy and practi- social justice after taking co-designed graduate level courses in critical pedagogy and practitioner research. Specifically, we examine the extent to which student talk demonstrates funda- tioner research. Specifically, we examine the extent to which student talk demonstrates fundamental changes in thinking, and thus their commitments to engaging in the work of social jus- mental changes in thinking, and thus their commitments to engaging in the work of social justice Presenters: Vicki Vescio, University of Florida; Nancy Fitchman Dana, University of Florida; tice Presenters: Vicki Vescio, University of Florida; Nancy Fitchman Dana, University of Florida; Vera Wei Ma, University of Florida Vera Wei Ma, University of Florida

S10.21 Sonoran S10.21 Sonoran Intermediate Presentation Intermediate Presentation Do more than read the book: Beyond Empathy - Teaching for Social Justice. Using Critical Liter- Do more than read the book: Beyond Empathy - Teaching for Social Justice. Using Critical Liter- acy and Powerful Literacy approaches we will discuss how to go beyond empathy in addressing acy and Powerful Literacy approaches we will discuss how to go beyond empathy in addressing social justice issues raised in books and materials in the classroom. We will look at theory and social justice issues raised in books and materials in the classroom. We will look at theory and practice. Presenter: Anne Fairbrother, SUNY Oswego practice. Presenter: Anne Fairbrother, SUNY Oswego SAT 10:00am SAT 10:00am SOMEWHERE BETWEEN. SOMEWHERE BETWEEN. Director Linda Goldstein Knowlton. 2012. Good Docs. www.gooddocs.net. 45 Director Linda Goldstein Knowlton. 2012. Good Docs. www.gooddocs.net. 45 minutes *Recommended only for audiences 14 and up due to mature emo- minutes *Recommended only for audiences 14 and up due to mature emotional content. Discount code for NAME members: NAME-SB-25%. tional content. Discount code for NAME members: NAME-SB-25%. While many adoption-focused documentaries give voice to adoptive parents, While many adoption-focused documentaries give voice to adoptive parents, Somewhere Between explores the emotional and cultural impact of adoption from the point of Somewhere Between explores the emotional and cultural impact of adoption from the point of view of four teenage girls, all adopted from China. See page 30 for complete information. view of four teenage girls, all adopted from China. See page 30 for complete information.

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S10.22 Tortolita S10.22 Tortolita Advanced Presentation Advanced Presentation Engaging Resistance: Developing Culturally Responsive Pedagogy of Relations at Two Schools. Engaging Resistance: Developing Culturally Responsive Pedagogy of Relations at Two Schools. Using a Culturally Responsive Pedagogy of Relationship, we work to collaboratively construct a Using a Culturally Responsive Pedagogy of Relationship, we work to collaboratively construct a cultural shift through initiatives in two public Southwestern North American schools -one ele- cultural shift through initiatives in two public Southwestern North American schools -one elementary and one high school. We specifically focus on how to engage resistance from educators mentary and one high school. We specifically focus on how to engage resistance from educators through discussion with participants in the session. Presenters: Gerald Wood, Northern Arizona through discussion with participants in the session. Presenters: Gerald Wood, Northern Arizona University; Christine Lemley, Northern Arizona University University; Christine Lemley, Northern Arizona University

S10.23 Tucson S10.23 Tucson Intermediate Interactive Workshop Intermediate Interactive Workshop Anti-Bias/Anti-Racism in EARLY CHILDHOOD Education. Young children form conclusions (often Anti-Bias/Anti-Racism in EARLY CHILDHOOD Education. Young children form conclusions (often inaccurate) about various social constructs. Many early childhood educators believe that chil- inaccurate) about various social constructs. Many early childhood educators believe that children are color-blind, have no bias, or are too young to understand systemic oppression. Come dren are color-blind, have no bias, or are too young to understand systemic oppression. Come learn about strategies and resources for working with early childhood teachers to support an- learn about strategies and resources for working with early childhood teachers to support anti-bias/anti-racist decolonializing education. Presenter: Sarah Dennis ti-bias/anti-racist decolonializing education. Presenter: Sarah Dennis

Saturday Morning Breakout Sessions 11:00 – 11:50am Saturday Morning Breakout Sessions 11:00 – 11:50am

S11.01 Agave I S11.01 Agave I Intermediate Presentation Intermediate Presentation Developing a Critically Conscious, Teacher of Color Pipeline in High Schools. By specifically Developing a Critically Conscious, Teacher of Color Pipeline in High Schools. By specifically engaging students of color in an exploration of teaching as an act of social justice, this presen- engaging students of color in an exploration of teaching as an act of social justice, this presentation highlights Pathways2Teaching, a grow your own teaching program, as a way decolonize tation highlights Pathways2Teaching, a grow your own teaching program, as a way decolonize the reproduction of marginalizing and oppressive structures and results of traditional schooling. the reproduction of marginalizing and oppressive structures and results of traditional schooling. Presenter: Jenna C. Martin, University of Colorado Denver Presenter: Jenna C. Martin, University of Colorado Denver

S11.02 Agave II S11.02 Agave II Intermediate Interactive Workshop Intermediate Interactive Workshop Can Education Fight Back?: Using Immersive Experiences In and Out of the College Classroom Can Education Fight Back?: Using Immersive Experiences In and Out of the College Classroom to Transform Other-ing. We will summarize two studies on immersive learning experiences-a to Transform Other-ing. We will summarize two studies on immersive learning experiences-a study abroad trip and a community partnership-and the pedagogies that shaped them as a study abroad trip and a community partnership-and the pedagogies that shaped them as a means for transforming Other-ing. We will describe how college students’ public experienc- means for transforming Other-ing. We will describe how college students’ public experiences must be combined with private opportunities for critical reflection. Presenters: Melissa es must be combined with private opportunities for critical reflection. Presenters: Melissa Winchell, Bridgewater State University; Sarah Thomas, Bridgewater State University Winchell, Bridgewater State University; Sarah Thomas, Bridgewater State University

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S11.03 Agave III S11.03 Agave III Intermediate Interactive Workshop Intermediate Interactive Workshop English is indispensable: How one single language serves to perpetuate social inequities and English is indispensable: How one single language serves to perpetuate social inequities and what can we do about it. Engage students, teachers, and scholars in critical dialogue through what can we do about it. Engage students, teachers, and scholars in critical dialogue through the experiences of two educators, immigrants to the United States, who inevitably understand the experiences of two educators, immigrants to the United States, who inevitably understand that English, the colonizing language par excellence, has a demarcated path leading to a rela- that English, the colonizing language par excellence, has a demarcated path leading to a relationship between language and power, much present in the United States’ education system. tionship between language and power, much present in the United States’ education system. Presenters: Silvina Jover, Clark County School District|University of Nevada, Las Vegas; Isel Presenters: Silvina Jover, Clark County School District|University of Nevada, Las Vegas; Isel Venema, University of Nevada, Las Vegas Venema, University of Nevada, Las Vegas

S11.04 Coronado I S11.04 Coronado I Intermediate Interactive Workshop Intermediate Interactive Workshop Decolonizing Education in the Pacific through Place-Based and Culturally Responsive STEM Decolonizing Education in the Pacific through Place-Based and Culturally Responsive STEM Curriculum Design. Presenters will share an interactive model of place-based STEM curriculum Curriculum Design. Presenters will share an interactive model of place-based STEM curriculum designed to empower Pacific educators to solve climate-change problems in the Pacific. Equip- designed to empower Pacific educators to solve climate-change problems in the Pacific. Equip- ping indigenous Pacific educators to design curriculum and implement culturally-responsive ping indigenous Pacific educators to design curriculum and implement culturally-responsive instructional strategies is a hopeful means of decolonizing education in USA Pacific territories instructional strategies is a hopeful means of decolonizing education in USA Pacific territories and associated states. Presenter: Deborah K Zuercher, University of Hawaii and associated states. Presenter: Deborah K Zuercher, University of Hawaii

S11.05 Coronado II S11.05 Coronado II Intermediate Presentation Intermediate Presentation At the Intersection of Past, Present & Future: Reclaiming Multicultural (Education and) -Spe At the Intersection of Past, Present & Future: Reclaiming Multicultural (Education and) -Spe cial Education. In order to forge a new future where the multiplicity of human experiences and cial Education. In order to forge a new future where the multiplicity of human experiences and variations are valued, the intricate relationship between multicultural education and special variations are valued, the intricate relationship between multicultural education and special education must be acknowledged. This presentation explores how these two seemingly discrete education must be acknowledged. This presentation explores how these two seemingly discrete disciplines are interrelated and what must be done to create welcoming schools and communi- disciplines are interrelated and what must be done to create welcoming schools and communities for all. Presenter: Hyun Uk Kim, Simmons University ties for all. Presenter: Hyun Uk Kim, Simmons University

SAT 11:00am SAT 11:00am SUPPRESSED: THE FIGHT TO VOTE. SUPPRESSED: THE FIGHT TO VOTE. Produced and Directed by Robert Greenwald. 2018. Brave New Films. www. Produced and Directed by Robert Greenwald. 2018. Brave New Films. www. bravenewfilms.org. 35 minutes. bravenewfilms.org. 35 minutes. This documentary weaves together personal stories from voters across the This documentary weaves together personal stories from voters across the state of Georgia to paint an undeniable picture of voter suppression in the 2018 state of Georgia to paint an undeniable picture of voter suppression in the 2018 midterm election where Stacey Abrams fought to become the first Black female midterm election where Stacey Abrams fought to become the first Black female governor in the U.S. See page 30 for complete information. governor in the U.S. See page 30 for complete information.

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Poster Sessions Poster Sessions

S11.06 Foyer 1 S11.06 Foyer 1 Intermediate Poster Intermediate Poster To Trust or not to Trust, that is the Question: Developing Innovative Multicultural Education To Trust or not to Trust, that is the Question: Developing Innovative Multicultural Education Curricula to Address the I. This study examines physician trust and health seeking behavior Curricula to Address the I. This study examines physician trust and health seeking behavior among racially diverse LGBT respondents. Findings reveal differences in trust perceptions across among racially diverse LGBT respondents. Findings reveal differences in trust perceptions across age, race and sexual identity groups. Health implications of trust differences across populations age, race and sexual identity groups. Health implications of trust differences across populations are discussed. Recommendations are made for multicultural training models that consider the are discussed. Recommendations are made for multicultural training models that consider the intersectional identities of racially and ethnically diverse LGBT communities. Presenters: Stacey intersectional identities of racially and ethnically diverse LGBT communities. Presenters: Stacey Brown, University of Connecticut Health; Karen Sears, Denison University Brown, University of Connecticut Health; Karen Sears, Denison University

S11.07 Foyer 2 S11.07 Foyer 2 Intermediate Poster Intermediate Poster Just a Test Score: Minority Students and Standardized Tests. The current American measure of Just a Test Score: Minority Students and Standardized Tests. The current American measure of student success is via standardized testing. These high-stakes tests have facilitated resegrega- student success is via standardized testing. These high-stakes tests have facilitated resegrega- tion and inequalities among most minority students, beginning in elementary and continuing tion and inequalities among most minority students, beginning in elementary and continuing through high school. They have also unfairly converted biases into an objective science. Educa- through high school. They have also unfairly converted biases into an objective science. Educa- tion policy should work to attain equality of resources and expectations for all students. tion policy should work to attain equality of resources and expectations for all students. Presenter: Crystal Kassab Jabiro, University of Michigan-Dearborn Presenter: Crystal Kassab Jabiro, University of Michigan-Dearborn

S11.08 Foyer 3 S11.08 Foyer 3 Introductory Poster Introductory Poster Stay Gold & Dazzle: Intergenerational Collaboration in a Queer Arts Workshop. Stay Gold is Stay Gold & Dazzle: Intergenerational Collaboration in a Queer Arts Workshop. Stay Gold is an intergenerational Queer arts workshop program that runs for 8-10 weeks twice annually at an intergenerational Queer arts workshop program that runs for 8-10 weeks twice annually at the Museum of Contemporary Art Tucson. This poster presentation offers a glimpse into the the Museum of Contemporary Art Tucson. This poster presentation offers a glimpse into the successes and challenges associated with collaborative efforts in the arts between individuals of successes and challenges associated with collaborative efforts in the arts between individuals of varying ages, gender identities, and backgrounds. Presenter: Harrison Orr, University of Arizona varying ages, gender identities, and backgrounds. Presenter: Harrison Orr, University of Arizona

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S11.09 Joshua I S11.09 Joshua I Intermediate Interactive Workshop Intermediate Interactive Workshop Multicultural Education, Equity, Culturally Responsive Teaching Strategies, and Socially Just Multicultural Education, Equity, Culturally Responsive Teaching Strategies, and Socially Just Learning Environments. All teachers must be able to model social justice in their classrooms. Learning Environments. All teachers must be able to model social justice in their classrooms. Even those educators with the best of intentions need coaching and/or discreet strategies to Even those educators with the best of intentions need coaching and/or discreet strategies to achieve that goal. Participants will work with a planning tool to assist implementation (K-12; achieve that goal. Participants will work with a planning tool to assist implementation (K-12; any discipline) of equitable, socially just, culturally responsive praxis. Presenter: Matthew Okun, any discipline) of equitable, socially just, culturally responsive praxis. Presenter: Matthew Okun, Seattle Public Schools Seattle Public Schools

S11.10 Oro Valley S11.10 Oro Valley Intermediate Presentation Intermediate Presentation The White Hegemonic Alliance and Resistance to Multicultural Education. Conversations about The White Hegemonic Alliance and Resistance to Multicultural Education. Conversations about multicultural education center around empowering the voices of marginalized communities. multicultural education center around empowering the voices of marginalized communities. While necessary, these exchanges often allow White supremacy to go unchallenged. This pre- While necessary, these exchanges often allow White supremacy to go unchallenged. This presentation will seek to expose the undoing of multicultural education rooted in the White Hege- sentation will seek to expose the undoing of multicultural education rooted in the White Hege- monic Alliance, and explore strategies of resistance necessary to combat White supremacy. Pre- monic Alliance, and explore strategies of resistance necessary to combat White supremacy. Pre- senters: Chris Corces-Zimmerman, University of Arizona; Nolan Cabrera, University of Arizona, senters: Chris Corces-Zimmerman, University of Arizona; Nolan Cabrera, University of Arizona, Center for the Study of Higher Educat; Devon Thomas, University of Arizona Center for the Study of Higher Educat; Devon Thomas, University of Arizona

S11.11 Palo Verde I S11.11 Palo Verde I Intermediate Presentation Intermediate Presentation Utilizing an examination of history and one’s own culture to move teacher candidates towards Utilizing an examination of history and one’s own culture to move teacher candidates towards an anti-racist pedagogy. This paper explores an approach being utilized within a teacher educa- an anti-racist pedagogy. This paper explores an approach being utilized within a teacher education program which combines critical analysis of American history alongside a personal investi- tion program which combines critical analysis of American history alongside a personal investigation of teacher candidates’ own culture and ideologies in order to prepare teachers that can gation of teacher candidates’ own culture and ideologies in order to prepare teachers that can recognize and dismantle systemic oppressions and provide transformative educational opportu- recognize and dismantle systemic oppressions and provide transformative educational opportunities for all students. Presenter: Shameem Rakha, Washington State University Vancouver nities for all students. Presenter: Shameem Rakha, Washington State University Vancouver

S11.12 Palo Verde II S11.12 Palo Verde II Intermediate Panel Intermediate Panel Decolonial Reimagination: Indigenous Philosophies as Challenges to Colonial Masculinities. Decolonial Reimagination: Indigenous Philosophies as Challenges to Colonial Masculinities. Based on our collective reflection on working with indigenous men and learning about indige- Based on our collective reflection on working with indigenous men and learning about indigenous masculinities, we seek to address decolonization at the intersection of being indigenous nous masculinities, we seek to address decolonization at the intersection of being indigenous peoples and gender identity. This is further underscored by our respective indigenous philoso- peoples and gender identity. This is further underscored by our respective indigenous philosophies and complicated by the history of colonization. Presenters: Benjamin Ramirez, University phies and complicated by the history of colonization. Presenters: Benjamin Ramirez, University of Arizona; John Gallo; Nicholas Wilson of Arizona; John Gallo; Nicholas Wilson

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S11.13 Presidio IV S11.13 Presidio IV Introductory Presentation Introductory Presentation The Embodiment of Social Inequity Issues Through Stories. Teacher candidates need to identify The Embodiment of Social Inequity Issues Through Stories. Teacher candidates need to identify and resolve inequity issues in their classrooms. However, inequity issues are usually addressed and resolve inequity issues in their classrooms. However, inequity issues are usually addressed in an abstract ‘neutral’ manner. Our presentation will show our work-in-progress of developing in an abstract ‘neutral’ manner. Our presentation will show our work-in-progress of developing the Jabulani Simulation School project (JASS). It demonstrates how stories can help teacher the Jabulani Simulation School project (JASS). It demonstrates how stories can help teacher candidates create a student-centered, culturally responsive, and diverse learning environment. candidates create a student-centered, culturally responsive, and diverse learning environment. Presenter: Muna Al-Shawafi, Northern Arizona University Presenter: Muna Al-Shawafi, Northern Arizona University ROUNDTABLES ROUNDTABLES

S11.14 Presidio V-1 S11.14 Presidio V-1 Intermediate Roundtable Intermediate Roundtable Reflecting on and Challenging the Perception of Urban Education by Rural Communities. This Reflecting on and Challenging the Perception of Urban Education by Rural Communities. This presentation will provide insight about what the experience is like to student teach in a school presentation will provide insight about what the experience is like to student teach in a school that is considered failing, to consider how whiteness impacts a school that is high-poverty/ that is considered failing, to consider how whiteness impacts a school that is high-poverty/ minority, and to analyze the perceptions from others about urban settings. Presenter: Dalton minority, and to analyze the perceptions from others about urban settings. Presenter: Dalton Miles, University of Wisconsin-Platteville Miles, University of Wisconsin-Platteville

S11.15 Presidio V-2 S11.15 Presidio V-2 Introductory Roundtable Introductory Roundtable Escaping Colorblindness: Decolonizing the Community College through Multicultural Educa- Escaping Colorblindness: Decolonizing the Community College through Multicultural Educa- tion. This roundtable presentation will discuss the presenter’s shift from receiving a colorblind tion. This roundtable presentation will discuss the presenter’s shift from receiving a colorblind education into teaching Mexican-American Studies at a rural west Texas community college. education into teaching Mexican-American Studies at a rural west Texas community college. The discussion will highlight the importance of multicultural education in introductory college The discussion will highlight the importance of multicultural education in introductory college courses and the process of including the course as a core curriculum component option. Pre- courses and the process of including the course as a core curriculum component option. Pre- senter: Jenee’ Higgins, New Mexico State University senter: Jenee’ Higgins, New Mexico State University

S11.16 Presidio V-3 S11.16 Presidio V-3 Intermediate Roundtable Intermediate Roundtable Feminism Unfinished: A Historical Analysis of Indigenous Feminism & Reflections of a White Feminism Unfinished: A Historical Analysis of Indigenous Feminism & Reflections of a White Woman’s Feminist Privilege. This presentation seeks to unearth ‘othered’ feminist histories in Woman’s Feminist Privilege. This presentation seeks to unearth ‘othered’ feminist histories in an effort to accurately understand the roots of feminism, while also decentering white woman effort to accurately understand the roots of feminism, while also decentering white women as the historical agents of our feminist histories. Presenter: Nécole Elizer, Tennessee Tech en as the historical agents of our feminist histories. Presenter: Nécole Elizer, Tennessee Tech University University

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ROUNDTABLES ROUNDTABLES

S11.17 Presidio V-4 S11.17 Presidio V-4 Intermediate Roundtable Intermediate Roundtable Multicultural and Intercultural Education. Contrasting Frames in the USA and Europe. Today, as Multicultural and Intercultural Education. Contrasting Frames in the USA and Europe. Today, as diversity becomes the norm rather that an exception, there is a growing need for educators to diversity becomes the norm rather that an exception, there is a growing need for educators to have competences at the cognitive, emotional and relational levels that enable them to operate have competences at the cognitive, emotional and relational levels that enable them to operate effectively in linguistically and culturally complex contexts. These competencies are conceptu- effectively in linguistically and culturally complex contexts. These competencies are conceptu- alized differently under ‘Multicultural’ and ‘Intercultural’ Education. Despite the vast amount alized differently under ‘Multicultural’ and ‘Intercultural’ Education. Despite the vast amount of international research and scholarship on this subject, both concepts are still often confused of international research and scholarship on this subject, both concepts are still often confused and misunderstood. This paper reviews the history and current status of Multicultural and and misunderstood. This paper reviews the history and current status of Multicultural and Intercultural Education in the USA and Europe. It highlights the need to understand the con- Intercultural Education in the USA and Europe. It highlights the need to understand the construction, history and meaning of these two fundamental models. The paper aims to promote struction, history and meaning of these two fundamental models. The paper aims to promote international dialogue and understanding that will result in semantic and conceptual clarity and international dialogue and understanding that will result in semantic and conceptual clarity and eliminate confusion. It aims to help develop a common shared terminology that enables the eliminate confusion. It aims to help develop a common shared terminology that enables the differentiation and comparison of these two approaches. Presenter: Agostino Portera, Universi- differentiation and comparison of these two approaches. Presenter: Agostino Portera, Universi- ty of Verona, Italy ty of Verona, Italy

S11.18 Rincon S11.18 Rincon Intermediate Presentation Intermediate Presentation Preparing Bilingual Education Teachers to Serve Culturally and Linguistically Diverse Students Preparing Bilingual Education Teachers to Serve Culturally and Linguistically Diverse Students in a May-mester Session. As the medium of traditional education changes, from face to face in in a May-mester Session. As the medium of traditional education changes, from face to face in classrooms to online, what does this mean for multicultural education? Presenters will share classrooms to online, what does this mean for multicultural education? Presenters will share their experiences in building and delivering an online multicultural education course in a bilin- their experiences in building and delivering an online multicultural education course in a bilingual education preservice teacher program and provide recommendations for practice. Present- gual education preservice teacher program and provide recommendations for practice. Present- ers: Denise Lara, Texas A&M Corpus Christi; Delia Carrizales, Texas Tech University ers: Denise Lara, Texas A&M Corpus Christi; Delia Carrizales, Texas Tech University

S11.19 Santa Rita S11.19 Santa Rita Intermediate Presentation Intermediate Presentation The Human Dimension: An Innovative Curriculum to Train Culturally Responsive Doctors. The The Human Dimension: An Innovative Curriculum to Train Culturally Responsive Doctors. The Human Dimension is an Innovative curriculum at the newly established Hackensack Meridian Human Dimension is an Innovative curriculum at the newly established Hackensack Meridian School of Medicine at Seton Hall University. This seminal course which spans three years aims School of Medicine at Seton Hall University. This seminal course which spans three years aims to create culturally responsive doctors steeped in cultural humility through community im- to create culturally responsive doctors steeped in cultural humility through community im- mersion in order to reduce existing inequities in healthcare. Presenters: Ron Silvis, Seton Hall mersion in order to reduce existing inequities in healthcare. Presenters: Ron Silvis, Seton Hall University; Michel’le Bryant, Hackensack Meridian School of Medicine at Seton Hall University; Michel’le Bryant, Hackensack Meridian School of Medicine at Seton Hall

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S11.20 Sonoran S11.20 Sonoran Introductory Presentation Introductory Presentation Untangling and engaging four current models of social justice pedagogy. In 2019, state-sanc- Untangling and engaging four current models of social justice pedagogy. In 2019, state-sanc- tioned, nativism and xenophobia, threaten basic safety and civility in our communities. These tioned, nativism and xenophobia, threaten basic safety and civility in our communities. These threats to equity must be resisted and reversed throughout society. Educators seeking to resist threats to equity must be resisted and reversed throughout society. Educators seeking to resist have many pedagogical tools designed to promote social justice. This interactive presentation have many pedagogical tools designed to promote social justice. This interactive presentation describes, compares and applies four current social justice pedagogies. Presenter: Kelli Wood- describes, compares and applies four current social justice pedagogies. Presenter: Kelli Wood- row, Regis University row, Regis University

S11.21 Tortolita S11.21 Tortolita Intermediate Presentation Intermediate Presentation Race-based affinity spaces: building capacity for multicultural education. Race-based affinity Race-based affinity spaces: building capacity for multicultural education. Race-based affinity groups can build capacity for multicultural education by increasing the depth of reflection, heal- groups can build capacity for multicultural education by increasing the depth of reflection, healing, and agency among educators as they work toward social justice. Three pre-service teaching ing, and agency among educators as they work toward social justice. Three pre-service teaching coordinators share their experiences with race-based affinity spaces: what works, what doesn’t, coordinators share their experiences with race-based affinity spaces: what works, what doesn’t, and suggestions for those who want to utilize them. Presenters: Rosa Nam, University of Hous- and suggestions for those who want to utilize them. Presenters: Rosa Nam, University of Hous- ton; Kimani Mitchell, The University of Texas at San Antonio; Kristian Lenderman, University of ton; Kimani Mitchell, The University of Texas at San Antonio; Kristian Lenderman, University of Houston Houston

S11.22 Tucson S11.22 Tucson Intermediate Presentation Intermediate Presentation How do Schools and Teacher Preparation Programs Prepare Teachers to Embody a Coloniz- How do Schools and Teacher Preparation Programs Prepare Teachers to Embody a Coloniz- er Mindset? The researchers of this presentation bring to light the colonized mentalities and er Mindset? The researchers of this presentation bring to light the colonized mentalities and teacher practices taught at teacher preparation programs nationwide and how it is supported teacher practices taught at teacher preparation programs nationwide and how it is supported in school buildings for in-service teachers. There is a deep history in the United States of the in school buildings for in-service teachers. There is a deep history in the United States of the colonizer educating ‘others’ that still happens today. Presenters: Anni Reinking, Southern Illinois colonizer educating ‘others’ that still happens today. Presenters: Anni Reinking, Southern Illinois University Edwardsville; Jennifer Hernandez, Southern Illinois University Edwardsville University Edwardsville; Jennifer Hernandez, Southern Illinois University Edwardsville

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NAME’s Local Teachers Day NAME’s Local Teachers Day Co-Sponsored by Western Ed Equity Assistance Center Co-Sponsored by Western Ed Equity Assistance Center

Saturday Nov. 9 • 12:30 – 12:50pm Saturday Nov. 9 • 12:30 – 12:50pm Turquoise Ballroom Turquoise Ballroom

Preview of NAME 2020: Montgomery AL Preview of NAME 2020: Montgomery AL Bring your lunch to hear this presentation about the plans for next year. Bring your lunch to hear this presentation about the plans for next year. 30th Annual NAME Conference in Montgomery, AL. Dates: October 7 – 11, 2020 30th Annual NAME Conference in Montgomery, AL. Dates: October 7 – 11, 2020

Saturday Nov. 9 • 1:00 – 1:50pm Saturday Nov. 9 • 1:00 – 1:50pm Turquoise Ballroom Turquoise Ballroom

General Session General Session

Convener: Introduction: Convener: Introduction: Vanessa Vega James A. Banks Vanessa Vega James A. Banks University of AL–Birmingham University of WA–Seattle University of AL–Birmingham University of WA–Seattle

Keynote Presentation: Keynote Presentation: Django Paris Django Paris The Banks Scholar in Multicultural Education The Banks Scholar in Multicultural Education University of Washington University of Washington

Sustaining Futures: Sustaining Futures: Thoughts Toward Decolonization, Liberation, and Justice Thoughts Toward Decolonization, Liberation, and Justice through Education through Education

In this talk Django will share the ongoing project of culturally sustaining In this talk Django will share the ongoing project of culturally sustaining pedagogies, centering the collective work seeking to sustain communities, pedagogies, centering the collective work seeking to sustain communities, lifeways, lands through teaching and learning in the context of ongoing lifeways, lands through teaching and learning in the context of ongoing revitalization, reclamation, and transformation of revitalization, reclamation, and transformation of what education is and must be... what education is and must be...

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Saturday Afternoon Breakout Sessions 2:00 – 2:50pm Saturday Afternoon Breakout Sessions 2:00 – 2:50pm

S2.01 Agave I S2.01 Agave I Intermediate Presentation Intermediate Presentation Jovenes Hoy en Dia: Increasing Immigrant Youth Participation and Voice in School and Com- Jovenes Hoy en Dia: Increasing Immigrant Youth Participation and Voice in School and Com- munity using a YPEM Model. Youth engagement in community is vital to a healthy democracy. munity using a YPEM Model. Youth engagement in community is vital to a healthy democracy. Using a Youth Participatory Empowerment Model (YPEM), undocumented Latinx youth in New Using a Youth Participatory Empowerment Model (YPEM), undocumented Latinx youth in New Orleans identified and engaged in a community heritage/social justice need that enhanced their Orleans identified and engaged in a community heritage/social justice need that enhanced their voice and directly affected their participation in school and public life. Presenter: Jancarlos (J.C.) voice and directly affected their participation in school and public life. Presenter: Jancarlos (J.C.) Wagner-Romero Wagner-Romero

S2.02 Agave II S2.02 Agave II Intermediate Interactive Workshop Intermediate Interactive Workshop Voices Elevating Donald Trump/Hate into the White House: Is Decolonization Possible?’. Peo- Voices Elevating Donald Trump/Hate into the White House: Is Decolonization Possible?’. Peo- ple wonder how Donald Trump got elected president of the United States in 2016 & after nearly ple wonder how Donald Trump got elected president of the United States in 2016 & after nearly three years and myriad investigations how he has maintained his base of support. This session three years and myriad investigations how he has maintained his base of support. This session will show how schools and the media have made Trump possible. For teachers, the session pro- will show how schools and the media have made Trump possible. For teachers, the session provides instruction on decolonizing minds through multiculturalism Presenter: Lewis Diuguid vides instruction on decolonizing minds through multiculturalism Presenter: Lewis Diuguid

S2.03 Agave III S2.03 Agave III Intermediate Interactive Workshop Intermediate Interactive Workshop Exploring the Process of Teacher Inquiry as a Pathway to More Equitable Classrooms and Exploring the Process of Teacher Inquiry as a Pathway to More Equitable Classrooms and Schools. Leading professional learning focused on equity and social justice can be challenging. Schools. Leading professional learning focused on equity and social justice can be challenging. Come explore the ways coaching teachers and teacher candidates in an equity-focused inquiry Come explore the ways coaching teachers and teacher candidates in an equity-focused inquiry cycle can become a powerful approach to job-embedded professional development in a school cycle can become a powerful approach to job-embedded professional development in a school or district, or as a part of an initial teacher preparation program. Presenter: Nancy Dana, Uni- or district, or as a part of an initial teacher preparation program. Presenter: Nancy Dana, Uni- versity of Florida versity of Florida

S2.04 Coronado I S2.04 Coronado I Intermediate Interactive Workshop Intermediate Interactive Workshop Reflection and Lessons Learned: ‘I Am From: Islanders of Cheerful, Thankful, and Grateful -Or Reflection and Lessons Learned: ‘I Am From: Islanders of Cheerful, Thankful, and Grateful -Or igins’. This highly interactive session will focus on the lessons learned from a school principal’s igins’. This highly interactive session will focus on the lessons learned from a school principal’s journey into the world of opportunity. All participants will be asked to stand up, hand up, and journey into the world of opportunity. All participants will be asked to stand up, hand up, and pair up as one of the interactive strategies to engage. The audience will create, ‘I AM FROM,’ pair up as one of the interactive strategies to engage. The audience will create, ‘I AM FROM,’ poem as an exit ticket. Presenters: Edgardo Castro, New Mexico State University; Cynthia Wise, poem as an exit ticket. Presenters: Edgardo Castro, New Mexico State University; Cynthia Wise, New Mexico State University; Carlos Gonzales, New Mexico State University; Anna Nelson, New New Mexico State University; Carlos Gonzales, New Mexico State University; Anna Nelson, New Mexico State University Mexico State University

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S2.05 Coronado II S2.05 Coronado II Introductory Presentation Introductory Presentation Two thwarted steps into the future: Problematics and promises of Arizona’s education policy Two thwarted steps into the future: Problematics and promises of Arizona’s education policy and Native American history. Academic standards guide the instructional practices of teachers. and Native American history. Academic standards guide the instructional practices of teachers. What if those standards are based on colonial logics and therefore harmful for students? Recent What if those standards are based on colonial logics and therefore harmful for students? Recent research shows that is indeed the case in Arizona. The presenter examines Native American con- research shows that is indeed the case in Arizona. The presenter examines Native American content in the state’s social studies standards. Presenter: Cynthia Benally, University of Utah tent in the state’s social studies standards. Presenter: Cynthia Benally, University of Utah

S2.06 Joshua I S2.06 Joshua I Advanced Interactive Workshop Advanced Interactive Workshop Examining Why Teachers of Color Leave the Teaching Profession. Authors share a qualitative Examining Why Teachers of Color Leave the Teaching Profession. Authors share a qualitative study examining why teachers of Color leave the teaching profession. In this study, participants study examining why teachers of Color leave the teaching profession. In this study, participants share their journeys into and out of teaching through discussion of drawings they have created share their journeys into and out of teaching through discussion of drawings they have created of their journeys, better known as journey maps. Individuals stories and themes will be shared. of their journeys, better known as journey maps. Individuals stories and themes will be shared. Presenters: Karen Washburn, Utah State Univeristy; Sarah Braden, Utah State University; Aly- Presenters: Karen Washburn, Utah State Univeristy; Sarah Braden, Utah State University; Aly- son Lavigne, Utah State University; Andrea Hawkman, Utah State University; Sherry Marx, Utah son Lavigne, Utah State University; Andrea Hawkman, Utah State University; Sherry Marx, Utah State University State University

S2.07 Oro Valley S2.07 Oro Valley Intermediate Presentation Intermediate Presentation Transforming the writing center: A translanguaging approach to tutoring. This presentation will Transforming the writing center: A translanguaging approach to tutoring. This presentation will offer ways in which an university writing center, informed by translanguaging theory and trans- offer ways in which an university writing center, informed by translanguaging theory and trans- lingual writing practices, attempts to critically examine established tutoring and writing norms lingual writing practices, attempts to critically examine established tutoring and writing norms and become more inclusive and multicultural in its approaches to tutoring linguistically diverse and become more inclusive and multicultural in its approaches to tutoring linguistically diverse students. Presenter: Sharada Krishnamurthy, Rowan University students. Presenter: Sharada Krishnamurthy, Rowan University

S2.08 Palo Verde II S2.08 Palo Verde II Intermediate Interactive Workshop Intermediate Interactive Workshop It’s The Little Things: Taking A Step Towards Building A More Inclusive Learning Environment. It’s The Little Things: Taking A Step Towards Building A More Inclusive Learning Environment. In this interactive workshop, we consider issues of privilege and explore the concept of micro- In this interactive workshop, we consider issues of privilege and explore the concept of microaggressions through activities and discussion. We share small but impactful tweaks to make aggressions through activities and discussion. We share small but impactful tweaks to make classes more welcoming and inclusive for ALL students. Participants will leave with tools for classes more welcoming and inclusive for ALL students. Participants will leave with tools for facilitating inclusion in the workplace and access to a website repository. facilitating inclusion in the workplace and access to a website repository. Presenter: Celeste Atkins, University of Arizona, Doctoral Student; Christina Kalel, University of Presenter: Celeste Atkins, University of Arizona, Doctoral Student; Christina Kalel, University of Arizona, Instructional Applications Support Specialist Arizona, Instructional Applications Support Specialist

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S2.09 Presidio III S2.09 Presidio III Introductory Presentation Introductory Presentation Activists in the classroom: Initiating student-centered, content-based conversations regarding Activists in the classroom: Initiating student-centered, content-based conversations regarding social justice issues. In this session, four early career teachers present strategies to decolonize social justice issues. In this session, four early career teachers present strategies to decolonize education by engaging young people as co-creators of and co-participants in classroom conver- education by engaging young people as co-creators of and co-participants in classroom conversations about contemporary issues of social justice. This session features culturally and linguis- sations about contemporary issues of social justice. This session features culturally and linguistically sustaining curriculum for English language arts, social science, science, and mathematics. tically sustaining curriculum for English language arts, social science, science, and mathematics. Presenters: Alison Dover, California State University Fullerton; Juan Pablo Garcia, California Presenters: Alison Dover, California State University Fullerton; Juan Pablo Garcia, California State University Fullerton; Zachary Reardon, California State University Fullerton; Grace Shin, State University Fullerton; Zachary Reardon, California State University Fullerton; Grace Shin, California State University Fullerton California State University Fullerton

S2.10 Presidio IV S2.10 Presidio IV Expert Presentation Expert Presentation Black Women’s Fugitive Slave Narratives to the Academy: On Incompetence. Drawing from Black Women’s Fugitive Slave Narratives to the Academy: On Incompetence. Drawing from Black Feminist Autoethnography (Griffin, 2012), this paper discusses how two Black female ten- Black Feminist Autoethnography (Griffin, 2012), this paper discusses how two Black female tenure-track faculty at two PWIs (in the midwest and south) experienced racism, sexism, and moth- ure-track faculty at two PWIs (in the midwest and south) experienced racism, sexism, and moth- erhood during the Annual Review Process (pre-tenure). We contend that the Annual Review erhood during the Annual Review Process (pre-tenure). We contend that the Annual Review Process is racialized, gendered, and can be used as a tool at PWI. Presenters: Jemimah Young, Process is racialized, gendered, and can be used as a tool at PWI. Presenters: Jemimah Young, University of Iowa; Dorothy Hines, University of Kansas University of Iowa; Dorothy Hines, University of Kansas

S2.11 Rincon S2.11 Rincon Introductory Presentation Introductory Presentation Transnational lessons from Mexican-origin border crossers: Decolonizing teacher practices. Transnational lessons from Mexican-origin border crossers: Decolonizing teacher practices. This interactive presentation describes research with 22 Mexican-origin transnationals in Mexi- This interactive presentation describes research with 22 Mexican-origin transnationals in Mexi- co, where pre-service English teachers reflected on issues including identity and language usage. co, where pre-service English teachers reflected on issues including identity and language usage. Session participants make sense of this phenomenon of returnees as well as draw connections Session participants make sense of this phenomenon of returnees as well as draw connections to broader decolonizing border-crossing work all educators are called to do. Presenters: Irase- to broader decolonizing border-crossing work all educators are called to do. Presenters: Irase- ma Mora, Universidad de Guanajuato; Sue Kasun, Georgia State University ma Mora, Universidad de Guanajuato; Sue Kasun, Georgia State University

S2.12 Santa Rita S2.12 Santa Rita Introductory Presentation Introductory Presentation Instructor-Evaluations in Higher Education: The Dilemma Between Ethnical Grading, Student Instructor-Evaluations in Higher Education: The Dilemma Between Ethnical Grading, Student Evaluations, and Job Security. Using colonization as a framework, we investigate a perceived Evaluations, and Job Security. Using colonization as a framework, we investigate a perceived ethical dilemma between fair grading and student evaluation in facing with the job security. We ethical dilemma between fair grading and student evaluation in facing with the job security. We suggest teaching professionals with intangible positions falling into the trap of colonization of suggest teaching professionals with intangible positions falling into the trap of colonization of bodies and minds. We discuss the impact of student evaluation and make recommendations. bodies and minds. We discuss the impact of student evaluation and make recommendations. Presenters: Xin Zhang, University of Nevada Las Vegas; Heike Ruedenauer-Plummer, University Presenters: Xin Zhang, University of Nevada Las Vegas; Heike Ruedenauer-Plummer, University of Nevada Las Vegas of Nevada Las Vegas

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S2.13 Sonoran S2.13 Sonoran Advanced Presentation Advanced Presentation Race, Indigeneity, and Rights in a post-apartheid South Africa: Griquas and the politics of Race, Indigeneity, and Rights in a post-apartheid South Africa: Griquas and the politics of identity. Using critical race studies and postcolonial theory, I analyze interviews with mem- identity. Using critical race studies and postcolonial theory, I analyze interviews with members of Griqua community in Kwazulu Natal, South Africa. I examine the ways in which those bers of Griqua community in Kwazulu Natal, South Africa. I examine the ways in which those interviewed signal particular aesthetics and politics of representation/identity, a result of the interviewed signal particular aesthetics and politics of representation/identity, a result of the alienating effects of both colonial and apartheid racism and policies. Presenter: Maureen Eke, alienating effects of both colonial and apartheid racism and policies. Presenter: Maureen Eke, Central Michigan University Central Michigan University

S2.14 Tortolita S2.14 Tortolita Intermediate Presentation Intermediate Presentation The Holocaust of Intellectual Freedom. This work’s aim is to show how whiteness in teaching The Holocaust of Intellectual Freedom. This work’s aim is to show how whiteness in teaching is enacted through the institutionalized education system of oppression through suppression of is enacted through the institutionalized education system of oppression through suppression of identity. Whiteness in teaching deprives African American students of their own ethnic cultural identity. Whiteness in teaching deprives African American students of their own ethnic cultural identity, promotes unequal racial bias in the classroom, and lowers expectation for students identity, promotes unequal racial bias in the classroom, and lowers expectation for students of color. Presenters: Annette Teasdell, University of North Carolina Charlotte; Alexis Calloway, of color. Presenters: Annette Teasdell, University of North Carolina Charlotte; Alexis Calloway, University of North Carolina at Charlotte University of North Carolina at Charlotte

S2.15 Tucson S2.15 Tucson Intermediate Presentation Intermediate Presentation Reading Together: Intergenerational Reading Groups for Social Justice. Learn how to plan and Reading Together: Intergenerational Reading Groups for Social Justice. Learn how to plan and lead an intergenerational social justice reading group by following practical recommendations lead an intergenerational social justice reading group by following practical recommendations for establishing a framework, inviting student input, and organizing a series of meetings during for establishing a framework, inviting student input, and organizing a series of meetings during which children and adults in your community read, talk, teach and learn together. Free materi- which children and adults in your community read, talk, teach and learn together. Free materials provided. Presenter: Hoyt Phillips, Teaching Tolerance als provided. Presenter: Hoyt Phillips, Teaching Tolerance

SAT 2:00pm SAT 2:00pm FOLLOWING THEIR LEAD: YOUTH IN ACTION. FOLLOWING THEIR LEAD: YOUTH IN ACTION. A series of short films. 2018. Brave New Films. www.bravenewfilms.org. 40 A series of short films. 2018. Brave New Films. www.bravenewfilms.org. 40 minutes. Youth leaders have been instrumental in leading progressive move- minutes. Youth leaders have been instrumental in leading progressive movements throughout American history. During the Civil Rights Movement, young ments throughout American history. During the Civil Rights Movement, young people played a pivotal role in ending segregation through nonviolent sit-ins people played a pivotal role in ending segregation through nonviolent sit-ins and walk-outs. See page 30 for complete information. and walk-outs. See page 30 for complete information.

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Saturday Afternoon Breakout Sessions 3:00 – 3:50pm Saturday Afternoon Breakout Sessions 3:00 – 3:50pm

S3.01 Agave I S3.01 Agave I Intermediate Presentation Intermediate Presentation What Does it take to Re-Charge a College: Starting with a Faculty Advisory (FAC) Action Team? What Does it take to Re-Charge a College: Starting with a Faculty Advisory (FAC) Action Team? A Faculty Advisory Committee (FAC) involved in a Participatory Action Research (PAR) project, A Faculty Advisory Committee (FAC) involved in a Participatory Action Research (PAR) project, will demonstrate a collective process to improve effectiveness in re-charging inclusive and will demonstrate a collective process to improve effectiveness in re-charging inclusive and culturally sustainable practices for educators in their college. This engagement may serve as a culturally sustainable practices for educators in their college. This engagement may serve as a ‘model’ of a practice that could be used within specific programs, department, and/or colleges. ‘model’ of a practice that could be used within specific programs, department, and/or colleges. Presenter: Karen Dade, Western Washington University Presenter: Karen Dade, Western Washington University

S3.02 Agave II S3.02 Agave II Intermediate Interactive Workshop Intermediate Interactive Workshop ‘Don’t run and you won’t be killed!’ Unpacking generational and current trauma and its insid- ‘Don’t run and you won’t be killed!’ Unpacking generational and current trauma and its insidious impact on Black youth. As a nation we are in a critical state of discourse between law en- ious impact on Black youth. As a nation we are in a critical state of discourse between law enforcement, schools, and Black youth. The authentic experiences of Black youth will be explored forcement, schools, and Black youth. The authentic experiences of Black youth will be explored in the context of generational and current trauma states that contribute to Black youth refusing in the context of generational and current trauma states that contribute to Black youth refusing authoritative directives from law enforcement and educators impacting safety and post-second- authoritative directives from law enforcement and educators impacting safety and post-secondary outcomes. Presenter: Darlene Sampson, Western Educational Equity Assistance Center ary outcomes. Presenter: Darlene Sampson, Western Educational Equity Assistance Center

S3.03 Agave III S3.03 Agave III Intermediate Interactive Workshop Intermediate Interactive Workshop Recruiting and retaining a diverse faculty: Transforming systems through active allyship. This Recruiting and retaining a diverse faculty: Transforming systems through active allyship. This session focuses on individual and organizational changes necessary to recruit and retain faculty session focuses on individual and organizational changes necessary to recruit and retain faculty from diverse and under-represented backgrounds. Principles of allyship will be discussed along from diverse and under-represented backgrounds. Principles of allyship will be discussed along with concrete steps towards building supportive institutional structures in educational settings. with concrete steps towards building supportive institutional structures in educational settings. Initiatives to help diverse faculty persist at your institution are introduced. Presenters: Castagna Initiatives to help diverse faculty persist at your institution are introduced. Presenters: Castagna Lacet, Bridgewater State University; Wendy Williams, Bridgewater State University; Judith Willi- Lacet, Bridgewater State University; Wendy Williams, Bridgewater State University; Judith Willi- son, Bridgewater State University son, Bridgewater State University

S3.04 Coronado I S3.04 Coronado I Introductory Interactive Workshop Introductory Interactive Workshop Shaping Identity, Personal Narratives and our Community Cultural Wealth: Memoirs in the Shaping Identity, Personal Narratives and our Community Cultural Wealth: Memoirs in the Secondary ELA Classroom. This workshop will share a memoir project that was implemented Secondary ELA Classroom. This workshop will share a memoir project that was implemented in a Secondary ELA classroom with ethnically and linguistically diverse students. It will highlight in a Secondary ELA classroom with ethnically and linguistically diverse students. It will highlight their stories and how they used their agency to challenge deficit narratives of their communi- their stories and how they used their agency to challenge deficit narratives of their communities. Teachers will leave with a guide for creating the same unit project in their own classrooms ties. Teachers will leave with a guide for creating the same unit project in their own classrooms Presenter: Monica Baldonado-Ruiz, Arizona State University Presenter: Monica Baldonado-Ruiz, Arizona State University

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S3.05 Coronado II S3.05 Coronado II Intermediate Presentation Intermediate Presentation Bridging the (Equity) Theory/Practice Gap: Teaching Equity Literacy in a Methods Course. Bridging the (Equity) Theory/Practice Gap: Teaching Equity Literacy in a Methods Course. In this presentation, I describe how I promoted equity literacy in a methods course at a small In this presentation, I describe how I promoted equity literacy in a methods course at a small rural college. An overview of strategies aimed at recognizing and responding to inequity will rural college. An overview of strategies aimed at recognizing and responding to inequity will be given, followed by a discussion on the implications of these practices for teacher educators. be given, followed by a discussion on the implications of these practices for teacher educators. Presenter: Thomas Browning, Wayne State College Presenter: Thomas Browning, Wayne State College

S3.06 Joshua I S3.06 Joshua I Intermediate Interactive Workshop Intermediate Interactive Workshop Strategically aligning multiculturalism in education with diversity and inclusion training. De- Strategically aligning multiculturalism in education with diversity and inclusion training. De- spite the plethora of research in multiculturalism and diversity, and inclusion, only a few address spite the plethora of research in multiculturalism and diversity, and inclusion, only a few address measures for inclusion within educational workspaces. This research distinguishes between measures for inclusion within educational workspaces. This research distinguishes between diversity and inclusion; it uses social inclusion theory to hypothesize and model institutional, diversity and inclusion; it uses social inclusion theory to hypothesize and model institutional, management, and workgroup inclusion in education and proposes an objective measure to pro- management, and workgroup inclusion in education and proposes an objective measure to promote inclusive workspaces Presenter: Karen Thomas-Brown, University of Michigan-Dearborn mote inclusive workspaces Presenter: Karen Thomas-Brown, University of Michigan-Dearborn

S3.07 Oro Valley S3.07 Oro Valley Intermediate Presentation Intermediate Presentation Experience as knowledge: Centering the experiences and perspectives of teachers of color in Experience as knowledge: Centering the experiences and perspectives of teachers of color in mentoring programs. Grounded in a culturally sustaining framework, this study explores the mentoring programs. Grounded in a culturally sustaining framework, this study explores the ways that mentoring can counteract isolation and alienation and positively influence the pro- ways that mentoring can counteract isolation and alienation and positively influence the professional identities of racially and culturally diverse teachers and teacher candidates. Findings fessional identities of racially and culturally diverse teachers and teacher candidates. Findings underscore the need for practices that acknowledge the salience of racial identity in mentoring underscore the need for practices that acknowledge the salience of racial identity in mentoring relationships. Presenters: Carrie Rood, SUNY Cortland; Anne Burns Thomas, SUNY Cortland relationships. Presenters: Carrie Rood, SUNY Cortland; Anne Burns Thomas, SUNY Cortland

S3.08 Palo Verde II S3.08 Palo Verde II Intermediate Panel Intermediate Panel zTO BE SNEED was Carl Grant zTO BE SNEED was Carl Grant

S3.09 Rincon S3.09 Rincon Expert Presentation Expert Presentation Forging Cultural Competencies in the ‘Super-Diverse’: Hawaii Teacher Candidates and Local Forging Cultural Competencies in the ‘Super-Diverse’: Hawaii Teacher Candidates and Local Cultural Simulations. This research shares how teacher educators in the state of Hawaii used Cultural Simulations. This research shares how teacher educators in the state of Hawaii used local cultural simulations to forge prospective teachers’ cultural competencies. Byram’s (1997) local cultural simulations to forge prospective teachers’ cultural competencies. Byram’s (1997) intercultural communication competency (ICC) is used to discuss planning, experiences, and im- intercultural communication competency (ICC) is used to discuss planning, experiences, and implications gleaned from 21 prospective teachers’ visits to a Japanese tea house, Hawaii planta- plications gleaned from 21 prospective teachers’ visits to a Japanese tea house, Hawaii planta- tion village, and a Buddhist temple Presenters: Brook Chapman de Sousa, University of Hawaii tion village, and a Buddhist temple Presenters: Brook Chapman de Sousa, University of Hawaii

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SAT 3:00pm SAT 3:00pm THE CORRIDOR. THE CORRIDOR. Director & Producer Richard O’Connell and Annelise Wunderlich. Producer Director & Producer Richard O’Connell and Annelise Wunderlich. Producer Linda Peckham. 2017. Good Docs. www.gooddocs.net. 55 Minutes. Special Linda Peckham. 2017. Good Docs. www.gooddocs.net. 55 Minutes. Special discount code for NAME members: NAME-COR-20%. discount code for NAME members: NAME-COR-20%. This film shows the inner-workings and challenges of San Francisco’s Five Keys Charter School This film shows the inner-workings and challenges of San Francisco’s Five Keys Charter School − the first high school of its kind in the United States that provides incarcerated adults the − the first high school of its kind in the United States that provides incarcerated adults the opportunity to earn a high school diploma to prepare them for successful reintegration into opportunity to earn a high school diploma to prepare them for successful reintegration into their communities. See page 30 for complete information. their communities. See page 30 for complete information.

at Manoa; Priscila Leal, University of Hawaii at Manoa at Manoa; Priscila Leal, University of Hawaii at Manoa

S3.10 Santa Rita S3.10 Santa Rita Advanced Presentation Advanced Presentation Aspirations and Autobiographies: Reflections of a White Teacher Educator Attempting to Aspirations and Autobiographies: Reflections of a White Teacher Educator Attempting to Embody Anti-Racist Pedagogy. Using autoethnography grounded in Critical Whiteness Studies, Embody Anti-Racist Pedagogy. Using autoethnography grounded in Critical Whiteness Studies, this study follows a semester-long attempt of a White female teacher educator attempting to this study follows a semester-long attempt of a White female teacher educator attempting to embody anti-racist pedagogy in a diversity-related course at a PWI. Participants will engage in embody anti-racist pedagogy in a diversity-related course at a PWI. Participants will engage in discussion grounded in the personal investigation needed to responsibly teach such White-ma- discussion grounded in the personal investigation needed to responsibly teach such White-majority courses. Presenter: Ashley Fuente, Michigan State University jority courses. Presenter: Ashley Fuente, Michigan State University

S3.11 Sonoran S3.11 Sonoran Intermediate Presentation Intermediate Presentation

SAT 3:00pm SAT 3:00pm Conversation with Rae Paris Conversation with Rae Paris Joshua Tree 2 Joshua Tree 2 Join the discussion with author Rae Paris will be discussing her book, Join the discussion with author Rae Paris will be discussing her book, The Forgetting Tree: A Rememory. See page 37 for complete information. The Forgetting Tree: A Rememory. See page 37 for complete information.

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A Culturally Relevant Pedagogy for Black Girls: A Pedagogy of Love, Joy, Creativity, and Critical A Culturally Relevant Pedagogy for Black Girls: A Pedagogy of Love, Joy, Creativity, and Critical Consciousness. This presentation shares a culturally relevant pedagogical framework for educat- Consciousness. This presentation shares a culturally relevant pedagogical framework for educating and encouraging Black girls in K-12 classrooms. This framework includes re-imagined ideas ing and encouraging Black girls in K-12 classrooms. This framework includes re-imagined ideas of a pedagogy of love, joy, creativity, and critical consciousness. Participants will learn about an of a pedagogy of love, joy, creativity, and critical consciousness. Participants will learn about an innovative curricular model and engage in discussion about culturally relevant and humanizing innovative curricular model and engage in discussion about culturally relevant and humanizing praxis. Presenter: Cierra Kaler-Jones, University of Maryland - College Park praxis. Presenter: Cierra Kaler-Jones, University of Maryland - College Park

S3.12 Tortolita S3.12 Tortolita Intermediate Presentation Intermediate Presentation Let’s Keep the Faith: Forging A New Future in STEM Education. In this presentation, I share how Let’s Keep the Faith: Forging A New Future in STEM Education. In this presentation, I share how church leaders seek to positively impact younger generations by working through the com- church leaders seek to positively impact younger generations by working through the complex dynamics of STEM partnerships. In forging a new future through multicultural education, I plex dynamics of STEM partnerships. In forging a new future through multicultural education, I center faith-based institutions as an underutilized resource in communities to foster intergen- center faith-based institutions as an underutilized resource in communities to foster intergenerational relationships, civic leadership, and activism for more purposeful STEM engagement. erational relationships, civic leadership, and activism for more purposeful STEM engagement. Presenters: Natalie King, Georgia State University; Lauren Frazier, Georgia State University Presenters: Natalie King, Georgia State University; Lauren Frazier, Georgia State University

S3.13 Tucson S3.13 Tucson Intermediate Presentation Intermediate Presentation Mindfulness that Binds: A Critical Co-Ethnography on Whiteness & Mindfulness. This paper Mindfulness that Binds: A Critical Co-Ethnography on Whiteness & Mindfulness. This paper discusses the reflexivity, collaboration, and subsequent action taken by two critical co-ethnogra- discusses the reflexivity, collaboration, and subsequent action taken by two critical co-ethnogra- phers when racial tensions and the prevailing ideology of whiteness was observed during their phers when racial tensions and the prevailing ideology of whiteness was observed during their field research at a mindfulness training for urban educators. field research at a mindfulness training for urban educators. Attendees will gain an understanding of collaborative critical ethnography and responses to Attendees will gain an understanding of collaborative critical ethnography and responses to fieldwork tensions. Presenters: Camea Davis, Georgia State University; Stephanie Behm Cross, fieldwork tensions. Presenters: Camea Davis, Georgia State University; Stephanie Behm Cross, Georgia State University Georgia State University

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Saturday Afternoon Breakout Sessions 4:00 – 4:50pm Saturday Afternoon Breakout Sessions 4:00 – 4:50pm

S4.01 Agave I S4.01 Agave I Intermediate Presentation Intermediate Presentation The Freedom Schools Way: Caregiver-Driven Efficacy in Navigating Schools. This presenta- The Freedom Schools Way: Caregiver-Driven Efficacy in Navigating Schools. This presentation will share research collected during a six-week Children’s Defense Fund Freedom Schools tion will share research collected during a six-week Children’s Defense Fund Freedom Schools located at a southern university. The program is a unique and intentional approach to engaging located at a southern university. The program is a unique and intentional approach to engaging children in culturally relevant literacy pedagogy. Researchers will share data collected to un- children in culturally relevant literacy pedagogy. Researchers will share data collected to understanding caregiver efficacy in navigating local school Presenters: Dani Parker Moore, Wake derstanding caregiver efficacy in navigating local school Presenters: Dani Parker Moore, Wake Forest University; Alison LaGarry, University of North Carolina at Chapel Hill Forest University; Alison LaGarry, University of North Carolina at Chapel Hill

S4.02 Agave II S4.02 Agave II Introductory Interactive Work- Introductory Interactive Work- shop shop Beyond the Bookshelf: Discovering Human Rights Within Children’s Literature. Children’s lit- Beyond the Bookshelf: Discovering Human Rights Within Children’s Literature. Children’s literature fosters a capacity for readers to understand their own rights and to respect the rights erature fosters a capacity for readers to understand their own rights and to respect the rights of others. Drawing from the Convention on the Rights of the Child, this interactive workshop of others. Drawing from the Convention on the Rights of the Child, this interactive workshop will highlight the potential of children’s literature to make the rights of children ‘widely known’ will highlight the potential of children’s literature to make the rights of children ‘widely known’ to both children and adults. Presenter: Jacob Kelley, University of Tennessee, Knoxville to both children and adults. Presenter: Jacob Kelley, University of Tennessee, Knoxville

S4.03 Agave III S4.03 Agave III Advanced Interactive Work- Advanced Interactive Work- shop shop Get Down with AJC: Unveiling the Tools of Symbolic Segregation used to Imprison Black Girls Get Down with AJC: Unveiling the Tools of Symbolic Segregation used to Imprison Black Girls in Schools. Over 100 years ago Anna Julia Cooper wrote extensively about her hopes and vi- in Schools. Over 100 years ago Anna Julia Cooper wrote extensively about her hopes and vision for a meaningful education. We contrast her ideals and philosophy with today’s behavior- sion for a meaningful education. We contrast her ideals and philosophy with today’s behavioral control mechanisms (i.e. discipline practices and high stakes testing), which create symbolic al control mechanisms (i.e. discipline practices and high stakes testing), which create symbolic segregation in our classrooms further marginalizing students of color. Presenters: Allison Ivey, segregation in our classrooms further marginalizing students of color. Presenters: Allison Ivey, University of Oregon; Deanna Chappell Belcher, University of Oregon University of Oregon; Deanna Chappell Belcher, University of Oregon

S4.04 Coronado I S4.04 Coronado I Introductory Interactive Work- Introductory Interactive Work- shop shop Examining the Impact of Teacher and Student Racial and Ethnic Identities in the Classroom. Examining the Impact of Teacher and Student Racial and Ethnic Identities in the Classroom. This introductory-level, interactive workshop provides participants three objectives: 1) time to This introductory-level, interactive workshop provides participants three objectives: 1) time to reflect on their racial-ethnic identity and its impact on their classroom; 2) curricular examples reflect on their racial-ethnic identity and its impact on their classroom; 2) curricular examples of how to facilitate discussions on race and ethnicity with their students; and 3) time to discuss of how to facilitate discussions on race and ethnicity with their students; and 3) time to discuss common dilemmas related to race and ethnicity. Presenters: Phitsamay S. Uy, University of common dilemmas related to race and ethnicity. Presenters: Phitsamay S. Uy, University of Massachusetts Lowell; Linda Riley, Woburn Public School Massachusetts Lowell; Linda Riley, Woburn Public School

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S4.05 Joshua I S4.05 Joshua I Intermediate Interactive Workshop Intermediate Interactive Workshop Implementing Restorative Circles: The First Step to Decolonizing Discipline Systems. Learn Implementing Restorative Circles: The First Step to Decolonizing Discipline Systems. Learn about restorative circles and how to implement them in your work. In this session, participants about restorative circles and how to implement them in your work. In this session, participants will use a Plan, Do, Study, Act (PDSA) approach to implementing restorative circles with your will use a Plan, Do, Study, Act (PDSA) approach to implementing restorative circles with your team to decolonize discipline systems. Presenters: Kristian Lenderman; Rosa Nam team to decolonize discipline systems. Presenters: Kristian Lenderman; Rosa Nam

S4.06 Oro Valley S4.06 Oro Valley Introductory Presentation Introductory Presentation Forging Tools for Fostering Cultural Awareness in an Online Course. It is imperative that online Forging Tools for Fostering Cultural Awareness in an Online Course. It is imperative that online educators understand the importance of incorporating the diverse perspectives of their stu- educators understand the importance of incorporating the diverse perspectives of their students within the content of the course. It is of critical importance that courses are developed dents within the content of the course. It is of critical importance that courses are developed in such a way that opportunities for cross-cultural collaboration are included and emphasized in such a way that opportunities for cross-cultural collaboration are included and emphasized to promote and foster cultural competence. Presenters: Sara Carlisle, Angelo State University; to promote and foster cultural competence. Presenters: Sara Carlisle, Angelo State University; Kimberly Livengood, Angelo State University; Jennifer Engle, Angelo State University Kimberly Livengood, Angelo State University; Jennifer Engle, Angelo State University

S4.07 Palo Verde I S4.07 Palo Verde I Intermediate Presentation Intermediate Presentation Spanish in the English-medium science classroom: Constraints and opportunities for decol- Spanish in the English-medium science classroom: Constraints and opportunities for decolonizing science education spaces. This presentation examines the benefits and drawbacks onizing science education spaces. This presentation examines the benefits and drawbacks of Spanish language use as a tool for decolonizing science education spaces in traditional En- of Spanish language use as a tool for decolonizing science education spaces in traditional En- glish-medium schools. We share the results of a comparative case study exploring the language glish-medium schools. We share the results of a comparative case study exploring the language brokering practices of bilingual students in two science classrooms. Recommendations for prac- brokering practices of bilingual students in two science classrooms. Recommendations for practice are offered. Presenters: Sarah Braden, Utah State University; Taylor Dexter tice are offered. Presenters: Sarah Braden, Utah State University; Taylor Dexter

S4.08 Palo Verde II S4.08 Palo Verde II Advanced Panel Advanced Panel Challenging Institutional Barriers to Culturally Sustaining Pedagogies: An Interdisciplinary Challenging Institutional Barriers to Culturally Sustaining Pedagogies: An Interdisciplinary Faculty Collaboration. This panel will describe how university faculty sought to perpetuate and Faculty Collaboration. This panel will describe how university faculty sought to perpetuate and foster linguistic, literate, and cultural pluralism as part of the democratic project of schooling. foster linguistic, literate, and cultural pluralism as part of the democratic project of schooling. Through use of a critical friends’ protocol, participants examined classroom practices with the Through use of a critical friends’ protocol, participants examined classroom practices with the aim of transforming their pedagogy and instantiating incipient transformation of institutional aim of transforming their pedagogy and instantiating incipient transformation of institutional practices. Presenters: Mark Sulzer, University of Cincinnati; Steve Kroeger; Emilie Camp; Con- practices. Presenters: Mark Sulzer, University of Cincinnati; Steve Kroeger; Emilie Camp; Con- nie Theado nie Theado

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S4.09 Presidio IV S4.09 Presidio IV Intermediate Presentation Intermediate Presentation Decolonizing Teacher Education Through Conscientization as a Conversion Experience. We Decolonizing Teacher Education Through Conscientization as a Conversion Experience. We often ask students, particularly those from conservative backgrounds, to alter the beliefs often ask students, particularly those from conservative backgrounds, to alter the beliefs and worldviews they have known since childhood. This session addresses teaching strategies and worldviews they have known since childhood. This session addresses teaching strategies and the ethical implications related to ‘converting’ college students from colonizing ways of and the ethical implications related to ‘converting’ college students from colonizing ways of knowing/being to the unfamiliar pedagogies and epistemologies necessary for decoloniza- knowing/being to the unfamiliar pedagogies and epistemologies necessary for decolonization. Presenters: John Raible, University of Nebraska-Lincoln; Amanda Morales, University tion. Presenters: John Raible, University of Nebraska-Lincoln; Amanda Morales, University of Nebraska-Lincoln of Nebraska-Lincoln

S4.10 Rincon S4.10 Rincon Advanced Presentation Advanced Presentation Returning to the Source: The Role OF Spirituality in Decolonizing Education leadership. Returning to the Source: The Role OF Spirituality in Decolonizing Education leadership. This presentation centers on spiritual practices as pedagogical tools in decolonizing educa- This presentation centers on spiritual practices as pedagogical tools in decolonizing education leadership. The presentation highlights the importance of reconnecting the intellect tion leadership. The presentation highlights the importance of reconnecting the intellect with the spirit. Spirituality has been a contentious topic in education. Chavez points out, with the spirit. Spirituality has been a contentious topic in education. Chavez points out, spirituality is a way ‘To see yourself as sacred and to have a sacred responsibility to serve spirituality is a way ‘To see yourself as sacred and to have a sacred responsibility to serve others.’ Presenter: Njoki Wane others.’ Presenter: Njoki Wane

SAT 4:00pm SAT 4:00pm THE PUSHOUTS. THE PUSHOUTS. Director Katie Galloway. Co-Director Dawn Valadez. Producers Katie Galloway, Director Katie Galloway. Co-Director Dawn Valadez. Producers Katie Galloway, Dawn Valadez and Daniella Brower Sueuga. 2018. Good Docs. www.gooddocs. Dawn Valadez and Daniella Brower Sueuga. 2018. Good Docs. www.gooddocs. net. 56 Minutes. Discount code for NAME members: NAME-TPO-20%. net. 56 Minutes. Discount code for NAME members: NAME-TPO-20%. “I was in prison before I was even born.” So begins the story of Victor Rios - a high school “I was in prison before I was even born.” So begins the story of Victor Rios - a high school dropout, gang member, and three-time felon by 15. But when a teacher’s quiet persistence, a dropout, gang member, and three-time felon by 15. But when a teacher’s quiet persistence, a mentor’s moral conviction, and his best friend’s murder converge, Rios’ path takes an unlikely mentor’s moral conviction, and his best friend’s murder converge, Rios’ path takes an unlikely turn. See page 30 for complete information. turn. See page 30 for complete information.

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S4.11 Santa Rita S4.11 Santa Rita Introductory Presentation Introductory Presentation Coaching for Positive Change. This presentation highlights the story of one team of educators Coaching for Positive Change. This presentation highlights the story of one team of educators that worked together to better prepare all teachers to teach culturally and linguistically diverse that worked together to better prepare all teachers to teach culturally and linguistically diverse learners working within the educational policies set in place. Learn how the team implemented learners working within the educational policies set in place. Learn how the team implemented an effective multicultural professional development and coaching approach. Presenters: Wen- an effective multicultural professional development and coaching approach. Presenters: Wen- dy Farr, Arizona State University/iTeachELLs; Silvia Aparicio, Arizona State University; Malissa dy Farr, Arizona State University/iTeachELLs; Silvia Aparicio, Arizona State University; Malissa Chavez-Thibault, Arizona State University Chavez-Thibault, Arizona State University

S4.12 Sonoran S4.12 Sonoran Intermediate Presentation Intermediate Presentation Decolonizing the University as Indigenous Visibility. How are indigenous peoples visible or Decolonizing the University as Indigenous Visibility. How are indigenous peoples visible or invisible at your university? Are portrayals authentic, or stereotypical? Of contemporary people, invisible at your university? Are portrayals authentic, or stereotypical? Of contemporary people, or only people in the past? How are indigenous people marginalized by celebrations of coloniza- or only people in the past? How are indigenous people marginalized by celebrations of colonization and white supremacy? We will explore these questions and discuss a case study of a state tion and white supremacy? We will explore these questions and discuss a case study of a state university. Presenter: John Maddaus, University of Maine university. Presenter: John Maddaus, University of Maine

S4.13 Tortolita S4.13 Tortolita Intermediate Presentation Intermediate Presentation The Disc: A Panopticon pedagogic, postcolonial language acquisition tool and today’s Ameri- The Disc: A Panopticon pedagogic, postcolonial language acquisition tool and today’s Ameri- can assimilation context. This presentation explores the use of the Disc, a Panopticon pedagog- can assimilation context. This presentation explores the use of the Disc, a Panopticon pedagogical tool in postcolonial school systems in Commonwealth countries in Eastern Africa. This relic ical tool in postcolonial school systems in Commonwealth countries in Eastern Africa. This relic is used to frame discussion on colonial legacies which continue to exert immense Eurocentric is used to frame discussion on colonial legacies which continue to exert immense Eurocentric influence on cultures post colonial societies. It compares this with current language policies in influence on cultures post colonial societies. It compares this with current language policies in the USA. Presenters: Willy Rotich, St. Bonaventure University; Anne-Claire Fischer, St. Bonaven- the USA. Presenters: Willy Rotich, St. Bonaventure University; Anne-Claire Fischer, St. Bonaven- ture University ture University

S4.14 Tucson S4.14 Tucson Intermediate Presentation Intermediate Presentation Positive Intentions, But Negative Outcomes: Understanding How Dysconscious Racism- In Positive Intentions, But Negative Outcomes: Understanding How Dysconscious Racism- In forms Teacher Dispositions. Examinations of teachers’ racial awareness is key to their devel- forms Teacher Dispositions. Examinations of teachers’ racial awareness is key to their development as cultural relevant teachers. Dysconscious racism is an uncritical and distorted way of opment as cultural relevant teachers. Dysconscious racism is an uncritical and distorted way of thinking about race that implicitly accepts White norms. This presentation synthesizes the liter- thinking about race that implicitly accepts White norms. This presentation synthesizes the literature on teacher dispositions and dysconsciousness to provide implications towards a liberatory ature on teacher dispositions and dysconsciousness to provide implications towards a liberatory praxis for teacher education. Presenter: Sarah Obiwo, Georgia State University praxis for teacher education. Presenter: Sarah Obiwo, Georgia State University

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Saturday, Nov. 9 • 6:00 – 6:50pm Saturday, Nov. 9 • 6:00 – 6:50pm Turquoise Foyer Turquoise Foyer

President’s Reception President’s Reception & & Book Signing Book Signing

Host: Host: Ann Lopez Ann Lopez University of Toronto University of Toronto NAME President NAME President

Come to network, visit with NAME friends new and old and the conclusion of Come to network, visit with NAME friends new and old and the conclusion of the NAME-Connect activity. Cash bar. the NAME-Connect activity. Cash bar.

Saturday Nov. 9 • 7:00 – 10:00pm Saturday Nov. 9 • 7:00 – 10:00pm

Annual NAME Awards Banquet Annual NAME Awards Banquet (Optional event; ticket required.) (Optional event; ticket required.)

Honoring Recipients of the 2019 NAME Awards Honoring Recipients of the 2019 NAME Awards for for Outstanding Contributions in the field of Multicultural Education. Outstanding Contributions in the field of Multicultural Education.

Host: Host: Charlene Lui Charlene Lui NAME Awards Committee Chair, NAME Awards Committee Chair, NAME Board Treasurer NAME Board Treasurer

Sunday, Nov.10 • 9:00 – 11:00am Sunday, Nov.10 • 9:00 – 11:00am Coronado Coronado

Sankofa Sunday Sankofa Sunday Lisa Zagumny Francisco Rios Lisa Zagumny Francisco Rios NAME President-Elect NAME Past-President NAME President-Elect NAME Past-President • CONFERENCE CLOSING • • CONFERENCE CLOSING •

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Congratulations to the Congratulations to the 2019 NAME AWARD WINNERS 2019 NAME AWARD WINNERS

Carl A. Grant Research Award Carl A. Grant Research Award Kevin Roxas Kevin Roxas Woodring College of Education Western Washington University Woodring College of Education Western Washington University

G. Pritchy Smith Multicultural Educators of the Year Award G. Pritchy Smith Multicultural Educators of the Year Award Tchet Dereic Dorman (Posthumous) Tchet Dereic Dorman (Posthumous) Rita Robinson (Posthumous) Rita Robinson (Posthumous)

Multicultural Children’s Publication Award Multicultural Children’s Publication Award Guess What? I Was Adopted! Guess What? I Was Adopted! Author: June P. Murray Author: June P. Murray

Rose Duhon-Sells Multicultural Program Awards Rose Duhon-Sells Multicultural Program Awards Science Bound Science Bound Constance P. Hargraves and Anita Rollins Constance P. Hargraves and Anita Rollins

Flowers and Bullets Flowers and Bullets Tito Romero and Jacob Robles Tito Romero and Jacob Robles

Philip C. Chinn Multicultural Book Award Philip C. Chinn Multicultural Book Award Wiley International Handbook of Wiley International Handbook of Service Learning for Social Justice Service Learning for Social Justice Author: Darren Lund Author: Darren Lund

Agency/Institution/Corporate Award Agency/Institution/Corporate Award Barbea Williams Performing Company Barbea Williams Performing Company

Equity & Social Justice Advocacy Award Equity & Social Justice Advocacy Award Edith Sayre Auslander Edith Sayre Auslander

Exceptional Service to NAME Award Exceptional Service to NAME Award Christine Sleeter Christine Sleeter

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2019 NAME Proposal Reviewers 2019 NAME Proposal Reviewers

Adams, Roni Glover, Crystal Otubanjo, Oluwaseun Adams, Roni Glover, Crystal Otubanjo, Oluwaseun Akenson, Ashley Green, Jennifer Patterson, Ashley Akenson, Ashley Green, Jennifer Patterson, Ashley Allweiss, Alex Gultekin, Mehmet Perez, Jennifer Allweiss, Alex Gultekin, Mehmet Perez, Jennifer Andersen, Justin Gunn, AnnMarie Pesek, Jessamay Andersen, Justin Gunn, AnnMarie Pesek, Jessamay Aydin, Hasan Hermanson, Johanna Porter, Sha-shonda Aydin, Hasan Hermanson, Johanna Porter, Sha-shonda Baldonado-Ruiz, Monica Hernandez, Jennifer Pugh-Opher, Francesca Baldonado-Ruiz, Monica Hernandez, Jennifer Pugh-Opher, Francesca Ballin, Amy Higgins, Jenee' Raffanti, Michael Ballin, Amy Higgins, Jenee' Raffanti, Michael Banks, Tyra Hinson, Jane Rao, Xiaofei Banks, Tyra Hinson, Jane Rao, Xiaofei Barnes, Keishana Hollis, Nathan Redmond, Vishe Barnes, Keishana Hollis, Nathan Redmond, Vishe Bazemore-Bertrand, Iseminger, Shalyse Rogers, Kaycee Bazemore-Bertrand, Iseminger, Shalyse Rogers, Kaycee Shamaine Ivey, Allison Rollins, Anita Shamaine Ivey, Allison Rollins, Anita Belcher, Deanna Jankoski, Jo Ann Rotich, Willy Belcher, Deanna Jankoski, Jo Ann Rotich, Willy Benally, Cynthia Jeter, Gage Sailes, JaDora Benally, Cynthia Jeter, Gage Sailes, JaDora Bennett, Susan Johnson, Cherlyn Samuels, Gregory Bennett, Susan Johnson, Cherlyn Samuels, Gregory Berrien, Joel Johnson, Danielle Sánchez, Amy Berrien, Joel Johnson, Danielle Sánchez, Amy Bishop, Tessa Jones, Jeannette Schilmoeller, Janessa Bishop, Tessa Jones, Jeannette Schilmoeller, Janessa Bolton, Dawn Joshi, Puskar Strachan, Samantha Bolton, Dawn Joshi, Puskar Strachan, Samantha Brawdy, Paul Kaler-Jones, Cierra Suzuki, Tadayuki Brawdy, Paul Kaler-Jones, Cierra Suzuki, Tadayuki Cannon, Sarah Kavanagh, Kara Takami, Susan Cannon, Sarah Kavanagh, Kara Takami, Susan Carvajal, Marta Kelley, Jacob Thorne, Daryl Carvajal, Marta Kelley, Jacob Thorne, Daryl Castro, Edgardo Kim, Hyun Uk Tompkins, Chasity Castro, Edgardo Kim, Hyun Uk Tompkins, Chasity Chaplin, Mae Kim, Yeji Torrijos, Isabel Chaplin, Mae Kim, Yeji Torrijos, Isabel Chaudhri, Amina Kramer, Brianne Turner, Colt Chaudhri, Amina Kramer, Brianne Turner, Colt Chen, Huameng Likely, Rasheda Van Steenbergen, Suzanne Chen, Huameng Likely, Rasheda Van Steenbergen, Suzanne Clonan-Roy, Katie Luong, Nhung Verduzco, Christine Clonan-Roy, Katie Luong, Nhung Verduzco, Christine Cross, Paulette Marquardt, Sheila K Wagner-Romero, Jancarlos Cross, Paulette Marquardt, Sheila K Wagner-Romero, Jancarlos Crowe, Rebecca Marshall, Patricia L. (J.C.) Crowe, Rebecca Marshall, Patricia L. (J.C.) Daniel, Robert McClean, Marva Wang, Wenjie Daniel, Robert McClean, Marva Wang, Wenjie Daoud, Annette McCutchen, Dana Williams, Kimberly Daoud, Annette McCutchen, Dana Williams, Kimberly Druery, Donna McGarry, Karen Winchell, Melissa Druery, Donna McGarry, Karen Winchell, Melissa Duncan, Nadine McMakin, Deborah Windorf, Robert J. Duncan, Nadine McMakin, Deborah Windorf, Robert J. Eldaba, Abir mehranian, yeprem Wise, Cynthia Eldaba, Abir mehranian, yeprem Wise, Cynthia Evans-Santiago, Bre Mercado, Andrea Wood, Raquel Evans-Santiago, Bre Mercado, Andrea Wood, Raquel Ewing Flynn, Jill Moore, Ashley Yu, Yong Ewing Flynn, Jill Moore, Ashley Yu, Yong Farver, Scott Mortenson, Leah Zavala, Miguel Farver, Scott Mortenson, Leah Zavala, Miguel Fisher, Anne-Claire Murphy, Olivia Zhang, Bin Fisher, Anne-Claire Murphy, Olivia Zhang, Bin Fox, Brandon Nam, Kihyun Fox, Brandon Nam, Kihyun Funfe Tatah Mentan, Charity Namatovu, Winnifred Funfe Tatah Mentan, Charity Namatovu, Winnifred Gadd, Rebecca Okun, Matthew Gadd, Rebecca Okun, Matthew George, Robert Osorio, Sandra L George, Robert Osorio, Sandra L

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Presenters’ Index Presenters’ Index A A Aagaard, Lola T10.30.03 Brazill, Shihua F3.18 Aagaard, Lola T10.30.03 Brazill, Shihua F3.18 Acquah, Alfred T3.15 Brooks, Spirit F11.30.04 Acquah, Alfred T3.15 Brooks, Spirit F11.30.04 Adams, Roni F3.02 Brown, Lawana T10.30.06 Adams, Roni F3.02 Brown, Lawana T10.30.06 Akenson, Ashley T10.30.02, T2.15 Brown, Stacey S11.06 Akenson, Ashley T10.30.02, T2.15 Brown, Stacey S11.06 Al-Shawafi, Muna F3.17, S11.13 Browning, Thomas S3.05 Al-Shawafi, Muna F3.17, S11.13 Browning, Thomas S3.05 Allee-Herndon, Karyn T4.15 Bruckman, Marilyn F11.30.20 Allee-Herndon, Karyn T4.15 Bruckman, Marilyn F11.30.20 Allweiss, Alexandra F10.30.08b Bryant, Michel'le S11.19 Allweiss, Alexandra F10.30.08b Bryant, Michel'le S11.19 Alvarado, Sarah F10.30.18 Buchanan, Rebecca T2.14, T4.15 Alvarado, Sarah F10.30.18 Buchanan, Rebecca T2.14, T4.15 Andrzejewski, Carey S10.13 Budhai, Stephanie F4.05 Andrzejewski, Carey S10.13 Budhai, Stephanie F4.05 Aparicio, Silvia S4.11 Burant, Terry F5.09 Aparicio, Silvia S4.11 Burant, Terry F5.09 Arce-Trigatti, Andrea T2.08, T3.20 Burant, Theresa T4.13R Arce-Trigatti, Andrea T2.08, T3.20 Burant, Theresa T4.13R Archey, Xochitl F5.07 Burns Thomas, Anne S3.07 Archey, Xochitl F5.07 Burns Thomas, Anne S3.07 Arthur, Stephanie T4.10 Burris, Jennifer T5.09, F3.03 Arthur, Stephanie T4.10 Burris, Jennifer T5.09, F3.03 Atkins, Celeste S2.08 Buscho, Edmund F10.30.10, F3.19 Atkins, Celeste S2.08 Buscho, Edmund F10.30.10, F3.19 Axelrod, Daryl F4.13 C Axelrod, Daryl F4.13 C Aydarova, Elena T3.19 Cabrera, Nolan S11.10 Aydarova, Elena T3.19 Cabrera, Nolan S11.10 Aydin, Hasan T5.05 Caires-Hurley, Jaclyn S10.19 Aydin, Hasan T5.05 Caires-Hurley, Jaclyn S10.19 B Caldwell, Karen S10.06 B Caldwell, Karen S10.06 Baca, Evelyn F10.30.18 Callender, Amy S10.14 Baca, Evelyn F10.30.18 Callender, Amy S10.14 Baggett, Hannah S10.13 Calloway, Alexis S2.14 Baggett, Hannah S10.13 Calloway, Alexis S2.14 Baldonado-Ruiz, Monica S3.04 Cameron, Tess F10.30.06 Baldonado-Ruiz, Monica S3.04 Cameron, Tess F10.30.06 Ballin, Amy F10.30.11 Camp, Emilie F3.09, S4.08 Ballin, Amy F10.30.11 Camp, Emilie F3.09, S4.08 Barber-Lester, Kelly F11.30.01 Cannon, Sarah F11.30.23 Barber-Lester, Kelly F11.30.01 Cannon, Sarah F11.30.23 Barnhardt, Carol T11.30.08 Carjuzaa, Jioanna T3.12 Barnhardt, Carol T11.30.08 Carjuzaa, Jioanna T3.12 Barrenechea, Ignacio F3.22 Carlisle, Sara S4.06 Barrenechea, Ignacio F3.22 Carlisle, Sara S4.06 Batchelor, Heather T4.06 Carnesale, Lydia F11.30.11 Batchelor, Heather T4.06 Carnesale, Lydia F11.30.11 Bazemore-Bertrand, Shamaine F10.30.19 Carr, Paul T2.04 Bazemore-Bertrand, Shamaine F10.30.19 Carr, Paul T2.04 Behm Cross, Stephanie S3.13 Carranza, Sarah F3.14 Behm Cross, Stephanie S3.13 Carranza, Sarah F3.14 Benally, Cynthia S2.05 Carrizales, Delia S11.18 Benally, Cynthia S2.05 Carrizales, Delia S11.18 Bennett, Susan T4.15R Carvajal, Marta F3.20 Bennett, Susan T4.15R Carvajal, Marta F3.20 Bergstrom, Amy T11.30.06 Castro, Edgardo T4.08, S2.04 Bergstrom, Amy T11.30.06 Castro, Edgardo T4.08, S2.04 Bernstein, Eric S10.10 Catania, Nicholas F4.16 Bernstein, Eric S10.10 Catania, Nicholas F4.16 Berrien, Jr, Joel T10.30.13 Cavendish, Wendy F3.22 Berrien, Jr, Joel T10.30.13 Cavendish, Wendy F3.22 Berta-Avila, Margarita F4.02 Cervantes-Soon, Claudia T5.07 Berta-Avila, Margarita F4.02 Cervantes-Soon, Claudia T5.07 Bertrand, Melanie F4.08 Chandler, Jennifer F3.14 Bertrand, Melanie F4.08 Chandler, Jennifer F3.14 Bifuh-Ambe, Elizabeth F11.30.16 Chaplin, Mae F11.30.10 Bifuh-Ambe, Elizabeth F11.30.16 Chaplin, Mae F11.30.10 Bintliff, Amy T2.06 Chapman de Sousa, Brook S3.09 Bintliff, Amy T2.06 Chapman de Sousa, Brook S3.09 Blake, Sally S10.07 Chappell Belcher, Deanna S4.03 Blake, Sally S10.07 Chappell Belcher, Deanna S4.03 Bolton, Dawn T10.30.05 Chavez-Thibault, Malissa S4.11 Bolton, Dawn T10.30.05 Chavez-Thibault, Malissa S4.11 Bottomley, Amy F3.09 Chen, Huameng F3.06 Bottomley, Amy F3.09 Chen, Huameng F3.06 Bouley, Theresa T11.30.04, T5.03 Child, Robin T11.30.05, T2.03 Bouley, Theresa T11.30.04, T5.03 Child, Robin T11.30.05, T2.03 Bowen, Cheryl F10.30.09 Choi, Jayoung F11.30.19 Bowen, Cheryl F10.30.09 Choi, Jayoung F11.30.19 Braden, Sarah S2.06, S4.07 Choi, Soobin F4.14 Braden, Sarah S2.06, S4.07 Choi, Soobin F4.14 Brashears, Kathy F11.30.20 Ciampa, Katia T3.01 Brashears, Kathy F11.30.20 Ciampa, Katia T3.01 Brazill, Shihua F11.30.15 Clark, Christine F4.09 Brazill, Shihua F11.30.15 Clark, Christine F4.09

National Association for Multicultural Education • www.NAMEorg.org 2019 NAME Conference • Tucson 153 153 Clausen, Courtney T11.30.02 Esposito, Phyllis F5.16 Clausen, Courtney T11.30.02 Esposito, Phyllis F5.16 Clonan-Roy, Katie T2.02 Evans-Santiago, Bre T11.30.04 Clonan-Roy, Katie T2.02 Evans-Santiago, Bre T11.30.04 Cohen, James F5.08 Ewing Flynn, Jill S10.12 Cohen, James F5.08 Ewing Flynn, Jill S10.12 Coles-Ritchie, Marilee F5.04 Exford, T J F11.30.21 Coles-Ritchie, Marilee F5.04 Exford, T J F11.30.21 Corces-Zimmerman, Chris S11.10 Corces-Zimmerman, Chris S11.10 Covarrubias, Kirsten F3.08 F Covarrubias, Kirsten F3.08 F Coven, Rebecca F4.06 Fairbrother, Anne S10.21 Coven, Rebecca F4.06 Fairbrother, Anne S10.21 Cowdery, Joy T10.30.04 Farnsworth, Megan T4.05, F3.02 Cowdery, Joy T10.30.04 Farnsworth, Megan T4.05, F3.02 Cross, Keith T4.12R Farr, Wendy S4.11 Cross, Keith T4.12R Farr, Wendy S4.11 Crowe, Rebecca T2.13 Farver, Scott F3.21 Crowe, Rebecca T2.13 Farver, Scott F3.21 Curcic, Svjetlana T3.07 Fatani, Shaimaa T2.12 Curcic, Svjetlana T3.07 Fatani, Shaimaa T2.12 Cutler, Kelly F10.30.20 Federico Brummer, Maria T3.17 Cutler, Kelly F10.30.20 Federico Brummer, Maria T3.17 D Fischer, Anne-Claire S4.13 D Fischer, Anne-Claire S4.13 Dade, Karen S3.01 Fitchman Dana, Nancy S10.20 Dade, Karen S3.01 Fitchman Dana, Nancy S10.20 Dana, Nancy S2.03 Flores, Gabriel S10.02 Dana, Nancy S2.03 Flores, Gabriel S10.02 Daoud, Annette F3.05 Foster, Kimberly F3.13 Daoud, Annette F3.05 Foster, Kimberly F3.13 Davis, Camea S3.13 Foster, Marquita F10.30.08 Davis, Camea S3.13 Foster, Marquita F10.30.08 dawayangzong, fnu F3.06 Foster-Mauro, Kiana F4.12 dawayangzong, fnu F3.06 Foster-Mauro, Kiana F4.12 Daye, Abraham T10.30.08 Frazier, Lauren S3.12 Daye, Abraham T10.30.08 Frazier, Lauren S3.12 de Novais, Janine S10.12 Freire, Juan T5.07 de Novais, Janine S10.12 Freire, Juan T5.07 Delavan, M. Garrett F5.07 French, Kristen T5.11 Delavan, M. Garrett F5.07 French, Kristen T5.11 Dell'Angelo, Tabitha T4.10R Fry, Caralyn S10.09 Dell'Angelo, Tabitha T4.10R Fry, Caralyn S10.09 Dembouski, Lisa S10.12 Fuente, Ashley S3.10 Dembouski, Lisa S10.12 Fuente, Ashley S3.10 Demoiny, Sara S10.13 G Demoiny, Sara S10.13 G Dennis, Sarah S10.23 Gabriel, Maria T2.05 Dennis, Sarah S10.23 Gabriel, Maria T2.05 Dewhurst, Marit F5.02 Gadd, Rebecca T4.03, F11.30.13 Dewhurst, Marit F5.02 Gadd, Rebecca T4.03, F11.30.13 Dexter, Taylor S4.07 Gallo, John S11.12 Dexter, Taylor S4.07 Gallo, John S11.12 Diuguid, Lewis S2.02 Gambrell, James T5.07 Diuguid, Lewis S2.02 Gambrell, James T5.07 Dixon-Payne, Deneen F3.16 Garcia, Alexis F5.09 Dixon-Payne, Deneen F3.16 Garcia, Alexis F5.09 Dominguez, Ashley T2.11 Garcia, Juan Pablo S2.09 Dominguez, Ashley T2.11 Garcia, Juan Pablo S2.09 Doran, Meghan F10.30.11 Garza, Sarah T4.11R Doran, Meghan F10.30.11 Garza, Sarah T4.11R Dover, Alison S10.09, S2.09 Ghebreab, Nardos T5.09, F3.03 Dover, Alison S10.09, S2.09 Ghebreab, Nardos T5.09, F3.03 Drake, Cassandra T3.13 Gibson, Melissa F5.09 Drake, Cassandra T3.13 Gibson, Melissa F5.09 Druery, Donna T10.30.13 Gilmore, Catera T2.03 Druery, Donna T10.30.13 Gilmore, Catera T2.03 Duhart, Kimberly F4.12 Glover, Crystal T2.07 Duhart, Kimberly F4.12 Glover, Crystal T2.07 Duhon, Gwendolyn F11.30.21 Goff, Lauren F10.30.22 Duhon, Gwendolyn F11.30.21 Goff, Lauren F10.30.22 Duhon Ross, Alice F11.30.21 Goldin, Simona F11.30.13, F4.10 Duhon Ross, Alice F11.30.21 Goldin, Simona F11.30.13, F4.10 Duncan, Nadine F10.30.21 Gonzales, Carlos S2.04 Duncan, Nadine F10.30.21 Gonzales, Carlos S2.04 E Gonzalez, Norma F10.30.12 E Gonzalez, Norma F10.30.12 Edwards, Hannah F10.30.10, F3.19 González, Rubén F4.02 Edwards, Hannah F10.30.10, F3.19 González, Rubén F4.02 Eke, Maureen S2.13 Good-Perkins, Emily T5.08 Eke, Maureen S2.13 Good-Perkins, Emily T5.08 Elizer, Nécole S11.16 Goodman, Jan F5.11 Elizer, Nécole S11.16 Goodman, Jan F5.11 Ellis, Everton F11.30.18 Gould, Deena T10.30.15 Ellis, Everton F11.30.18 Gould, Deena T10.30.15 Ellis, Shimikqua T10.30.16 Grant, Carl F10.30.08b Ellis, Shimikqua T10.30.16 Grant, Carl F10.30.08b Emerich, Justin F4.19 Grant, Kristine F3.12, F4.05 Emerich, Justin F4.19 Grant, Kristine F3.12, F4.05 Engle, Jennifer S4.06 Green, Karen F10.30.09 Engle, Jennifer S4.06 Green, Karen F10.30.09 Epperson, Laura T5.06 Grice, Salandra T10.30.01 Epperson, Laura T5.06 Grice, Salandra T10.30.01 Esmail, Ashraf F11.30.21 Esmail, Ashraf F11.30.21

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H K H K Halpern, Clarisse T5.05 Kaczmarczyk, Annemarie T4.15 Halpern, Clarisse T5.05 Kaczmarczyk, Annemarie T4.15 Hambacher, Elyse T4.13 Kagan, Jennifer S10.05 Hambacher, Elyse T4.13 Kagan, Jennifer S10.05 Hamel, Erin T2.07 Kahn, Jennifer F4.13 Hamel, Erin T2.07 Kahn, Jennifer F4.13 Harges, Alina F4.11 Kalel, Christina S2.08 Harges, Alina F4.11 Kalel, Christina S2.08 Haslauer, Edina T11.30.13 Kaler-Jones, Cierra T5.09, S3.11 Haslauer, Edina T11.30.13 Kaler-Jones, Cierra T5.09, S3.11 Hauth, Clara F11.30.12 Kassab Jabiro, Crystal S11.07 Hauth, Clara F11.30.12 Kassab Jabiro, Crystal S11.07 Hawkman, Andrea S2.06 Kasun, Sue T5.07, S2.11 Hawkman, Andrea S2.06 Kasun, Sue T5.07, S2.11 Haynes Writer, Jeanette T5.11 Kaufman, Douglas T3.22 Haynes Writer, Jeanette T5.11 Kaufman, Douglas T3.22 Heinlein, Suzanne F5.08 Kelley, Jacob T2.08, S4.02 Heinlein, Suzanne F5.08 Kelley, Jacob T2.08, S4.02 Hernandez, Ana F3.05 Kennedy Marx, Susan T3.04 Hernandez, Ana F3.05 Kennedy Marx, Susan T3.04 Hernandez, Jennifer F5.14, S11.22 Keyl, Shireen T11.30.09 Hernandez, Jennifer F5.14, S11.22 Keyl, Shireen T11.30.09 Hick, Sarah S10.12 Khasnabis, Debi F4.10 Hick, Sarah S10.12 Khasnabis, Debi F4.10 Higgins, Jenee' T4.08, S11.15 Kibler, Kristin F11.30.05 Higgins, Jenee' T4.08, S11.15 Kibler, Kristin F11.30.05 Hightower, Jessica T2.10 Killingsworth Roberts, Sherron T4.15 Hightower, Jessica T2.10 Killingsworth Roberts, Sherron T4.15 Hillis, Faith T5.06 Kim, Hyesun S10.16 Hillis, Faith T5.06 Kim, Hyesun S10.16 Hines, Dorothy S2.10 Kim, Hyun Uk S11.05 Hines, Dorothy S2.10 Kim, Hyun Uk S11.05 Hines, Emily F5.06 Kim, Jimin S10.03 Hines, Emily F5.06 Kim, Jimin S10.03 Hirshorn, Jessica F3.14 Kim, Phyllis S10.03 Hirshorn, Jessica F3.14 Kim, Phyllis S10.03 Hodges, Chrytal F4.11 Kim, Won Gyoung T5.01 Hodges, Chrytal F4.11 Kim, Won Gyoung T5.01 Hollar, Jim F5.16 King, Natalie S3.12 Hollar, Jim F5.16 King, Natalie S3.12 Hornig, Joan T11.30.05 Kiser-Chuc, Kevan F11.30.09 Hornig, Joan T11.30.05 Kiser-Chuc, Kevan F11.30.09 Howell, Diamond F10.30.08b Kluttz-Drye, Benita T10.30.13 Howell, Diamond F10.30.08b Kluttz-Drye, Benita T10.30.13 Hunscher-Young, Joslyn F3.10, F4.03 Kluttz-Leach, Camille T10.30.13 Hunscher-Young, Joslyn F3.10, F4.03 Kluttz-Leach, Camille T10.30.13 Huntington, Mary T11.30.08 Kramer, Brianne T10.30.08 Huntington, Mary T11.30.08 Kramer, Brianne T10.30.08 Hutchings, Rosario F10.30.12 Kressler, Benikia F11.30.17 Hutchings, Rosario F10.30.12 Kressler, Benikia F11.30.17 Hutchinson, Amy T3.06 Krishnamurthy, Sharada S2.07 Hutchinson, Amy T3.06 Krishnamurthy, Sharada S2.07 I Kroeger, Steve S4.08 I Kroeger, Steve S4.08 Ingle, Jeanne S10.08 L Ingle, Jeanne S10.08 L Isbell, Janet F3.01 Lacet, Castagna S3.03 Isbell, Janet F3.01 Lacet, Castagna S3.03 Iseminger, Shalyse F4.15 LaDuke, Aja T4.11R Iseminger, Shalyse F4.15 LaDuke, Aja T4.11R Ivey, Allison S4.03 Lafayette, Silvy F4.04 Ivey, Allison S4.03 Lafayette, Silvy F4.04 J LaGarry, Alison S4.01 J LaGarry, Alison S4.01 Jackson, Maeve T4.13R Lara, Denise S11.18 Jackson, Maeve T4.13R Lara, Denise S11.18 Jacobs, Charlotte T2.02, T4.09 Larson, Carrie F10.30.20 Jacobs, Charlotte T2.02, T4.09 Larson, Carrie F10.30.20 Jacobs, Jennifer T4.10, F5.13 Latzke, Randi T4.10, F5.13 Jacobs, Jennifer T4.10, F5.13 Latzke, Randi T4.10, F5.13 Jessup, Naomi F11.30.13 Lavigne, Alyson S10.11, S2.06 Jessup, Naomi F11.30.13 Lavigne, Alyson S10.11, S2.06 Jeter, Gage F5.03 Lea, Virginia T2.04, F5.06 Jeter, Gage F5.03 Lea, Virginia T2.04, F5.06 Jez, Rebekka T11.30.03, F11.30.12 Leal, Priscila S3.09 Jez, Rebekka T11.30.03, F11.30.12 Leal, Priscila S3.09 Jimenez-Silva, Margarita T4.04, S10.19 Lee, Shanique F11.30.22 Jimenez-Silva, Margarita T4.04, S10.19 Lee, Shanique F11.30.22 Joanou, Jamie F5.04 Lee, Vera F3.12 Joanou, Jamie F5.04 Lee, Vera F3.12 Johnson, Catherine F3.18 Lemley, Christine S10.22 Johnson, Catherine F3.18 Lemley, Christine S10.22 Johnson, Clint T3.05 Lenderman, Kristian S11.21, S4.05 Johnson, Clint T3.05 Lenderman, Kristian S11.21, S4.05 Johnson, Danielle T3.14, T5.13 Lesser, Mishy F10.30.03 Johnson, Danielle T3.14, T5.13 Lesser, Mishy F10.30.03 Johnson-Whitt, Eugenia T3.14 Lew, Shim F11.30.19 Johnson-Whitt, Eugenia T3.14 Lew, Shim F11.30.19 Jones, Laura T4.03 Lightfoot, Estilla F11.30.05 Jones, Laura T4.03 Lightfoot, Estilla F11.30.05 Jover, Silvina S11.03 Lin, Hsiao-Ching Kirsten T11.30.07 Jover, Silvina S11.03 Lin, Hsiao-Ching Kirsten T11.30.07 Little, C. Emmanuel T10.30.09 Little, C. Emmanuel T10.30.09

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Littrell, Michael T2.15 N Littrell, Michael T2.15 N Livengood, Kimberly S4.06 Nam, Kihyun T5.10 Livengood, Kimberly S4.06 Nam, Kihyun T5.10 Loeza, Porfirio F3.08 Nam, Rosa S11.21, S4.05 Loeza, Porfirio F3.08 Nam, Rosa S11.21, S4.05 Logan, Stephanie T4.01 Namatovu, Winnifred T3.14 Logan, Stephanie T4.01 Namatovu, Winnifred T3.14 Lopez, Lorenzo F10.30.12 Nelson, Anna S2.04 Lopez, Lorenzo F10.30.12 Nelson, Anna S2.04 Lund, Darren T2.04 Newell, Chris T3.22 Lund, Darren T2.04 Newell, Chris T3.22 Luong, Nhung T3.08 Nickolson, Claudia T4.14R Luong, Nhung T3.08 Nickolson, Claudia T4.14R M Norman, Susan T4.02 M Norman, Susan T4.02 MacDonald, Amber T4.10, F5.13 O MacDonald, Amber T4.10, F5.13 O Maddaus, John T2.14, S4.12 O'Donnell, Jennifer Lee F4.01 Maddaus, John T2.14, S4.12 O'Donnell, Jennifer Lee F4.01 Marciniec, Peggy T11.30.13 Oberg De La Garza, Tammy S10.11 Marciniec, Peggy T11.30.13 Oberg De La Garza, Tammy S10.11 Marquardt, Sheila F10.30.10, F3.19 Obiwo, Sarah S4.14 Marquardt, Sheila F10.30.10, F3.19 Obiwo, Sarah S4.14 Marrun, Norma F4.09 Oemig, Paulo T11.30.14 Marrun, Norma F4.09 Oemig, Paulo T11.30.14 Marshall, Patricia L. F5.15 Ogbomo, Queen F11.30.20 Marshall, Patricia L. F5.15 Ogbomo, Queen F11.30.20 Martin, Jenna C. S11.01 Okun, Matthew S11.09 Martin, Jenna C. S11.01 Okun, Matthew S11.09 Martinelli, Ann T2.01 Oldroy, Tess T10.30.08 Martinelli, Ann T2.01 Oldroy, Tess T10.30.08 Martinez, Lita F5.11 Oommen, T. Anil F10.30.02 Martinez, Lita F5.11 Oommen, T. Anil F10.30.02 Marx, Sherry S2.06 Orr, Harrison S11.08 Marx, Sherry S2.06 Orr, Harrison S11.08 Matias, Cheryl S10.13 Osorio, Sandra L T4.07 Matias, Cheryl S10.13 Osorio, Sandra L T4.07 Matschiner, Andrew T2.09 Oto, Ryan F4.04 Matschiner, Andrew T2.09 Oto, Ryan F4.04 Mawhinney, Lynnette T4.10R P Mawhinney, Lynnette T4.10R P McAllister, Gretchen F3.17 Pacheco, Romina T3.21 McAllister, Gretchen F3.17 Pacheco, Romina T3.21 McAtee, Krista T3.02 Paniptchuk, Stacey T11.30.05 McAtee, Krista T3.02 Paniptchuk, Stacey T11.30.05 McBroom, Kyre F4.12 Park, Koeun S10.16 McBroom, Kyre F4.12 Park, Koeun S10.16 McClelland, Susan F3.11 Parker, Wilbur S10.10 McClelland, Susan F3.11 Parker, Wilbur S10.10 McCollum, Meri Linn T10.30.04 Parker Moore, Dani S4.01 McCollum, Meri Linn T10.30.04 Parker Moore, Dani S4.01 McCorvey, Jennifer F5.13 Patterson, Ashley F4.17 McCorvey, Jennifer F5.13 Patterson, Ashley F4.17 McGinty, John D F3.07 Pennycuff Trent, Kristen F11.30.20 McGinty, John D F3.07 Pennycuff Trent, Kristen F11.30.20 McMakin, Deborah F10.30.14 Perez, Jennifer F5.13 McMakin, Deborah F10.30.14 Perez, Jennifer F5.13 Mendoza, Bill T3.12 Perouse-Harvey, Ebony T5.02, F11.30.13 Mendoza, Bill T3.12 Perouse-Harvey, Ebony T5.02, F11.30.13 Mercado, Melissa T4.14 Persells, Kyrsten F3.10, F4.03 Mercado, Melissa T4.14 Persells, Kyrsten F3.10, F4.03 Merkle, Jacqueline F4.19 Pesek, Jessamay F10.30.15 Merkle, Jacqueline F4.19 Pesek, Jessamay F10.30.15 Mesa, Juan T2.13 Peterson, Becky F5.16 Mesa, Juan T2.13 Peterson, Becky F5.16 Milani, Marta S10.18 Phillips, Hoyt S2.15 Milani, Marta S10.18 Phillips, Hoyt S2.15 Miles, Dalton S11.14 Piekarski, Kaitlyn T11.30.05 Miles, Dalton S11.14 Piekarski, Kaitlyn T11.30.05 Minor, Iris F3.13 Pitts, Brianne F11.30.02 Minor, Iris F3.13 Pitts, Brianne F11.30.02 Mitchell, Kimani S11.21 Plachowski, Tara F4.09 Mitchell, Kimani S11.21 Plachowski, Tara F4.09 Mitchell Patterson, Tiffany F10.30.19 Platt, Sara T3.07 Mitchell Patterson, Tiffany F10.30.19 Platt, Sara T3.07 Mora, Irasema S2.11 Poos, Bradley T5.12 Mora, Irasema S2.11 Poos, Bradley T5.12 Morales, Amanda S4.09 Popielarz, Kaitlin T3.10 Morales, Amanda S4.09 Popielarz, Kaitlin T3.10 Morelli, Grace T4.13 Porcher, Kisha F10.30.19 Morelli, Grace T4.13 Porcher, Kisha F10.30.19 Morris, LaDonna F11.30.07 Portera, Agostino S11.17 Morris, LaDonna F11.30.07 Portera, Agostino S11.17 Morris, Pamala F4.15 Powell, Tenisha T2.07 Morris, Pamala F4.15 Powell, Tenisha T2.07 Mortenson, Leah F3.20 Privott, Daryl T10.30.03 Mortenson, Leah F3.20 Privott, Daryl T10.30.03 Murdock, Diana T2.07 R Murdock, Diana T2.07 R Murphy, Jennifer S10.09 Raible, John S4.09 Murphy, Jennifer S10.09 Raible, John S4.09 Murphy, Olivia F3.03 Rakha, Shameem S11.11 Murphy, Olivia F3.03 Rakha, Shameem S11.11 Naegele, Zulema T4.11 Ramers, Lauren F11.30.12 Naegele, Zulema T4.11 Ramers, Lauren F11.30.12

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Ramirez, Andres F4.18 Smotherson, Brittany F10.30.01 Ramirez, Andres F4.18 Smotherson, Brittany F10.30.01 Ramirez, Benjamin S11.12 Sohn, Jay F3.13 Ramirez, Benjamin S11.12 Sohn, Jay F3.13 Ramirez, Pablo F10.30.05 Soslau, Elizabeth F3.15 Ramirez, Pablo F10.30.05 Soslau, Elizabeth F3.15 Rao, Xiaofei T2.16, T4.12 Spears, Amber F3.01 Rao, Xiaofei T2.16, T4.12 Spears, Amber F3.01 Reardon, Zachary S2.09 Spears, Endawnis T3.22 Reardon, Zachary S2.09 Spears, Endawnis T3.22 Rector, Tracy F10.30.03 Stark, Geneva F5.05 Rector, Tracy F10.30.03 Stark, Geneva F5.05 Redmond, Pamela T11.30.03 Strid, John Evar F5.08 Redmond, Pamela T11.30.03 Strid, John Evar F5.08 Reed, Wayne T3.09 Stubbs, Sunny T2.10 Reed, Wayne T3.09 Stubbs, Sunny T2.10 Reed Marshall, Tanji T5.04 Sulzer, Mark S4.08 Reed Marshall, Tanji T5.04 Sulzer, Mark S4.08 Reinking, Anni T11.30.04, S11.22 T Reinking, Anni T11.30.04, S11.22 T Reisboard, Dana T3.01 Takami, Susan S10.15 Reisboard, Dana T3.01 Takami, Susan S10.15 Riley, Linda F4.07, S4.04 Talebreza-May, Jon F10.30.02 Riley, Linda F4.07, S4.04 Talebreza-May, Jon F10.30.02 Roberts, Charlotte F11.30.23 Tapia Beltran, Grace S10.04 Roberts, Charlotte F11.30.23 Tapia Beltran, Grace S10.04 Robertson, Taryn F11.30.06 Teasdell, Annette S2.14 Robertson, Taryn F11.30.06 Teasdell, Annette S2.14 Robinson, Nichelle F3.11 Thapa, Sapna F5.06 Robinson, Nichelle F3.11 Thapa, Sapna F5.06 Robinson, Raven T4.10 Theado, Connie S4.08 Robinson, Raven T4.10 Theado, Connie S4.08 Rood, Carrie S3.07 Thomas, Devon S11.10 Rood, Carrie S3.07 Thomas, Devon S11.10 Ross, Michael F11.30.21 Thomas, Sarah S11.02 Ross, Michael F11.30.21 Thomas, Sarah S11.02 Rotich, Willy S4.13 Thomas-Brown, Karen S3.06 Rotich, Willy S4.13 Thomas-Brown, Karen S3.06 Roue, Bevin T3.19 Thorne, Daryl T10.30.06 Roue, Bevin T3.19 Thorne, Daryl T10.30.06 Roxas, Kevin T2.05 Toebosch, Annemarie F10.30.17 Roxas, Kevin T2.05 Toebosch, Annemarie F10.30.17 Ruedenauer-Plummer, Heike S2.12 Tolbert, Joshua F5.01 Ruedenauer-Plummer, Heike S2.12 Tolbert, Joshua F5.01 Ruff, Bill T3.12 Tripp, Dallin T10.30.08 Ruff, Bill T3.12 Tripp, Dallin T10.30.08 S Truscott, Diane T3.16 S Truscott, Diane T3.16 Saathoff, Stacy T3.18 U Saathoff, Stacy T3.18 U Sampson, Darlene S3.02 Ukpokodu, Omiunota T10.30.17 Sampson, Darlene S3.02 Ukpokodu, Omiunota T10.30.17 Samuels, Amy T10.30.07, T11.30.01 Uy, Phitsamay S. S4.04 Samuels, Amy T10.30.07, T11.30.01 Uy, Phitsamay S. S4.04 Samuels, Gregory T10.30.07, T11.30.01 V Samuels, Gregory T10.30.07, T11.30.01 V Sapon-Shevin, Mara F10.30.04 Valdez, Verónica F10.30.05 Sapon-Shevin, Mara F10.30.04 Valdez, Verónica F10.30.05 Schauer, Margaret S10.01 van den Kieboom, Leigh F5.09 Schauer, Margaret S10.01 van den Kieboom, Leigh F5.09 Schellenberg, Melissa T3.03 Van Steenbergen, Suzanne F5.07 Schellenberg, Melissa T3.03 Van Steenbergen, Suzanne F5.07 Schoorman, Dilys F3.13, F4.18 Varley Gutierrez, Maura S10.04 Schoorman, Dilys F3.13, F4.18 Varley Gutierrez, Maura S10.04 Schram, Jacqueline F5.09 Vega, Vanessa F11.30b Schram, Jacqueline F5.09 Vega, Vanessa F11.30b Schroeder-Arce, Roxanne F11.30.03 Venema, Isel S11.03 Schroeder-Arce, Roxanne F11.30.03 Venema, Isel S11.03 Sears, Karen S11.06 Vescio, Vicki F5.03, S10.20 Sears, Karen S11.06 Vescio, Vicki F5.03, S10.20 Shannon-Baker, Peggy T3.05 Vetere, Timothy F5.03 Shannon-Baker, Peggy T3.05 Vetere, Timothy F5.03 Sharma, Manu F5.10 Victoria, Marissa F5.08 Sharma, Manu F5.10 Victoria, Marissa F5.08 Shemer, Noga F3.04, T3.22 Vinlove, Amy T11.30.08, T2.03 Shemer, Noga F3.04, T3.22 Vinlove, Amy T11.30.08, T2.03 Shin, Grace S2.09 W Shin, Grace S2.09 W Sibanda, Lovemore F10.30.16 Waddell, Jennifer T5.12 Sibanda, Lovemore F10.30.16 Waddell, Jennifer T5.12 Silber-Furman, Dorota T10.30.02, T2.08 Wagner-Romero, Jancarlos (J.C.)S2.01 Silber-Furman, Dorota T10.30.02, T2.08 Wagner-Romero, Jancarlos (J.C.)S2.01 Silva, Alex T4.14, F11.30.14 Walker, Christal T3.16 Silva, Alex T4.14, F11.30.14 Walker, Christal T3.16 Silva, Bethany T4.13 Wandix-White, Diana F11.30.08 Silva, Bethany T4.13 Wandix-White, Diana F11.30.08 Silvis, Ron S11.19 Wane, Njoki S4.10 Silvis, Ron S11.19 Wane, Njoki S4.10 Simmons, Crystal T4.02 Wang, Amber F10.30.07 Simmons, Crystal T4.02 Wang, Amber F10.30.07 Simons, Sara F11.30.03 Wang, Wenjie T2.16, T4.12 Simons, Sara F11.30.03 Wang, Wenjie T2.16, T4.12 Skinner, Olga T11.30.08 Washburn, Karen S2.06 Skinner, Olga T11.30.08 Washburn, Karen S2.06 Smith, Rebecca T5.15 Watnick, Beryl T10.30.05 Smith, Rebecca T5.15 Watnick, Beryl T10.30.05

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Watters, Amy T11.30.06 Watters, Amy T11.30.06 Wei Ma, Vera S10.20 Wei Ma, Vera S10.20 Wilder, Erin F3.02 Wilder, Erin F3.02 Williams, Wendy S3.03 Williams, Wendy S3.03 Williams-Black, Thea F4.11 Williams-Black, Thea F4.11 Willis, Amber F11.30.13 Willis, Amber F11.30.13 Willis, Evan T5.14 Willis, Evan T5.14 Willison, Judith S3.03 Willison, Judith S3.03 Wilson, Chanelle F3.15 Wilson, Chanelle F3.15 Wilson, Nicholas S11.12 Wilson, Nicholas S11.12 Wilson, Priscilla F3.23 Wilson, Priscilla F3.23 Wilson-Poe, Chanelle F11.30.01 Wilson-Poe, Chanelle F11.30.01 Winchell, Melissa F10.30.14, S11.02 Winchell, Melissa F10.30.14, S11.02 Wise, Cynthia T4.08, S2.04 Wise, Cynthia T4.08, S2.04 Wong, Jia-Hui Stefanie F.10.30.08b Wong, Jia-Hui Stefanie F.10.30.08b Wood, Gerald S10.22 Wood, Gerald S10.22 Wood, Raquel T3.11 Wood, Raquel T3.11 Woodrow, Kelli S11.20 Woodrow, Kelli S11.20 Woods, C Sheldon S10.07 Woods, C Sheldon S10.07 Wu, Lin T10.30.14 Wu, Lin T10.30.14 X X Xu, Nuo F10.30.05 Xu, Nuo F10.30.05 Y Y Yoon, Injeong F5.12 Yoon, Injeong F5.12 Young, Ayanna F3.22 Young, Ayanna F3.22 Young, Jemimah S2.10 Young, Jemimah S2.10 Young, Natalie F3.24 Young, Natalie F3.24 Yu, Yong F10.30.13 Yu, Yong F10.30.13 Z Z Zbacnik, Amanda F5.10 Zbacnik, Amanda F5.10 Zhang, Shuting T11.30.07 Zhang, Shuting T11.30.07 Zhang, Xin S2.12 Zhang, Xin S2.12 Zuckerman, Kelly S10.17 Zuckerman, Kelly S10.17 Zuercher, Deborah K S11.04 Zuercher, Deborah K S11.04

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Tucson Mural Project, Sahuarita Primary School Tucson Mural Project, Sahuarita Primary School

A Word on Illustrations A Word on Illustrations In addition to some of the Tucson murals, illustrations in In addition to some of the Tucson murals, illustrations in this program are from Appleton’s American Indian Designs. this program are from Appleton’s American Indian Designs. p. 42 Hopi wedding shawl p. 42 Hopi wedding shawl p. 43 Ojibwe beadwork p. 43 Ojibwe beadwork p. 62 Penobscot p. 62 Penobscot p. 79 Acoma woman’s dress p. 79 Acoma woman’s dress p. 114 Maya drum p. 114 Maya drum p. 119 Blackfoot beadwork p. 119 Blackfoot beadwork p. 135 Mississippian pottery p. 135 Mississippian pottery p. 144 Creek embroidery. beadwork p. 144 Creek embroidery. beadwork p. 149 Mimbres, Pueblo, Ute, Zuni pottery p. 149 Mimbres, Pueblo, Ute, Zuni pottery

National Association for Multicultural Education • www.NAMEorg.org National Association for Multicultural Education • www.NAMEorg.org NAME CONFERENCE at a GLANCE (CAAG)

Wed., Nov. 6 Thur., Nov. 7 Fri., Nov. 8 Sat. , Nov. 9 Sun., Nov. 10

7am-6pm 7:30am-6:30pm 7:30am-5pm 7:30am-12noon 9am-11am Registration Registration Registration Registration Sankofa Sunday

5pm 7-8:30pm 7pm 6-6:50pm Marketplace opens Evening Welcome & Local Arts Event President’s General Session — Reception w/ 7pm The Banks Special Panel MC Special Special Book Facilitator-James Banks, Signing & Film & Keynote Discussant-Geneva Gay NAME-Connect Special Event- 8:30 - 9:30pm Introduction - Welcome Reception drawing Cherry Banks all Marketplace exhibits open Film - America, I Too 7pm Keynote - Awards ANGELA BANKS Banquet *schedule subject to change 30th Annual NAME Conference • 7-11 October 2020 2020 Decolonizing Minds: Forging a New Future through Conference Co-Sponsors Multicultural Education Join us for the 30th NAME conference in this dynamic city with a bold vision of the future. Conference Co-Sponsors: Home to the Southern Poverty Law Center, the Teaching Tolerance • Tennessee Tech • Tucson Unified School District Rosa Parks Museum and the Equal Justice Teachers College Press • Taylor & Francis • Western Ed Equity Assistance Center Initiative's National Memorial for Peace and Justice.