Education for Excellence, Diversity, and Respect:

Transformative 21st Century Innovations Education for Excellence, Diversity, and Respect:

Transformative 21st Century Innovations

International 2018 Conference is hosted and made possible by Seattle Pacific University, Janusz Korczak Association of the USA, and due to support of the Honorary Consul of Poland in Seattle, Global Education Outreach Program, POLIN Museum of the History of Polish Jews, larger Polish community, and private donations. This program is created by the Conference Leaders Organizing Committee. For any questions, please contact us via & [email protected] or [email protected] For any on-campus emergencies, please call Organizers Safety and Security: 206-281-2922

ORGANIZING COMMITTEE

Tatyana Tsyrlina-Spady Seattle Pacific University & JKAUS Rick Eigenbrood Seattle Pacific University Nyaradzo Mvududu Seattle Pacific University Mariola Strahlberg Shining Mountain Center for Peaceful Childhood, Inc. & JKAUS Stephanie Tichelaar Seattle Pacific University & JKAUS Susan Siverson Seattle Pacific University Laurie Fryett Seattle Pacific University David Woodward David Woodward and Associates LLC & JKAUS Joyce Reilly JKAUS Anna Kozlenko Microsoft & JKAUS Jill Heiney-Smith Seattle Pacific University Marie-Ann Harkness JKAUS & Holocaust Center for Humanity

ACADEMIC COMMITTEE

Arthur Ellis Seattle Pacific University Sara Efrat Efron National Louis University & JKAUS Tatyana Tsyrlina-Spady Seattle Pacific University & JKAUS Cher N. Edwards Seattle Pacific University

HONORARY COMMITTEE

Dr. Daniel J. Martin President, Seattle Pacific University Teresa Indelak-Davis Honorary Consul of the Republic of Poland in Seattle Kristiina Hiukka Honorary Vice Consul of Finland in WA Carrie Basas Director of the Office of Education Ombuds, WA Alexandra Manuel Executive Director, Professional Educator Standards Board, WA 3 Welcome from the Conference organizers

Dear friend,

If you are reading these lines, you have chosen to be part of this international, multicultural, and diverse gathering of 130 educators, academics, practitioners, and advocates for children from 22 countries across the globe.

You could be an established researcher or a doctoral student, an experienced school teacher/counselor/administrator or a college graduate, a knowledgeable Korczakian or a recent fan of Korczak’s ideas, or just a curious person who is always interested in something new. Or you could be someone else…

Regardless, we are happy to welcome you to the first International North American Korczak conference, and although the working conference language remains English, we would like to greet you in your own language as well:

!Shalom)! Hola! Bonjour! Olà) שלום !Dzíeń dobry Здравствуйте! Hallo! नमते (Namaste)! Salaam! Merhaba! Alsalam) اﻟﺴﻼم ﻋﻠﻴﻜﻢ !(Добрий день! 你好(Ni Hau ealaykum)! Guten Tag!

4 Conference Goals

To share innovative ideas and projects originated in the United States and abroad that allow advocating students’ emotional and social development, and academic success in diverse communities.

To introduce Janusz Korczak’s legacy to the broader educational community and to inspire all the participants with his groundbreaking humanistic ideas.

To stimulate a creative atmosphere of trust and respect for learning and to brainstorm different innovative ideas, strategies, and interventions.

To present research-based, practice- and service-oriented projects from different countries and to exchange ideas on their possible implementation in the United States.

5 Program Navigation

This symbol indicates that the session or a presentation is research-oriented and/or research-based

This one shows that the session or a presentation will be especially interesting for practitioners

This symbol demonstrates that the session is more about innovative education projects not necessarily related to Korczak

This Korczak icon shows that the session or a presentation is directly connected to Korczak’s ideas and/or pedagogy

This symbol indicates that the session is related to the book/s written about Korczak or about his close friends/colleagues

This is a poster session indication

This symbol demonstrates that the session involves attendees in some sort of creative activities

6 Conference Inspiration

Janusz Korczak (Henryk Goldszmit, 1878-1942) was a pediatrician, educator, and writer who dedicated his life to orphaned children in Poland. An assimilated Polish Jew, he practiced universal humanism. Dr. Korczak is credited in Europe with the introduction of progressive orphanages designed as democratic republics; he founded the first national children’s newspaper, trained teachers in what we now call moral education, and worked in juvenile courts defending children’s rights. He was a strong advocate of the need for a Declaration of Children’s Rights long before such documents were drawn up by the Geneva Convention (1924), the United Nations General Assembly (1959), and the Convention of the Rights of the Child (1989). His books, "How to Love a Child" and "The Child’s Right for Respect" gave parents and teachers new insights into child psychology. His classics, "King Matt the First" and "King Matt on the Deserted Island", enchanted children around the world.

Janusz Korczak stepped into legend when he refused offers to save his life. Together with 198 Jewish orphans under his care, Stephania Wilczynska, his assistant of 30 years, and 9 staff, they entered cattle cars in the Warsaw Ghetto on August 5th, 1942 and left for the Treblinka death camp never to be heard from again. The Israelis revere Janusz Korczak as one of the Thirty-six Just Men whose pure souls, according to the ancient Jewish tradition, make possible the world’s salvation, and UNESCO declared 1978-79 the Year of Korczak to coincide with the Year of the Child and the centenary of his birth.

Adapted from "The King of Children" by Betty Jean Lifton (1988, New York, NY: Schocken Books) 7 Questions & Answers

Question 1: I have never heard about Korczak, what sessions would you recommend?

Answer: Opening Ceremonies, Session 1; Plenary Session 2; Session 18; Poster session in Emerson Hall lobby; Plenary Session 3, Literary Salons, and of course, all sessions with Korczak’s symbol.

Question 2: I am a teacher and I have been practicing Korczak’s ideas with my school students. Is there anything new I might learn?

Answer: There is plenty to learn, consider Sessions 9; 11; 13; 14; 24; 25; 26; 27; 32.

Question 3: I am in early childhood education, what will be most interesting for me?

Answer: Check out Plenary Session 1; Sessions 6; 8; 26; 30; 31; 32; Puppet show.

Question 4: I am working with teenagers, is there anything useful for me?

Answer: Consider Plenary Session 2; Sessions 3; 9; 11; 13; 14; 15; 20; 22; 24; 25; 27; Puppet show; Candlelight evening activities.

Question 5: I am in special education, what would you recommend?

Answer: Sessions 16; 25; 25; 26.

Question 6: I am in art education, what might be most interesting for me?

Answer: Try to attend the Puppet show; Sessions 10; 26; 30; 32.

Question 7: I am in teacher education, is there anything that I could learn at this conference?

Answer: Sure, there is plenty for you as well: Plenary Session 2; Sessions 5; 7; 13; 18; 19; 22; Puppet show.

8 Questions & Answers Continued

Question 8: I am an advocate of children’s rights. What would be most important for me?

Answer: Keynote Panel 1; Plenary Sessions 1; 2; Sessions 1; 3; 5: 6; 8; 9; 13.

Question 9: I am a true believer in Korczak’s principles and pedagogy, and I consider it my mission to bring his ideas to a larger educational community. What should be my priority at this conference?

Answer: Plenary Session 2; 11; 28; and all other sessions with Korczak’s symbol.

Question 10: It is not so much Korczak but the concept of innovations in educational research and practice that brought me here. What would you recommend?

Answer: Try to attend Plenary Sessions 1; 3; and then look for all sessions that have a symbol for innovations, they are 4; 7; 16; 17; 23.

Each person carries an entire world within himself, and everything exists twice: once the way it is, the other the way he perceives it with his own eyes and feelings.

- Janusz Korczak

9 Program Overview

WEDNESDAY, AUGUST 22

10:30am - 1:00pm 2:15 - 4:15pm Preconference activities Keynote Panel 1

4:15 - 5:30pm 12:00 - 1:00pm Keynote Panel 2 Lunch 5:30 - 5:55pm 1:00 - 2:15pm Keynote Presentation Opening ceremonies 6:30 - 9:30pm Reception

DARE TO DREAM, SOMETHING WILL ALWAYS COME OF IT - Janusz Korczak 10 Program Overview

THURSDAY, AUGUST 23

7:30 - 8:20am 11:30 - 12:30pm Breakfast Concurrent Paper Sessions, Session 7 8:30 - 10:10am 11:30 - 12:30pm Plenary Session 1 Concurrent Paper Sessions, 10:15 - 11:15am Session 8 - Workshop

Concurrent Paper Sessions, 12:30 - 1:30pm Session 1 Lunch

10:15 - 11:15am 1:30 - 2:30pm Concurrent Paper Sessions, Plenary Session 2 Session 2

2:30 - 3:20pm 10:15 - 11:15am Concurrent Paper Sessions, Concurrent Paper Sessions, Session 9 Session 3 2:30 - 3:20pm 10:15 - 11:15am Concurrent Paper Sessions, Concurrent Paper Sessions, Session 10 Session 4 2:30 - 3:20pm 11:15 - 11:30am Concurrent Paper Sessions, Coffee break Session 11 - Workshop

11:30 - 12:30pm 2:30 - 3:20pm Concurrent Paper Sessions, Concurrent Paper Sessions, Session 5 Session 12

11:30 - 12:30pm 3:20 - 4:20pm Concurrent Paper Sessions, Concurrent Paper Sessions, Session 6 Session 13 - Workshop 11 Program Overview

THURSDAY, AUGUST 23 CONTINUED

3:20 - 4:20pm 4:35 - 5:45pm Concurrent Paper Sessions, Concurrent Literary Salons: Session 14 - Workshop Books about Korczak - Session 20 3:20 - 4:20pm 5:45 - 6:15pm Concurrent Paper Sessions, Session 15 - Workshop Poster Session

3:20 - 4:20pm 6:15 - 7:00pm Concurrent Paper Sessions, Dinner Session 16 7:00 - 8:00pm 3:20 - 4:20pm Evening activities: Concurrent Paper Sessions, Puppet Show for Adults and Session 17 - Workshop Children

4:20 - 4:35pm 8:00 - 9:30pm Coffee break Creative activities for all: Candlelight 4:35 - 5:45pm Concurrent Literary Salons: Books about Korczak - Session 18

4:35 - 5:45pm Concurrent Literary Salons: Books about Korczak - Session 19

12 Program Overview

FRIDAY, AUGUST 24

7:30 - 8:20am 1:30 - 3:30pm Breakfast Concurrent Workshops: Session 24 8:30 - 10:10am 1:30 - 3:30pm Plenary Session 3 Concurrent Workshops: 10:10 - 10:25am Session 25 Coffee break 1:30 - 3:30pm 10:25 - 12:30am Concurrent Workshops: Concurrent Paper Sessions - Session 26 Session 21 1:30 - 3:30pm

10:25 - 12:30am Concurrent Workshops: Session 27 Concurrent Paper Sessions - Session 22 3:30 - 4:30pm

10:25 - 12:30am Concurrent Workshops: Session 28 Concurrent Paper Sessions - Session 23 3:30 - 4:30pm

12:30 - 1:30pm Concurrent Paper Sessions - Session 29 Lunch 3:30 - 4:30pm Concurrent Paper Sessions - Session 30

"Take a look at the world and laugh" - Janusz Korczak

13 Program Overview

FRIDAY, AUGUST 24 CONTINUED

4:30 - 5:20pm 5:30 - 6:50pm Concurrent Workshops: Plenary 4 Session 31 7:00 - 10:00pm

4:30 - 5:20pm Evening activities: Dinner, getting together, Concurrent Workshops: creative projects, music. Session 32 Awards and concluding remarks.

14 Program Overview

SATURDAY, AUGUST 25

7:30 - 8:20am 12:30 - 1:30pm Breakfast Lunch

8:45 - 12:00pm 1:55 - 6:00pm Tiffany Loop: Bus tour for Sightseeing around the international and out-of-state Greater Seattle Area participants (Surcharge)

15 How to Find Your Way Around

Information Resources In this program, you will find details of all scheduled events and how to find your way around the Conference, as well as an index of all participants and information about transportation and dining. Please wear your name badge at all times! The section Navigating the Campus provides various maps of Seattle Pacific University's campus and other details about Conference buildings and locations. Furthermore, it explains how to get there as well as accessibility. There is an Information and Registration Desk in Emerson Hall where someone will be able to help you. Throughout the Conference you can identify volunteers by their green ties. Volunteers can assist you and will try to answer any questions you may have in addition to this program.

Wifi Access: You can access Wifi throughout the campus by connecting to "SPU-Guest" and follow instructions. Conference organizers, volunteers, and sponsors wish you a very enjoyable experience and hope that you will start networking with many national and international guests and participants, leaving Seattle enriched with numerous innovative and exciting ideas.

Thank you to our organizers, sponsors, and supporters:

School of Education, Seattle Pacific University Janusz Korczak Association of the USA Honorary Consul of Poland in Seattle Global Education Outreach Program POLIN Museum of the History of Polish Jews 16

Table of Contents

Program Overview by Days ...... 20 Wednesday, August 22 ...... 20 Preconference Activities at Otto Miller Hall 119 ...... 20 Lunch at Gwinn Commons ...... 20 Opening Ceremonies at Demaray Hall 150 ...... 20 Keynote Panel 1 at Demaray Hall 150 ...... 20 Keynote Panel 2 at Demaray Hall 150 ...... 22 Keynote Presentation at Demaray Hall 150 ...... 23 Reception at Emerson Hall Lobby ...... 24 Thursday, August 23 ...... 26 Breakfast at Gwinn Commons ...... 26 Plenary Session 1 at Demaray Hall 150 ...... 26 Concurrent Paper Sessions at Otto Miller Hall ...... 26 Session 1: Philosophical Roots and Historical Background. Comparative Research, Otto Miller 126 ...... 27 Session 2: Historical Background. Comparative Research, Otto Miller 118 ...... 27 Session 3: Participatory Democracy and Korczak’s Ideas Today, Otto Miller 109 28 Session 4: Education for Excellence and Diversity: Innovative Projects from Around the World (SPU), Otto Miller 119 ...... 29 Coffee break at Otto Miller Hall Lobby ...... 30 Concurrent Paper Sessions/Workshop at Otto Miller Hall ...... 30 Session 5: The Appreciation of Children, Their Childhood and Health, Otto Miller 128 ...... 30 Session 6: Respect of Children’s Rights, Otto Miller 109 ...... 31 Session 7: Education for Excellence and Diversity: Innovative Projects from Around the World (SPU), Otto Miller 118 ...... 32 Session 8 (Workshop): Why Children Should Learn to Take Risks, Otto Miller 119 ...... 34 Lunch at Gwinn Commons ...... 34 Plenary Session 2 at Demaray Hall 150 ...... 34 Concurrent Paper Sessions and Workshops at Otto Miller Hall ...... 35 Session 9: Korczak and Progressive Practices in Classrooms, Otto Miller 118 .... 35 Session 10: Korczak and Progressive Practices in Schools, Otto Miller 126 ...... 36 Session 11 (Workshop): Korczak in the Classroom, Otto Miller 119 ...... 36

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Session 12: Spreading the word about Korczak: Museums, Books, Holocaust Education Activities, Otto Miller 109 ...... 37 Concurrent Paper Sessions and Workshops at Otto Miller Hall ...... 37 Session 14 (Workshop): Lessons for All-Time, Otto Miller 118 ...... 38 Session 15 (Workshop): Expanding the Narrative, Otto Miller 128 ...... 38 Session 16: Korczak and Progressive Practices in Schools and Colleges, Otto Miller 126 ...... 39 Session 17 (Workshop): Progressive Practices in Colleges, Otto Miller 109 ...... 39 Coffee break at Otto Miller Hall Lobby ...... 40 Concurrent Literary Salons: Books about Korczak, at Otto Miller Hall ...... 40 Session 18: Literary Salon 1, Otto Miller 118 ...... 40 Session 19: Literary Salon 2, Otto Miller 119 ...... 41 Session 20: Literary Salon 3, Otto Miller 126 ...... 42 Poster session at Emerson Hall Lobby ...... 43 Poster session at Otto Miller Hall Lobby ...... 43 Dinner at Gwinn Commons ...... 45 Evening activities at Demaray Hall 150 ...... 45 Creative Activities for all: Candlelight ...... 45 Friday, August 24 ...... 46 Breakfast at Gwinn Commons ...... 46 Plenary Session 3 at Otto Miller Hall 109 ...... 46 Coffee break at Otto Miller Hall Lobby ...... 47 Concurrent Sessions at Otto Miller Hall ...... 47 Session 21: Korczak’s books, Korczak’s theater, media and school textbooks about children and Korczak, Otto Miller 119 ...... 47 Session 22: Korczak’s Ideas in Shaping Teachers and Other Professionals in the Field of Helping Professions: What is happening in Korczak Associations in the world, Otto Miller 118 ...... 49 Session 23: Education for Excellence and Diversity: Innovative Projects from Around the World (SPU), Otto Miller 128 ...... 50 Lunch at Gwinn Commons ...... 52 Concurrent Workshops at Otto Miller Hall ...... 52 Session 25: Supporting All Learners, Embracing Diversity, Otto Miller 128 ...... 52 Session 26 (Workshop): Meeting Basic Needs and Getting Kids on Track. Using Puppets as a Healing Source, Otto Miller 109 ...... 53 Session 27 (Workshop): In the spirit of Janusz Korczak: Creative projects in Washington State, Otto Miller 126 ...... 54 Concurrent workshops/sessions at Otto Miller Hall ...... 55

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Session 28 (Workshop): Education for the Common Good Today, Otto Miller 119 ...... 55 Session 29: Empowering Empathy in Schools and Engaging Families’ Participation in the Education of Their Children, Otto Miller 128 ...... 55 Session 30 (Workshop): Creative Projects around the World, Otto Miller 109 ..... 56 Concurrent sessions/workshops at Otto Miller Hall ...... 56 Session 31 (Workshop): Creative Projects from Around the World, Otto Miller 118 ...... 56 Session 32 (Workshop): Listening to Fairytales, Playing with Dolls, Otto Miller 128 ...... 57 Plenary Session 4 at Otto Miller Hall 109 ...... 57 Getting together, dinner, creative activities, and music...... 57 Saturday, August 25 ...... 58 Breakfast at Gwinn Commons ...... 58 Meeting at Tiffany Loop. A bus tour for international and out-of-state participants. Major Seattle Attractions...... 58 Lunch at Gwinn Commons ...... 58 Meeting at Emerson Hall. Sightseeing outside Seattle by bus (surcharge)...... 58 Saturday, August 25 ...... 59 Daylong Workshop for Teachers ...... 59 Navigating the Campus ...... 66 Dining in Seattle ...... 69 Index of Names ...... 71 Acknowledgements ...... 83

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Program Overview by Days

Wednesday, August 22

10:00 – 12:45 PM Preconference Activities at Otto Miller Hall 119 International Korczak Association (IKA) meeting. IKA Chairperson Batia Gilad, presidents and representatives of national Korczak Associations. Lunch will be provided.

12:00 - 1:00 PM Lunch at Gwinn Commons

1:00 – 2:15 PM Opening Ceremonies at Demaray Hall 150

Moderators: Tatyana Tsyrlina-Spady and David Woodward

Tatyana Tsyrlina-Spady Greetings from the Organizing, Academic, and Steering Committees SPU President Martin Welcome to all Participants Teresa Indelak Davis Welcome from the Honorary Consul of Poland in Seattle Mariola Strahlberg Founder and Executive Director, Korczak Association of the USA. Greetings Batia Gilad Chairperson, International Korczak Association. Welcome, greetings Award ceremony

2:15 – 4:15 PM Keynote Panel 1 at Demaray Hall 150

Moderator: Carrie Basas

Children’s Rights based on Korczak’s ideas and the United Nations Convention on the Rights of the Child

Marek Michalak, Ombudsman for Children, Warsaw, Poland

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Korczak’s works on social sciences and education – the Order of the Smile The ideas of Janusz Korczak live and develop not only in new publications of his works, but also in people and their actions, in social movements, and various initiatives all over the world. The most significant symbol of Korczak’s ideas is the Convention on the Rights of the Child, setting out legal, social and cultural standards for the development of children and for the relations between children and adults. Dignity, support, help, and care are the values taken directly from the Convention. A significant symbol of Korczak’s ideas today is the International Korczak movement, which has become stronger and stronger in different parts of the world — Europe, both Americas, Africa, and Asia. Its great strength rests in the leaders, experts and enthusiasts of Korczak. The turning points for the revival of Korczak’s ideas occur on Korczak’s anniversaries, particularly the year 2012, wherein Poland established an initiative put forth by the Ombudsman for Children as the Year of Janusz Korczak; this was celebrated all over the world. Considering this background, the Order of the Smile is attractive, and more known as the recognizable symbol of Korczak’s ideas. It is the only distinction in the world awarded to adults upon children’s motion. Children have awarded the Order of the Smile to over 1000 people from all over the world; this Order remains a valued and wanted symbol.

Carrie Basas, Director, Washington State Governor's Office of the Education Ombuds Seattle, Washington; Alexandra Manuel, Executive Director, Professional Educator Standards Board (PESB), the Paraeducator Board, Olympia, WA; Patrick Dowd, Director, Washington State Office of the Family and Children’s Ombuds, Tukwila, WA

How Washington State Protects the Rights of the Children and their Families At the heart of supporting children is collaboration between families, schools, and community organizations. This spirit of collaboration begins with the family, is fostered by the community — and then extends to the child’s development in school through teachers and other school leaders that are committed to equity, shared decision- making, and cultural responsiveness. In this panel, leaders of Washington’s Professional Educator Standards Board (PESB), the Office of the Family and Children Ombuds, and the Office of the Education Ombuds will discuss how they work individually and as part of the larger system to ensure that every child has access to the developmental supports that they need, and every family can navigate complex systems successfully.

Bernard Richard, Representative for Children and Youth, Victoria, BC, Canada

Vulnerable Children and Youth: A Look at Achieving Positive Outcomes in BC, Canada Children and youth who have experienced government care are among the most vulnerable of society’s citizens. In Canada, Indigenous children and youth are vastly over-represented in this system. B.C.’s Representative for Children and Youth Bernard Richard will discuss the challenges faced by vulnerable children and youth – including poor educational outcomes, unaddressed trauma and transitioning out of care – while addressing the question, “What can we do to improve long-term outcomes for Indigenous children and youth who have been affected by difficult life circumstances?”

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Kenneth B. Bedell, Ph.D., a former senior advisor in the Department of Education in the Obama Administration, a writer, a passionate fighter for human rights and for full elimination of racism in the United States, Broomfield, CO

Realizing a Civil Rights Dream: Helping Children of Color to Thrive in American Educational Environment Because of the diversity of ethnic and faith groups in the United States, the education provided by the government is based on an implicit strategy for distributing opportunity and power among groups. Although the political environment in contemporary America is extremely polarized, policy proposals across the political spectrum are not controversial: all political leaders call for public education that is based on measurable objectives. This results in a tyranny of the majority where white values and culture define the objectives of education. The result is that students of color have two options: they can abandon the self-identity of their ethnic heritage or they will be labeled as failures. Janusz Korczak, among other most significant humanistic thinkers of the past century, has made suggestions that point a way forward.

Bruce Klasner, high school teacher of Holocaust Studies, and Yaser Sharifeh, 11th Grade student, Everglades High School, Miramar, Florida

Human Experiences and Educational Pedagogy – Fundamental Lessons of Janusz Korczak Experiences of Marjory Stoneman Douglas in Parkland, Florida, on February 14, 2018 have reinvigorated the need of Janusz Korczak’s strength and have brought to focus the importance of what one life means. Seventeen lives were lost but we are the eighteenth life that has become the voice of the seventeen lost. We will also discuss our engagement with Christian students, Muslim students, and students with disabilities as another aspect of Janusz Korczak’s pedagogy.

4:15 - 5:30 PM Keynote Panel 2 at Demaray Hall 150

Moderator: Senior Rabbi Daniel Weiner

Engaging Different Faiths, Making the World a Better Place for Children and Youth Janusz Korczak, Prayer of a Teacher (Read by David Woodward) from the book, Korczak, J. (1979). With God I shall converse: The prayers of those who do not pray. (Y. Markoitz, Trans.) Jerusalem: Kiryat Sefer.

Senior Rabbi Daniel Weiner, Temple De Hirsch, Seattle, WA Senior Rabbi Daniel Weiner believes passionately in building Judaism for the 21st century and in healing the world through social justice. Temple De Hirsch Sinai has grown to more than 5000 members and 1,600 families in two campuses in Seattle and Bellevue since he took charge in 2001. His innovations in worship include producing “rabcasts” on video, bringing services to travelers and shut-ins on the Internet and leading a rock band in popular Rock Shabbat services. He tweets @rocknrabbidanny. 22

Weiner and his team won the Religion Action Center’s Fain Award for their campaign on gun responsibility. Rabbi Weiner’s efforts with other clergy contributed to the founding of the Washington Alliance for Gun Responsibility, all of who drafted and helped pass Initiative 594 in 2014.

Aneelah Afzali, Executive Director of the Muslim Association of Puget Sound’s American Muslim Empowerment Network (MAPS-AMEN) A 2003 Harvard Law graduate, Aneelah Afzali does not only reinforce the responsibility that comes with her faith, but also keeps working to remind everyone that Islam is part of America and its history. She builds coalitions to combat injustice, provides education to counter Islamophobia, encourages the media to challenge negative Muslim stereotypes and empowers future leaders. That’s a tall order in an era of escalating hate rhetoric, but the effusive Afzali is energized by the work. “I’m an optimist,” she explains. “My faith teaches me that, and it’s in my nature. It’s exhilarating to be able to do the work we do. We have the opportunity to influence history.” Afzali attended President Trump’s first State of the Union address as a guest of U.S. Representative Pramila Jayapal, clad in her iconic stars-and-stripes hijab. She says the garment reflects pride in her American Muslim identity and demonstrates that a person can be both without conflict. Daily demonstrations that love is stronger than hate give Afzali hope, as does the arc of history. “If l lose hope, it would be insulting to people like Martin Luther King Jr. and Nelson Mandela,” she says. “They endured much worse.” Seattle Magazine chose Afzali as one of the Most Influential of 2017, describing her as the "Bridge Builder."

Mark S. Markuly, Ph.D., Dean, School of Theology and Ministry at Seattle University, Seattle, WA Mark S. Markuly, Ph.D., has been Dean and Professor of the School of Theology and Ministry at Seattle University since 2007. Dr. Markuly has specialized in interdisciplinary areas of study, particularly cognitive science and religion, the interface between educational psychology, sociology, and anthropology with theology and religion. His work includes the application of religious insight to other professional fields, such as criminal justice, specifically in the area of restorative justice.

Kristin Poppo, Ph.D., Provost, Alfred State University, Alfred, NY

Kristin Poppo is an ordained minister in the United Church of Christ and the provost of Alfred State College. She is passionate about children's rights and has been very concerned about how religion perceives the child. Specifically, she has explored the juxtaposition between scripture that sees a child as sacrifice and a child as sacrament. A long-time student and follower of Janusz Korczak's ideas, Professor Poppo believes that Korczak’s work serves as a model of seeing the child as sacrament because it is through the child we can learn more about the divine.

5:30 – 5:55 PM Keynote Presentation at Demaray Hall 150

Moderator: David Woodward

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Alla Lipkin, a pianist and a retired music professor from Ulster Community College, NY; now lives in Menlo Park, CA, daughter of Gersh Mandelblat Professor Alla Lipkin will talk about her father’s life-long search for his schoolmates – Jewish orphans raised and educated by Doctor Janusz Korczak. A fascinating life story and unknown facts from the life of the orphanage and some of its pupils will be presented together with some recordings from her father’s talks.

6:00 – 9:30 PM Reception at Emerson Hall Lobby At the invitation of the Polish Honorary Consul in Seattle, Polish Cultural Center, and other local Polish organizations, a concert by the Polish children’s dance group, piano music (Alla Lipkin), guitar music and singing. Multiple creative small group projects.

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Thursday, August 23

7:30 - 8:20 AM Breakfast at Gwinn Commons

8:30 - 10:10 AM Plenary Session 1 at Demaray Hall 150

Moderator: Tatyana Tsyrlina-Spady

1. Gilles Julien, MD, a social pediatrician, charismatic leader, and creator of the model of community social pediatrics, and Hélène (Sioui) Trudel, a lawyer and a certified mediator who bonified this model by integrating law into it for the Foundation of Dr. Julien in Montreal, Canada

Convention on the Rights of the Child in Action: Community Social Pediatrics Despite the declaration of the Convention on the Rights of the Child (CRC), far too many impoverished children are denied their right to global health. Community social pediatrics is an innovative multidisciplinary model that contributes to reading the CRC as a whole. It integrates law into medicine and social work to ensure free access to coherent services and care. It aims at engaging all significant networks (family, community, institutional) around the most vulnerable children in an effort to identify and eradicate various sources of toxic stress (social determinants) that affect children’s chances to develop their full potential as human beings. It puts forward fresh social development initiatives, such as the Music Garage, the Child’s Protective Circle, the Children’s Rights Committee and the Children-Adults-Networks (CAN) project, to bring about social justice, equity and the inherent human dignity of the child.

2. Darcia Narvaez, Ph.D., Professor of Psychology at the University of Notre Dame, South Bend, Indiana, USA

The Evolved Nest and Child Wellbeing Every animal has a nest for its young that matches up with the maturational schedule of the offspring. The Evolved Nest refers to the developmental system that humans inherit as an adaptation from their ancestors. The human nest in early life is particularly intensive because of the vast immaturity of newborns and includes responsive care from a community of caregivers, affectionate touch, soothing birth, breastfeeding, self- directed play, and positive climate. Nest components influence the neurobiological formation of all systems, affecting wellbeing for the long term. Early experience shapes systems that influence cognitive, social, emotional and moral capacities. Understanding the species typical nest helps us identify species-atypical experience and targets ways to mitigate its effects and reshape society to optimize development.

10:15-11:15 AM Concurrent Paper Sessions at Otto Miller Hall

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Session 1: Philosophical Roots and Historical Background. Comparative Research, Otto Miller 126

Moderator: Sara Efrat Efron

1. Avi Tsur, Ph.D., Member of the Korczak Association of Israel, Tel Aviv, Israel

Korczak as a Revolutionary Educator Korczak attempted to rebuild society with a radical shift beginning at its very core. He was both a researcher and a pedagogue. Korczak’s revolutionary radical pedagogical innovations undertaken in Poland between the two World Wars are still relevant today. His basic ideas developed originally in a different era and cultural setting will be outlined, and the central features of his pedagogy described. Like other European school reformers, such as Maria Montessori and A. S. Neill, Korczak advocated for educational experiences to be based on the child’s natural order of development. These reformers turned to the children themselves as the pivotal points in school reform, building a home-like environment where learning would take place. They were inspired by a social vision that saw schools as a place for a new democratic social order.

2. Ewa Lukowicz-Oniszczuk, Specialist, Ministry of Foreign Affairs, Poland Legionowo, Poland

Two UN Conventions and Their Fathers: Janusz Korczak and Raphael Lemkin This paper is devoted to two outstanding personalities: Janusz Korczak and Raphael Lemkin, who have been landmarks in the development of human rights. The author will examine some aspects of their biographies to show how similar their inspirations were, and how strongly they were affected by dramatic events of their times. Both were driven by the belief that “We cannot leave the world as it is.” Both devoted their lives to one idea, guided by great passion and love and were absolute pioneers in their fields. A message emerges from their lives: it is openness to other cultures and ensuring open inclusive education that can protect us from violence and war. This message is meaningful especially now, – in times of reviving nationalisms. While keeping a contemporary perspective, the author will consider what can be done not to waste Korczak’s and Lemkin’s sacrifice and legacy.

Session 2: Historical Background. Comparative Research, Otto Miller 118

Moderator: Mariola Strahlberg

1. Rafal Nowak, Priest of the Christian Community - Movement for Religious Renewal, Sacramento, CA

Humanizing Education: Janusz Korczak and Rudolf Steiner – Pioneers of Moral Values in Education Janusz Korczak developed his method based on the immediate observation of children – their behaviors, interactions, talents, needs, and limitations. His method is rooted in the perception of the independent, free, and unique individuality – the spiritual entelechy, developing in every human being. Such understanding of the developing child is known in Waldorf Education, introduced by Korczak’s contemporary, Rudolf 27

Steiner. Steiner’s methodical research of the spiritual aspect of the human being – Anthroposophy - provides the foundation for understanding the complex processes of the development of a child, as well as methodical guidelines for the development of moral qualities necessary for teachers who seek to deepen their connection to students. If we, as teachers and educators, want to develop necessary skills which will allow us to see our students as “eternal individualities”, developing their humanity, manifesting their unique being with all its gifts and creative potential, we must be able to develop moral qualities in ourselves – me must engage in inner work, allow ourselves to grow as moral human beings and develop ‘moral imagination’ – necessary to approach each pedagogical situation with creative, practical helpful insight.

2. Marlena Seczek, a researcher and a documentarist, Institute of Literary Research of the Polish Academy of Sciences; Department of Documentation of Contemporary Literature at the Institute of Literary Research of the Polish Academy of Sciences, Warsaw, Poland

Ancestors of Janusz Korczak in the United States The subject of my presentation will be one of the most colorful characters from the family of Janusz Korczak: his uncle Jakub Goldszmit. Before the great educator Henryk Goldszmit was born, his uncle, Jakub, was already active in the field of education for excellence, diversity and respect. Together with his brother Josef, Korczak's father, he was an important precursor of ideas later implemented by the Old Doctor. An advocate by education and a publicist by passion, Goldzmit was highly distinguished in the field of Polish-Jewish integration. At the end of the 19th century, for political reasons, he emigrated first to Hungary and then to the United States. He settled in Boston, where he continued writing as a journalist and editor of Polish-language magazines. I will take a closer look at his fate, with special regard to his activities in the United States.

Session 3: Participatory Democracy and Korczak’s Ideas Today, Otto Miller 109

Moderator: Teresa Indelak Davis

1. Ewa Jarosz, Ph.D., Social Advisor for Ombudsman for Children, Professor at the University of Silesia, Katowice, Poland

Finding Korczak in the contemporary children’s participation idea: Looking back to legacy ... and going beyond The idea of children’s participation and the whole Convention on the Rights of the Child, grew out of Janusz Korczak’s philosophy of a child, his way of thinking on a child, and child-adult relationships, as well as his educational practice. Looking back at Korczak’s rich legacy there are many examples of his utterances and explanations but also pedagogical actions and tools that can be found as roots of what today we call the sense, the aspects and forms of children’s participation. I am going to remind the audience of the most significant examples, and I will also suggest considering further steps in the development of the idea of children’s participation and to analyze its practice, circumstances, possibilities and demands in the modern world. The presentation will be an attempt to link the contemporary idea of children’s participation 28 with some of Korczak’s thoughts and actions but also to show how far this idea has been developed beyond his understanding.

2. Theo Cappon, member of the Dutch Korczak Association, Amsterdam, Netherlands

Where and How Modern Young People Learn Democracy? Lessons from Korczak A nation is democratic to the extent that its citizens are involved, particularly at the community level. Their confidence and competence are gradually acquired through practice. It is for this reason that there should be increasing opportunities for children to participate in any aspiring democracy, and particularly in those nations that are considered democratic. With the growth of children’s rights, we are beginning to see an increasing recognition of children’s abilities to speak for themselves. Regrettably, while children’s and youths’ participation does occur in different degrees around the world, it is often exploitative or frivolous. This presentation is designed to stimulate a dialogue on this important topic. It might be argued that ‘participation’ in society begins from the moment a child enters the world and discovers the extent to which she/he is able to influence events by cries or movements.

Session 4: Education for Excellence and Diversity: Innovative Projects from Around the World (SPU), Otto Miller 119

Moderator: Arthur Ellis

1. Alicia de Alba, Ph.D., Professor, Autonomous National University of Mexico, Mexico City, Mexico

Diversity and Respect? The Education on the Edge of the Cultural-Demographic Revolution This paper presents an analysis of education regarding both diversity and respect focusing on the reality of “given-giving” in the moment. Education is presently poised on the edge of a cultural and demographic revolution, in the world – worlds. The edge is a very complex moment of tremendous visibility and at the same time obscure and possibly foreclosed. I work with Cultural Contact Theory and the paradoxical migrant movements of the second decade of the 21st Century, particularly events of 2016-18, taking curriculum as the core of education (curriculum defined as a political/cultural project and as complex conversation).

2. Arthur Ellis, Ph.D., Professor, Director, Center for Global Curriculum Studies, SPU, Seattle, WA

Reflections on Educational Innovations This presentation addresses the nature and structure of educational innovations, both pedagogical and technological, over time. At stake are such matters as scalability, compatibility, and sustainability. The question why some innovations succeed while others do not is considered through the lens of school culture including tradition, economics, and external pressures. Certain innovations have become widespread in spite of the fact that empirical evidence is lacking, while others that do show evidence of positive effects are sometimes not viewed as compatible with teacher worldviews. 29

Theoretical, empirical, and practical criteria for judging the worth of educational innovations are explored, and a list of innovations that “work” is provided.

3. Wojciech Lasota, Educator and researcher, Warsaw, Poland

Pan-European story of Janusz Korczak: From His-story to our Common History This presentation is a short description of an international project that includes researchers, practitioners, and members of schools and NGOs from Poland, Croatia, Greece, Portugal, and Malta with an aim to create an international network of different institutions (NGOs, municipalities, and universities). At the heart of the projected network lies the story of Janusz Korczak and the human values he cherished most – dignity, agency (subjectivity), and respect for diversity. Obviously, there is no way to create a common history for many countries. But if we start listening to and learning from each other, we will find many common stories due to our shared values, and this by itself will mark the beginning of this kind common history. The better we know and understand, the better we work together and find solutions. In order to achieve such relationships in the following three years (2019-2022), we plan to establish two types/dimensions of our cooperation: A. Horizontal: A Pan-European platform of understanding around the common values symbolized by the story of Janusz Korczak and similar stories from each country involved in the project. B. Vertical: Starting with searching for best solutions for the participation of children and youth, and then moving to other groups of population; it is our belief that Korczak’s ideas could also work for seniors, people with special needs, etc.

11:15-11:30 AM Coffee break at Otto Miller Hall Lobby

11:30-12:30 PM Concurrent Paper Sessions/Workshop at Otto Miller Hall

Session 5: The Appreciation of Children, Their Childhood and Health, Otto Miller 128

Moderator: Roza Valeeva

1. Irina Demakova, Ph.D., Professor, Department Chair, Moscow State Teacher Training University; Founder and Leader of the Russian Korczak Youth Center, Moscow, Russia

How to Humanize the Space of Childhood The presenter discusses the concept of the Space of Childhood (SC), identifies the meaning of this sociocultural phenomenon, and the basic principles of its humanization. SC produces a considerable influence on children’s development. The research shows that it serves not as a “neutral container” for the child but rather as some kind of activity environment, which, on the one hand, is closely related to the adults’ space and, on the 30 other, has a certain degree of autonomy. The author emphasizes invariant characteristics of the social education practice including its values, goals, priorities, functions, content, effectiveness and success as well as the specific character of this practice today. The author will present the results of her extended analysis of the realization of these principles in Korczak’s works.

2. Judith Lynam, Ph.D., RN, University of British Columbia, and Dr. Christine Loock, Ph.D., a Developmental Pediatrician and Associate Professor in the UBC Faculty of Medicine, University of British Columbia, Vancouver, BC, Canada

Fostering Child Health Equity: RICHER Insights on the Role of Intersectoral Partnerships and Engagement The RICHER (Responsive, Intersectoral-Interdisciplinary, Child-Community Health, Education and Research) initiative was first introduced in Vancouver’s Inner City in 2006. Since that time a model of intersectoral partnership and engagement has been developed that has fostered access to healthcare and improved health and developmental outcomes for children and families facing multiple forms of social and material adversity. A key feature of the initiative has been its partnership with educators in the School system and within childcare settings. In this paper we draw upon insights from a community-based research program that illustrates the ways intersectoral and interdisciplinary partnerships (between community groups, educators, and health care professionals) has fostered the capacity of educational and healthcare systems to be responsive to, and respectful of, children and their rights.

3. Chinta Mani Yogi, founder of values education in Nepal, educator and director of several schools, founding Principal of Hindu VidyaPeeth, Nepal (Video Presentation).

Value Based Education: Nepal’s Challenges and Ways for Success This presentation touches upon key aspirations that made the described practice successful in difficult conditions of modern Nepal characterized by numerous dropouts, lack of equity in boys’ vs. girls’ education access, and a wide gap between the quality of education provided in cities and remote villages. Suggested solutions to many problems in education presuppose emphasis on wisdom, Art of Life, and spiritual intelligence, which in turn lead to providing value, culture, and spirituality-based education. The presenter and his coworkers concentrate their work on helping deprived children, orphans, and women; training youth and community members in different areas and encouraging other teachers to follow their path of value-based education.

Session 6: Respect of Children’s Rights, Otto Miller 109

Moderator: Kristin Poppo

1. Kristin Poppo, Ph.D., Provost, Alfred State College, Alfred, New York, USA As a parent and higher education administrator, the level of anxiety I see in children and young adults is alarming. Terrorism, gun violence and erratic weather, as ever-present

31 news on smartphones, contributes to skyrocketing anxiety in youth. In this interactive presentation, we will explore how Korczak’s orphanages provided a safe haven for children by recognizing childhood as a time of enduring vulnerability, discovering uniqueness, joining community and making meaning. We will also explore how a similar recognition of each of these developmental processes in today’s youth can create supportive environments.

2. Liubov Klarina, Ph.D., Leading Research Specialist, Russian Academy of Education, Moscow, Russia

Preschoolers as Researchers: How to Guarantee the Respect of Their Rights The presenter shares the results of her ongoing study of preschoolers’ cognitive development. Special attention in this regard is paid to the relevance of educational approaches originated in Janusz Korczak’s and Emmi Pikler’s (1902-1984) ideas. Based on their call to respect children’s lack of knowledge and ability to learn, the presenter is discussing different ways and conditions to promote cognitive activities and help young learners grow in their studies. The author demonstrates how the use of the above heritage helps current teachers better understand and appreciate Leo Vygotsky’s sociocultural theory of human learning, to change their attitude towards “little researchers” while revising their own professional position on the whole.

3. Goldi Puri, Maharishi Dayanand University, Rohtak, Haryana, India

Quality Early Childhood Care and Education in India: Pros and Cons Early Childhood Care and Education (ECCE) is globally recognized as a critically important element of Education for All. It is supposed to ensure that all children, irrespective of gender and ethnicity, attain knowledge, values, and necessary skills. But in many nations, including India, Education for All goals are still not obtained. In our country the achievement of the established goals is compromised due to insufficient resources, inadequate and improper planning, and ineffective implementation strategies. A number of initiatives have been introduced by the Government of India in the form of constitutional amendments, policies, and acts, new curriculum framework, schemes and flagship programs, such as District Primary Education Programme, Integrated Child Development Services, and Sarva Shiksha Abhiyan. However, in many of these endeavors India has compromised the non-negotiable quality of ECCE standards with expected and unexpected consequences. This presentation aims to describe and examine the role of the government and its initiatives to assess the realities on the ground, identify major challenges in quality reforms in ECCE, and consequently, achieve higher national results.

Session 7: Education for Excellence and Diversity: Innovative Projects from Around the World (SPU), Otto Miller 118

Moderator: Arthur Ellis

1. David Wicks, Ed.D., SPU, Seattle, WA and Amy Amiel, Samis Foundation, Seattle, WA 32

Using a Community of Practice to Advance Teaching and Learning with Technology in Faith-Based K-12 Schools Many faith-based K-12 schools struggle to reach enrollment goals, especially when located in urban neighborhoods with good public and secular private school options. Education leaders are tasked with keeping these schools relevant while their counterparts at other institutions have fundraising and physical space advantages. Parents at faith-based schools have concerns about how technology is used for teaching and learning. They simultaneously wonder whether their students are missing out on 21st-century skills taught at other schools and if their school provides too much screen time. Instead of being a deficit, research-based uses of educational technology may provide an opportunity for faith-based schools to compete with peer institutions. This paper presents a case study of a community of practice (CoP), developed and facilitated for educational technology specialists at Jewish Day Schools in the Pacific Northwest with the goal of equipping them to help colleagues integrate appropriate uses of technology into their instruction. Teachers and school leaders were interviewed to explore how their schools have changed since the CoP began four years ago. Overall, researchers found that a professionally facilitated, continuous teacher community of practice contributed to a positive cultural change in schools. Future exploration includes applying the CoP model to other critical areas in need of reform.

2. Donald Comi, Ed.D., Whitworth University, Spokane, WA, USA

An Inconvenient Truth about Institutional Engagement: A Qualitative Look at Freshmen Perceptions This presentation will unpack the results of a qualitative study of university freshmen perceptions. Analysis of student interviews revealed engagements that were perceived as both connective and divisive. Primary focus of the presentation will be on socio- cultural connection, diversity, equity, and inclusion related findings. Participants will gain a deeper understanding of the freshman experience, think deeply about institution-to- student and faculty-to-student relationships, and consider ideas that may serve to break down barriers to forming a dynamically-interdependent, culturally-diverse community.

3. Lara Cole, Ph.D., SPU, Seattle, WA

Alternative Route Teacher Education Programs Alternative route teacher education programs have increased to address personnel shortages in key areas such as special education, mathematics, and science. Alternative route programs may serve as a means to address such shortages but require evaluation to ensure that candidates emerging from these programs demonstrate skills commensurate with those of traditional teacher education programs. Although studies examining aspects of alternative routes programs exist, few studies comparing alternative route programs with traditional programs have been conducted. Unfortunately, differences in definitions used to describe alternative routes programs confound efforts to compare programs. Nevertheless, the research reviewed compared outcomes for alternative and traditional programs on candidate satisfaction, academic achievement, multicultural awareness, retention, and performance on competency-

33 based assessments. Results on these measures were mixed. Recommendations for practitioners are discussed. Session 8 (Workshop): Why Children Should Learn to Take Risks, Otto Miller 119

Moderator: Helma Brouwers

1. Helma Brouwers, member of the Dutch Korczak Association, Amsterdam, the Netherlands

Why Children Should Learn to Take Risk? One of the rights that Korczak formulated was ‘the child’s right to his/her own death’. It is one of those typical Korczak provocations that can easily shock us. Children are not supposed to die. As adults, we should do everything to protect our children. Right? But what Korczak observed was, we are so afraid to lose our children that we make life impossible for them. In our time, this tendency to overprotect children is even worse. The result is anxious children who lack the experience to deal with daily risks. In short, overprotection does not help children to live happily and feel safe. How can we support children in a better way? By providing the grounds where children could learn necessary risk competences. The presenter will demonstrate and involve the participants in discussion and design.

12:30-1:30 PM Lunch at Gwinn Commons

1:30-2:30 PM Plenary Session 2 at Demaray Hall 150

Moderator: Tatyana Tsyrlina-Spady

1. Sara Efrat Efron, Ph.D., Professor, National Louis University, Chicago, IL, USA

Practical Implications of Korczak’s Pedagogical Legacy for Educators Today Korczak was a pragmatic dreamer that was ahead of his time and in many ways ahead of our time as well. His ideas, educational insights and strategies should not belong to the history of education but rather serve as a guiding light for regenerating and rejuvenating educators’ current practices. His thoughts and pedagogy embody the integration of a visionary insight with a practical knowledge and have a timeless importance that can serve as an inspiration for educators and researchers throughout the world. In this presentation I consider the relevance of the principles and concepts that shaped Korczak’s practice at the beginning of the last century for current educators, administrators, and researchers, and discuss the implications of some of the most daring innovations Korczak established in his institutions for current classrooms and schools.

2. Jonathan Levy, a teacher trainer and trainer of child professionals, CATS Director, Vice President of IKA, Paris, France Korczak and Children’s Rights: Practical Applications for Children of Today 34

Children’s participation is the basis for children as rights holders and not just beneficiaries of adult decisions. Korczak not only understood this but also left us a rich practical heritage as a living experience. Today, more than ever before, we need to provide children with all necessary conditions to experience this as early as possible. Children represent a third of the world’s population and in some countries, this exceeds fifty percent, yet, thirty years after the adoption of the UNCRC, their voices and actions are still largely unheard. What has transpired this year has again shown the power and importance of children’s advocacy and their vital role as change makers. I believe we, as adults, have a duty to increase our efforts and create an environment that supports children in their actions. We must not just look back in awe at the heritage of great educators but instead we must work hard ourselves to improve the situation of children today. We can bring the 3 Ps (Provision, Protection & Participation) working together in every context from the home to the societal institutions. This will allow children to be true citizens and effective decision-makers.

2:30-3:20 PM Concurrent Paper Sessions and Workshops at Otto Miller Hall

Moderator: Joyce Reilly

Session 9: Korczak and Progressive Practices in Classrooms, Otto Miller 118

1. Colleen Bell, Ph.D., Hamline University, St. Paul, MN and Susie Oppenheim, teacher, Southside Family School, Minneapolis, MN, USA

Teaching as a Political Act: Building Critical Consciousness through the Study of Children as Actors in History Children’s social and political agency is part of the null curriculum in many classrooms and schools. This paper focuses on a long-standing effort in one K-8 school to teach and learn in ways that incorporate children as actors in history. Through the “Kids Make History” curriculum, upper level students study civil rights history and sometimes meet older people who themselves were young activists in the civil rights movement. Our session will (1) highlight concepts and theory underpinning this curriculum; and (2) share vignettes to convey pedagogical practices and illustrate how intergenerational conversations support middle school students’ developing critical consciousness, encourage young learners to take action in their own neighborhoods and communities, and remind elders how their work continues to inspire.

2. Ira Pataki, Instructor, Sharpsville Middle School, Sharpsville Area School District, Sharpsville, PA, USA Youth Courts and Postcards: Incorporating Korczak and Principles of Restorative Justice in a Children's Court The Youth Court and its emphasis on the concept of restorative justice offers an ideal way to promote individual responsibility and constructive group interaction to promote change and empower our students as stakeholders in the school community. The SKY (Sharpsville Korczak Youth) Court arose as an organic hybrid of Korczak’s progressive vision and the concept of restorative justice. Along with Korczak’s Children’s Court, the 35 additional Korczakian element that Sharpsville has added to our youth court involves our incorporation of Korczak’s awarding of postcards in our proceedings. My presentation documents the development of our program and outlines the connection between restorative justice and Korczak’s method and practice. Specific activities and materials will be included to be used at other schools.

Session 10: Korczak and Progressive Practices in Schools, Otto Miller 126

Moderator: Mariola Strahlberg

1. Susan Christie, teacher, art educator, Brisbane, Australia

What’s Wrong with Being a Failure? Redefining Education and Transitioning Change, as a Life’s Purpose within Present Day Shifting Global Boundaries Failure is not a dirty word. It means that there is something amiss with our One Size Fits All education system. Testing procedures and requirements, continue to be reinvented and increased, with the cry of ensure no child is left behind. This basically leaves no child with time to reflect, think and solve problems, let alone find their true self-values and life purpose. If they are not first grounded in themselves, how can they bridge that gap between their inner and outer realities and then form interpersonal relationships so crucial to wellbeing, inquiry and innovation in the building of healthy communities? I propose a flexible framework with a multi-modal methodology through which they can bridge the gap of their inner and outer world realities. This framework enables children to understand where they fit in the bigger picture by discovering their own strengths and thereby accepting the strengths of others.

2. Kurt Bomze, dentist, cofounder and former president of the Janusz Korczak Society of the USA

Janusz Korczak: His Story, Children’s Rights, and Making Kites The presenter introduces and analyzes one of the programs with school students based on Korczak’s life story in any version or format available. This introduction is followed by handing out the list of Korczak’s Rights for Children with the subsequent discussion, led by teachers, where each student chooses his/her favorite right/s and explains the choice. There is also a question whether any rights are missing. The program concludes on the same or different day, with an art project where the students make kites. Korczak was a great believer that children should fly kites. The kites are to be decorated with each student’s favorite right/s and with appropriate artwork. Lastly, the presenter shares three venues where this program was carried out.

Session 11 (Workshop): Korczak in the Classroom, Otto Miller 119

1. Luciana Castrillon, Ph.D., School Psychologist, Framingham Public Schools, Framingham, MA, USA

Korczak in the Classroom A practical workshop for educators interested in learning about Doctor Korczak's living lessons about children, education, and the role of caring adults. Selected stories will exemplify applications of a child-centered, emotionally responsive model, understood 36 through the lenses of the multi-tiered Response to Intervention model for socio- emotional learning and support. Participants are invited to co-create innovative responses to daily struggles in school, empowering children, and responding to their authentic and complex emotional needs.

Session 12: Spreading the word about Korczak: Museums, Books, Holocaust Education Activities, Otto Miller 109

Moderator: Sara Efrat Efron

1. Dariusz Stola, Ph.D., a historian, Director of the POLIN Museum of the History of Polish Jews, Warsaw, Poland

Janusz Korczak: A Hero and a Teacher of the POLIN Museum Even before the opening of its core exhibition in 2014, the Polin Museum of the History of Polish Jews had run educational program that drew from the thoughts of Janusz Korczak. Today, with more than 1.2 million visitors to the core exhibition alone, and the educational program that has reached to hundreds of thousands of young people, the museum is among the most active institutions in remembrance of Korczak’s life and work. Korczak is present at the museum in two ways: as a hero of the history of Polish Jews, and as a pedagogue, whose ideas keep inspiring our program. The paper will present both these aspects, in particular the design and program of our Family Education Place, which bears the name of King Matt the First.

2. Jerry Nussbaum, President, Janusz Korczak Association of Canada

Spreading the Legacy of Dr. Korczak: Facilitating the Development of the “Whole Child” The Janusz Korczak Association of Canada has embarked on a long-range mission to disseminate the legacy of Dr. Korczak in Canada and provide Korczak-related resources and materials for English speaking audiences. This paper will describe the process by which we aim to achieve our vision of child welfare professionals embracing and executing Korczak’s holistic approach to the wellbeing of children. In this spirit we have forged close ties with various institutions in fields crucial to creating a positive environment for the children to grow; we organize lectures, facilitate publications of works by Korczak and about Korczak, fund a scholarship and award medals, statuettes and medallions to outstanding child welfare activists acting in the spirit of Dr. Korczak.

3:20-4:20 PM Concurrent Paper Sessions and Workshops at Otto Miller Hall

Session 13 (Workshop): How Protection Can Liberate Participation: Childhood Policy and Justice. The “Human Library” Approach, Otto Miller 119 This session is from 3:20 PM to 4:35 PM, coffee will be provided at the session.

1. Jonathan Levy, a teacher trainer and trainer of child professionals, CATS Director, Vice President of IKA, Paris, France

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The human library is a place where books are people who have stories to tell. They talk to a small group of “readers” who are interested in their stories during 10 minutes and then there’s a short questions/discussion time. We aim to focus on people as factors for creating change. Using the “Human Library” approach and storytelling, participants will receive the opportunity to learn about different experiences related to the world of children’s rights and democratic participation. At the workshop, books will become people and reading will become a conversation. The room will look like a library only people will be books and librarians will help readers to find the stories that interest them. Books have the power to inspire us, now imagine books that come to life! “Human Books” will be “checked out” by “Readers” (workshop participants) who are interested in hearing students’ stories of children and adults making a change for a better and more sustainable world. Each “Book” will go with its “Readers” to a section to share its story, and the “Readers” will ask questions. Different “shelves” are available: • PEOPLE. We are committed to promote human rights and equality • PLANET. We stand up to save our planet • PARTNERSHIP. We believe in solidarity and support between people • PEACE. We are active to promote and implement peace • PROSPERITY. We take action to develop our communities.

Session 14 (Workshop): Lessons for All-Time, Otto Miller 118

1. Julie Scott, Eighth-grade English/Language Arts Teacher, East Valley Middle School/East Valley School District, Spokane, WA, USA

Janusz Korczak: Lessons for All-Time (One Teacher's Story) I was introduced to the story of Janusz Korczak on a trip to Poland to study the Holocaust in 1998. I was immediately drawn to learn more about this extraordinary personality. I soon realized that my own ideas about how young people should be treated in a classroom were congruent with his. It became a passion of mine, which I convey to my students, to keep studying Korczak’s life and ideas. This workshop will address how I teach the story of Korczak to eighth-graders. It will also address how his moral beliefs and legacy resonates with and inspires students through expression in a found poem (prose to poetry) and artwork projects. Some of my lesson plans and students’ artwork will be demonstrated.

Session 15 (Workshop): Expanding the Narrative, Otto Miller 128

1. Aviva Levin, middle school teacher, Richmond, BC, Canada

Expanding the Narrative: The Educational Value of ‘Improv’ in the Classroom If you are looking for a way to: Ø Build an empathetic classroom community Ø Easily differentiate for each learner in your class Ø Give immediate, targeted feedback to students

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Ø Value the individuality and experiences of your students Ø Reinforce key learning outcomes without using pen and paper Ø Open up teachable moments where you can grapple with bigger issues Ø Encourage your students to be more active and less passive in their learning Ø Move away from resources that reinforce the perspective of the dominant culture… Then come see how incorporating improvised theater into your classroom (regardless of what you teach) might be the solution.

Session 16: Korczak and Progressive Practices in Schools and Colleges, Otto Miller 126

Moderator: Rick Eigenbrood

1. Miri Krisi, Administrator, CLSD, lecturer, Ashkelon Academic College, Ashkelon, Israel, and Shlomi Doron, Ph.D., Ashkelon Academic College, The Korczak Education Institute of Israel Ashkelon, Israel

Innovation and Korczak: A Case Study of a Support Center for Learning Disabled Students and Students with Special Needs (CLSD) in Israel In this research we examine Korczak’s innovation about dealing with youth who have learning disabilities and physical disabilities. Korczak's point of view supports the need to build a special program in order to help these students succeed in their studies as it is being done in our center. We offer services to 370 students with learning disabilities and 101 students with special needs. The category of special needs includes students with visual impairment, hearing impairment, disabled IDF veterans and some others. The services that are provided by the Support Centers are as follows: learning support, technological support, workshops, mental support and providing accessibility to all facilities in College.

2. Noam Lapidot-Lefler, Ph.D., Oranim Academic College for Education, Tivon, Israel

In the Spirit of Korczak: Promoting Inclusion of Individuals with Special Needs through an Academic Course This paper presents a learning model developed in Korczak’s spirit for college students in an academic service-learning course, From Rhetoric to Practice: Promoting the Inclusion of Individuals with Special Needs. It was accompanied by action research evaluation based on interviews with the participants, self-expression drawing, students’ reflections, and a film that summarized the process the participants underwent. Moreover, it involved people with disabilities from the community as well as college students. The following major features of the model will be discussed: inspiration to see people and hear their voice, listening, acceptance, activity, creativity, and choice.

Session 17 (Workshop): Progressive Practices in Colleges, Otto Miller 109

Moderator: Arthur Ellis

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1. Kirsten Koetje, Clinical Faculty, SPU, Seattle, WA

Can I Sell You a Bridge? Video Analysis Links: Theoretical to Practical This workshop will discuss the tool of teacher video analysis and will give a hands-on opportunity to practice structured feedback. One perennial criticism of teacher education argues that the theoretical learning in coursework diverges from “reality” in the classroom. Analyzing and getting feedback on one’s own teaching in authentic classroom contexts via video analysis can bridge the theoretical to the practical, a form of theory in action. With video, teacher candidates have the literal time and opportunity to pause, rewind, and get a bird’s eye view of the classroom. When a teacher can watch the same clip through various lenses, different interactions may be noticed while reducing the cognitive task for each pass.

4:20 - 4:35 PM Coffee break at Otto Miller Hall Lobby

4:35 - 5:45 PM Concurrent Literary Salons: Books about Korczak, at Otto Miller Hall

Session 18: Literary Salon 1, Otto Miller 118

Moderator: David Woodward

1. Elisabeth Gifford, writer and educator, London, UK

The Good Doctor of Warsaw This book by Elisabeth Gifford was published by Atlantic Corvus in the UK in February 2018. It is a novel portraying the last decade of Dr. Janusz Korczak told through the eyes of the Doctor, his student teacher Misha Wroblewski and his wife Sophia, and some of the orphanage children such as Erwin Baum. It is based on anecdotes from the Wroblewski’s son Roman and the many diaries and firsthand accounts from literature written inside the ghetto including Korczak’s diary. The aim is to bring Korczak’s life and philosophy to a new and much wider audience in order that they may then go on to enquire further into his teaching and writing, so as to improve understanding of children’s needs and how to meet them in school and family contexts.

2. Tilar J. Mazzeo, historian and writer, Colby College, Waterville, ME, USA

Irena’s Children: The Extraordinary Story of the Woman Who Saved 2,500 Children from the Warsaw Ghetto Tilar J. Mazzeo is the Clara C. Piper Associate Professor of English at Colby College and a New York Times bestselling historian who writes on women's biography. Irena's Children is the story of Irena Sendlerowa and the other men and women in her resistance network who together saved more than 2,500 children from the Warsaw Ghetto during the Nazi occupation of Poland. Based on testimony of child survivors and new research, the account has been described by Joseph Berger, longtime reporter for 40

The New York Times and author of Displaced Persons: Growing Up American After the Holocaust as "an almost granular record of the cruel madness of the Warsaw Ghetto and the astonishing feats of deception it took to help a small portion of its doomed residents survive." Session 19: Literary Salon 2, Otto Miller 119

Moderator: Mariola Strahlberg

1. Marcia Talmage-Schneider, writer and educator, New York, NY, USA.

Janusz Korczak: Sculptor of Children's Souls What was it like to live in the Dom Sierot orphanage? What was it like to live under the influence of Janusz Korczak and Stefania Wilczyska? How did those years living with "Pan Doktor' and 'Pani Stefa' influence the lives of ten persons who were interviewed by the author? The first-hand reporting of said influences, how Korczak's innovative methods and magical personality influenced their professional choices and child rearing of their own families. These persons range from photographers and artists to psychologists and educators. All illustrate lasting effects on their lives and on the lives of their future families.

2. Lillian Boraks-Nemetz, writer, poet, and a bearer of personal encounter with Korczak, Vancouver, BC, Canada

A Personal Reflection on Dr. Janusz Korczak, his heroism and its relevance in the 21st century Dr. Janusz Korczak otherwise known as Dr. Henryk Goldszmit was a man of many masks and talents. But as most rivers flow to the sea, so Korczak’s talents rushed towards that one magnetic force -- his love for children. We know the facts of Korczak’s activities, but facts do not always reach the inherent nature of a man’s mind, his soul, its qualities and inspirations which gave meaning to his life and his ideology. Betty Jane Lifton, in her preface to the Ghetto Diary, refers to Korczak as the “sculptor of children’s souls.” These reflections on Korczak, both objective and subjective, are explored and presented through the study of his Ghetto Diary— Korczak’s many faces that reveal the nature of his heroism and sacrifice.

3. Mark Bernheim, Ph.D., Professor Emeritus and writer, Ohio, USA

Decades ago when the life and career of Janusz Korczak was little known in the US, Betty Jean Lifton gave an important scholarly voice to him with The King of Children. I decided then to complement her work with an illustrated biography in English for young readers that would bring knowledge to that important audience as well. Father of the Orphans (Dutton/Penguin, 1989) accomplished this goal as part of a Jewish Biography series for adolescents. I was privileged to attend meetings of Associations in Germany, Austria, Switzerland, and throughout the US and meet others who encouraged me to continue in post-Communist Poland as new materials surfaced. Now as an Emeritus professor, I was given the opportunity by the Polish Foreign Ministry to visit Warsaw, Krakow, and Markowa in 2016. My aim is to create a new young readers’ biography including significant new information on the lives of the children in the orphanages and the history of the time. In 2018 with the ongoing discussions in Poland, Israel, and the 41

US about the new legislation concerning the roles of Poles in the Holocaust as well as the establishment of the POLIN museum in Warsaw, it seems to me all the more important to attempt to give a new voice to carefully measured images of truth and reconciliation. My aim will be to set the position of Korczak at the very center of a bridging story in which all Poles and all people interested in truth and understanding can find meaning. Speaking with other authors and scholars will be greatly encouraging for this goal to continue publication and promotion of the story.

Session 20: Literary Salon 3, Otto Miller 126

Moderator: Marc Silverman

1. Marc Silverman, Ph.D., Senior Lecturer, Hebrew University of Jerusalem, Jerusalem, Israel

A Pedagogy of Humanist Moral Education - The Educational Thought of Janusz Korczak Janusz Korczak was among the most outstanding humanist moral educators the world has ever known. Exceptional individuals engaged in creative, life-constructing work can serve humanity as models above and beyond their specific field of endeavor. I believe that exposure to Korczak’s personhood, educational work and thought will inspire hope for a more human world, expand our vision of positive human growth and cooperation, and offer us tools to translate this hope into reality.

2. Jacqueline Silver, Ed.D., a retired school teacher and researcher, Seattle, WA

Education of Jewish Children in Nazi Occupied Areas between 1933 – 1945 This book looks at the efforts to educate Jewish children who lived under Nazi occupation in Europe and North Africa between 1933 and 1945. It asked what the important factors were that could help historians and educators understand the improvised, and generally clandestine, education of Jewish children during the Shoah in German occupied areas between 1933 and 1945. It offers answers to the questions who, what, where, how, and why Jewish children received education and provides a comprehensive understanding not only of how Jewish children were educated but also the effects of this education on them emotionally, physiologically, socially, and morally. Children, who lived in Germany during the rise of National Socialism and later in German ghettos and concentration camps, in orphanages, forests, or hidden in Christian homes, convents and monasteries, dealt with constant fear, trauma, hunger, and other terrible conditions. Despite severe restrictions there often were adults who took responsibility for providing children with “schooling” that gave them a semblance of normality and contributed to their lives in other ways.

3. Marie-Anne Harkness, teacher-librarian, The Holocaust Center for Humanity Speaker’s Bureau, Seattle, WA, member of the Korczak Association of the USA

Rescue and Resistance in Paris during the Second World War The presenter’s grandmother Céline and her two teenage children remained in Paris during the war. Céline formed a small Resistance network with a neighbor. Her hardware store on rue de Patay became the last stop on the secret journey for 300 42 refugees into Free France. Among them were three young orphans from the Rothschild Orphanage in Paris. Recently discovered, Georges David left a first-hand description of his orphanage experience during the war. Compare Georges’ experiences with Dr. Korczak’s and see how revolutionary Dr. Korczak’s philosophy truly was.

5:45 – 6:15 PM Poster session at Emerson Hall Lobby

1. Batia Gilad and Avi Tsur, Korczak Association of Israel, Israel

Janusz Korczak – Educational Moments This poster session introduces Korczak’s humanistic approach to dialogue education in the form of 14 posters, Educational Moments that are meant to allow educators, students, and parents to familiarize themselves with Korczak’s educational approach in an experiential and tangible way. The posters combine visual images with texts that survey various fields from Korczak's work, depicting Korczak himself and the life in the orphanage before and during WWII. The posters may be used as an addition to a discussion among teachers, the basis for students’ experiential activities, and/or an inspiration for implementing Korczak’s methods in schools or homes.

5:45 – 6:15 PM Poster session at Otto Miller Hall Lobby

1. Wen-Yan Chen, Associate Professor, Department of Educational Policy and Administration at National Chi-Nan University, Nantou County, Taiwan

Just a Laborer? The Effects of Role Perception and Role Identity on Teachers’ Leadership Behavior The study aimed to investigate the effects of teachers’ role perception and role identity on their leadership behavior. Using a survey, 514 valid questionnaires from 41 junior high schools in central Taiwan were collected. First, the results indicated that as to teachers’ role perception, a “professional teacher” ranked highest among the three orientations, followed by “divine teacher”, and finally “laborer teacher”. In addition, analysis showed significant differences between each of them. Teachers’ role identities also exhibited the same sequence. Second, teachers’ role perception could significantly predict their role identity. And third, the most predictive variable of teacher leadership behavior was teachers’ role identity as “divine teachers.” Teachers who perceived societal expectation of teachers as “divine teachers” or “laborers” also displayed more leadership behavior.

2. Zeynep Berber, Lecturer, Anadolu University, Eskesehir, Turkey

A phenomenological study on EFL teachers' perceptions on cultural diversity in a language classroom At Anadolu University School of Foreign Languages in Eskesehir, Turkey, there are preparatory students coming from different countries. This means more responsibility for teachers. The more they are aware of their student’s needs, the more effectively the classroom practices can be planned in such a diverse community. For this

43 phenomenological study, interviews with three instructors who have foreign students in their classrooms were conducted in order to gain insights related to this phenomenon and also to understand how teachers’ perspectives of diverse classrooms influence their own teaching strategies. The findings show that teachers’ understanding of their students’ cultural differences helped provide a more effective learning environment.

3. Feng Feng I, Associate Professor at the Department of Educational Policy and Administration, Chi Nan University, Taiwan

Using authentic leadership to support student learning in a junior high school This qualitative study explores one school leader’s enactment of authentic leadership to turn a junior high school from retrogression to flourishing in the rural area of Taiwan. A case study was chosen to provide a rich description of how principals conducted authentic leadership and its influence in a poor region and in a low performing school. The findings indicated that the principal aimed to build the school as a family with students, teachers and parents based on authentic leadership. It positively influenced stakeholders’ purpose of schooling, trust in principal and their school identification. It also made a difference in students’ learning process and outcomes through a collective effort as well. Moreover, teachers’ responsibilities and spontaneous forces for school development were formed even though the principal left the school some time later.

4. Natalia Siniagina, Professor of the Institute "Higher School of Public Administration" of Russian Presidential Academy of National Economy and Public Administration, Moscow, Russia; and Tatiana Bogacheva, Redmond, WA

Multicultural upbringing: a response to the modern society threats All of us are responsible for our kids, supporting and educating them by methods of the multicultural education, in the spirit of peace and tolerance, making sure they will grow into successful people of our society. We would like to talk more about the strategies and educational methods of work with children and their families regarding this important topic. We wish all of us to understand it and to set our hearts on it!

5. Hakan Berber, Anadolu University, Eskişehir, Turkey

A Teaching Strategy in a Diverse Classroom Today, classrooms in Turkey are more diverse than ever. The reason of this diversity is usually student exchange programs, scholarships provided for foreign students or refugees. Whatever the reason is these students with different cultural backgrounds, attitudes, beliefs and needs are interwoven into higher education context. Language restrictions, financial problems and accommodation are some of the problems that these students face in their daily life. This situation gives the teachers an extra responsibility. As teachers, we need to provide a range of options for student engagement and enhance collaboration in language classrooms. This study seeks to explore the impact of Turkish students' interview with foreign classmates about their cultures as an extra extracurricular activity on the attitudes and engagement of those foreign students in EFL context.

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6:15 -7:00 PM Dinner at Gwinn Commons

7:00-8:00 PM Evening activities at Demaray Hall 150

Moderator: Joyce Reilly

Puppet Show for Adults and Children: Kaytek the Wizard

Brian Hull, Puppeteer, Nashville, TN

Kaytek the Wizard - Puppet Play A musical puppet play is combining rod puppetry, character acting, shadow puppets and projected animation. Produced with permission from Penlight Publications. Adapted and directed by Brian Hull with music by Sarah Hart. Story description: Kaytek, a mischievous schoolboy who wants to become a wizard, is surprised to discover that he is able to perform magic spells and change reality. Soon he discovers actions are not without consequences, and in order to grow he must understand there is a bigger world around him.

8:00 – 9:30 PM Creative Activities for all: Candlelight Following the tradition of Korczak summer camps. Organized by Alsu Nikonorova, Aliya Shakirova and Alina Talmanova from the Dutch Korczak Association.

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Friday, August 24

7:30-8:20 AM Breakfast at Gwinn Commons

8:30-10:10 AM Plenary Session 3 at Otto Miller Hall 109

Moderator: Teresa Indelak Davis

1. Marc Silverman, Ph.D., Senior lecturer, Hebrew University of Jerusalem, Jerusalem, Israel

Korczak’s Humanist Moral Pedagogical Legacy and Its Relevance to Education Today

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This presentation focuses on the relevance of Janusz Korczak’s life, world- outlook, educational practices, and thought to education today. Through the lenses of Korczak’s religious sense of the world, educators can address life’s penultimate questions with their students. Through Korczak’s efforts to combine his Polishness, Jewishness, and humanism together, educators can assist students to inquire into the integration of their particular cultural identities with their country’s reigning one. Korczak’s political orientation based on an uncompromising egalitarian ethos can inspire educators to promote critical perspectives on all the forms of inequality in society. Korczak’s approach to moral education offers guidelines to educators to engage in dialogical non-coercive democratic moral education that does not fall prey to exhortatory, often coercive and indoctrinating practices.

2. John Graham, Co-leader of the Giraffe Heroes Project, a global nonprofit organization, Langley, WA, USA

The Giraffe Heroes Project: Sticking Your Neck Out to Serve This presentation combines the humanistic vision shared by Janusz Korczak and the Giraffe Heroes Project with an inspiring description of one man’s search for that vision over a lifetime of adventures. John Graham will describe the Project’s three decades creating programs helping students build lives as courageous, compassionate citizens. He’ll then explore why people choose compassionate action even if it’s risky. The Project’s experience is that such people are motivated by a strong sense that what they’re doing is meaningful—that it satisfies a personal sense of purpose at the core of their being. Graham describes his own search for that meaning and how a series of near death experiences finally pushed him to new understandings.

10:10-10:25 AM Coffee break at Otto Miller Hall Lobby

10:25 AM - 12:30 PM Concurrent Sessions at Otto Miller Hall

Session 21: Korczak’s books, Korczak’s theater, media and school textbooks about children and Korczak, Otto Miller 119

Moderator: Tatyana Tsyrlina-Spady

1. Tamara Sztyma, Ph.D., POLIN Museum, Warsaw, Poland

In King Matt’s Poland – Exhibition at POLIN Museum of the History of Polish Jews Inspired by the Thought of Janusz Korczak The paper will be dedicated topicality to the figure of Janusz Korczak for the mission and narration of the POLIN Museum of the History of Polish Jews. Its main focus will be the presentation of the temporary exhibition “In King’s Matt’s Poland” that will be organized at POLIN in November 2018, on the centenary of regaining Poland’s independence. It will be based on the book King Matt the First, which Korczak wrote at 47 the eve of the reconstruction of Polish statehood in order to educate children on the mechanisms of executing power and on the responsibility required to govern a country. Inspired by Korczak’s social and pedagogical vision, the exhibition is aimed to encourage “big and small adults” to reflect upon the meaning of freedom, responsibility, democracy, and a self-governing community.

2. Shlomi Doron, Ph.D., Ashkelon Academic College; The Korczak Education Institute of Israel; Ashkelon, Israel

Korczak and Tagore at the History Point: The Pedagogy of "The Post Office" On July 18, 1942, Korczak staged a play for the residents of the Warsaw Ghetto, "The Post Office” (1912) by Rabindranath Tagore. Why did Korczak choose this play? Why did he opt to end his days and those of the orphanage children with the performance of a surrealistic production during the worst of horrors? What are the powerful messages that Korczak tried to send? The basis of this research is the ritual process, as stated by the anthropologist Turner (1969). Ritualistic actions constitute a behavioral framework in which reference is made to symbols. My central claim is that the play "The Post Office" served Korczak for constructing a theatrical ceremony in which we learn of the complex relationships and innovation in the social and cultural context that developed in the Warsaw Ghetto. We gain an understanding of the system of messages and the harsh life of the sick boy in the play as an analogy for the ghetto and its dying residents. This is achieved through a ceremony and public event that serves as a system of symbols and combines imagination and reality (Constantakis, 2017).

3. Shirane Halperin, graduate student, lawyer, member of the Swiss Korczak Association, Geneva, Switzerland

The Janusz Korczak Contest of Youth Literature: Enhancing Children’s Rights Education through a Reading Contest in Primary Schools Introduced in Switzerland in 2014, the yearly “Janusz Korczak Contest of Youth Literature” has several aims: sensitizing primary school pupils to Korczak’s teachings, to children’s rights, and promoting their right to free expression through active participation. The contest begins with the selection of books related to a different topic every year (“Children in the War”, "Exile", “Handicap”, etc.). Throughout the school year, discussions are organized in the classes and pupils designate their favorite book. This process introduces them to critical thinking and the practice of a democratic system (voting rules). Each person involved in the contest profits from this unique experience, the success of which is demonstrated by the huge progression of participation: in Switzerland, an increase of 500% in just four years has been observed!

4. Barbara Janina Sochal, educator, President of the Polish Association of Janusz Korczak, Warsaw, Poland

The Image of a Child in Media: Children's Rights, our Sensitivity, and Good Taste Media, including social media, have become an increasingly important part of our lives and culture. They are not only valuable sources of information about the world, but also the space in which we communicate with others while creating individual realities, subjective versions of our own lives, and the lives of our families and friends. In this virtual world we also create an image of a child, and the way we do it reflects our 48 system of values, hidden needs, and open aspirations. We demonstrate the quality of our relationships with other children, not only our own. This presentation is an attempt to answer the following questions: What kind of image of young people do we keep creating in the media? How are children treated and represented by us? Have children really become primary subjects of our actions and a source of our aspirations?

5. Dobrochna Hildebrandt-Wypych, Ph.D., Adam Mickiewicz University, Poznan, Poland

Heroic Memory and Mono-Ethnic National Identity: Korczak's History Textbook Narrative within the Construction of Nationhood in Poland The narrative of Korczak in Polish history textbooks is tied up with memories of World War II and the national imaginary constructed around the ideas of national suffering and national survival. In all history textbooks Korczak's image is presented as a part of general considerations on the situation of occupied Poland (within such chapter headings, as: “Poland under occupation and fighting”, “Suffering of occupied Poland” or “Occupational policy of Germany”). Only in some textbooks there appears a separate paragraph, entitled: “Genocide of Jews” and “Extermination”. In most of the cases, history of Jews in Poland is intertwined with the dominant strategy of national self- glorification. Korczak's school narrative fits into a wider issue of exclusion of Jews in Polish historical discourse and national memory during the communist times. Eventually, the name of Korczak, as a civilian hero of the Polish WWII narrative, is included in the textbooks after the 1980s educational reform. However, the post- communist revision of history is marked by a striking continuity in textbook narrative regarding WWII.

Session 22: Korczak’s Ideas in Shaping Teachers and Other Professionals in the Field of Helping Professions: What is happening in Korczak Associations in the world, Otto Miller 118

Moderator: Mariola Strahlberg

1. Roza Valeeva, Ph.D., Professor, Institute of Psychology and Education, Kazan Federal University, and Agzam Valeev, Ph.D., Professor, Kazan Federal University, Kazan, Republic of Tatarstan, Russia

Janusz Korczak’s Ideas in Training Future Teachers in Russia The paper discusses Janusz Korczak`s ideas on reasonable education as opposed to authoritarian forms of education. The requirements for the necessary professional and personal qualities of a teacher in humanization of education are analyzed in the context of Janusz Korczak’s ideas about a “reasonable educator”. Modern Russian pedagogy considers an educator as a critical indicator of the humanist education paradigm. One of the ways of training this kind of teacher is the involvement of student teachers into socially valuable activities. The paper presents the activities organized by Korczak youth societies in Russia. Janusz Korczak’s ideas of serving a child, fighting for his rights, and helping disadvantaged children have become the priority of these activities.

2. Mariola Strahlberg, Founder and Executive Director, Korczak 49

Association of the USA, Chestnut Ridge, NY, USA

How is Korczak Association of the USA enriching lives of students, teachers and parents today and what is our vision for the future For the past 5 years, members of the Korczak USA are actively finding ways to bring Korczak's pedagogical, pediatric and children's rights ideas to private and public schools, community centers, after school programs and camps. Our vision for the future is to establish a Korczak Institute and to offer an advance certificate program in Korczak's pedagogy at one of the major US universities.

3. Irving Roth, Director of the Holocaust Resource Center of Temple Judea of Manhasset, NY; Manhasset, NY

Janusz Korczak: From Treblinka Death Camp to Manhasset, NY My acquaintance with Janusz Korczak started more than five decades ago. My wife, an early childhood educator, introduced me to Korczak’s educational innovations. I then learned about his greatness and heroism when I attended a lecture by Betty Jean Lifton, author of The King of Children. I had two incredibly moving experiences involving Korczak; once during a visit to “Yad Layeled” the children’s museum in Naharia, Israel at the exhibits devoted to Korczak; and again when I was standing in the Korczak orphanage in Warsaw. It was at these moments that I promised myself that Korczak’s life must become part of every Holocaust education program in North America.

4. Arie de Bruin, educator, President, Dutch Korczak Association, Amsterdam, Netherlands

Children have something to say and to sing! (Interactive workshop) Last year the Janusz Korczak Foundation of the Netherlands published its annual book, in which various forms of child participation were described, such as school-based Youth Courts and child-provided mediation processes. The presenter, Chairman of the Janusz Korczak Foundation of the Netherlands, will introduce different types of active participation in classrooms and other educational settings in the Netherlands. Additionally, the presenter will discuss numerous methods of how to motivate children’s active participation at school. All the attendees will have a chance to enjoy themselves in an interactive workshop with a lot of singing and music.

10:25 AM - 12:30 PM

Session 23: Education for Excellence and Diversity: Innovative Projects from Around the World (SPU), Otto Miller 128

Moderator: Arthur Ellis

1. Weihua Fan and Fan Wu, University of Houston, TX, USA

Expectancy for Academic Success Scale (EASS): Construct Validity and Reliability among College Engineering Students As a core component of expectancy-value theory (EVT), expectancy for success is measured in a limited way, failing to encompass its multi-dimensional nature and tailor 50 to specific engineering settings. The objective of this study was to develop a sophisticated scale to measure students’ expectancy for academic success in engineering within EVT and assess its psychometric properties. Approximately 163 college engineering students participated. Principle component analysis supported a three-factor solution as we hypothesized: Expectancy for Successful Engineering Academic Relationships, Expectancy for Completion of Engineering Academic Tasks, and Expectancy for Completion of Engineering Education. The three factors were significantly positively related to each other. The study contributes to the literature by helping explain college engineering students’ achievement behaviors from EVT’s perspective.

2. Jill Heiney-Smith, Ph.D., SPU, Seattle, WA

Design, Implementation and Perceptions of a Preservice Mentor Development Program Teacher Education programs support their mentor teachers through a variety of resources and professional development, but generally lack a dedicated curriculum for pre-service mentoring. This study was designed to learn what kinds of resources, tools, trainings and experiences would better support mentor teachers in a teacher education (or preservice) program. The study was grounded in social learning theories and empirical research on mentoring, as well as research on teacher induction and professional development. Mixed-methods data was collected in three sequential phases with a total sample of n = 199 mentor teachers. Results indicate that mentors have sophisticated expectations for their professional development and desire a blend of formats, collaboration, easily accessed resources and tools to promote reflection.

3. Craig Schieber, City University of Seattle, Seattle, WA

Breaking Out: How to Get to 21st Century Education Schools in the industrial era brought educational opportunity to the entire population. In the 21st Century, we are evolving to understand that education can be individualized for each learner. This evolutionary step is an historic paradigm shift. As with any major paradigm shift, new ways of thinking about systems are needed. To move out of the 20th century paradigm into the information age requires an ability to surface hidden assumptions that guide our thinking about how a system should work. Thomas Kuhn’s, “Structure of Scientific Revolutions” and E.O. Wilson’s, “Consilience” provide the framework for this discussion.

4. Lin Chun-wen, National Pingtung University of Science and Technology, Neipu, Pingtung, Taiwan

The Impact of College Students’ Smartphone Addiction on Normative Deliberative Deliberation and Civic Virtue: Implications for Deliberative Pedagogy Using Habermas’ communication action theory and Johari window perspective, the associations among smartphone addiction, normative deliberative belief, and civic virtue were explored by structural equation modeling in a sample of 302 college students in Taiwan. Results revealed that normative deliberative belief was positively associated with civic virtue, but smartphone addiction was not significantly associated with normative deliberative belief and civic virtue among college students. It verified that the 51 deliberation may promote civic virtue in Habermas’ communicative action theory. However, the results also indicated that the communication among smart phone users were not in ideal speech situations because they were not governed by a basic deliberative rule. Educational leaders may use these findings to implicate deliberative pedagogy to enhance students’ deliberation’s capability.

12:30-1:30 PM Lunch at Gwinn Commons

1:30 – 3:30 PM Concurrent Workshops at Otto Miller Hall

Session 24 (Workshop): Practical Implications of Korczak’s ideas in after-school programs, and summer camps, Otto Miller 119

Moderator: Alina Talmanova

1. Michał Kozień, Deputy Camp Chief, Korczakowo, Kraków, Poland

How to encourage children's self-development? Korczakowo Camp, Poland, established in 1959, is a youth summer camp with pedagogical activities based on two pillars: scouting and the heritage of Janusz Korczak. They both make this system unique. During every summer camp Korczak’s techniques are used: work shifts, older children taking care of the younger, and a camp newspaper written and prepared by the children for the children. The workshop leader will share Korczakowo’s experiences in introducing and adapting Korczak’s ideas. Significantly, not all efforts have been successful, and this also will be examined.

2. Alsu Nikonorova, Aliya Shakirova, Alina Talmanova, leaders and organizers of the Dutch summer camp “Nash Dom”, Amsterdam, Netherlands

An International Integration Camp “Nash Dom”: Korczak’s Pedagogy in Practice. Are you interested in learning how Korczak's pedagogy works in the modern world and in everyday life? Have you always wanted to visit a children’s summer camp? Would you agree with the statement that phrases "active participation" and "children" make sense to you but you don't exactly know how to put them together in practice? Bring your ‘Inner Child’ and come to our workshop! - We will dive into the world of “Nash Dom” camp, international integration camp with 25 years of history - We will closely look at the basic principles of Korczak's teachings and the way we can apply them to our work with children (and adults too). - We will share with you the results of numerous “Nash Dom” camps and show that our strategies and interventions work and can be used in your work as well. Hope to see you soon in “Nash Dom”!

Session 25: Supporting All Learners, Embracing Diversity, Otto Miller 128

Moderator: Melinda Pierson 52

1. Melinda Pierson, Ph.D., Professor, California State University at Fullerton, Fullerton, CA, USA

Supporting All Learners: Active Engagement for the Literacy-Rich Classroom Teachers will learn practical active learning strategies to strengthen the opportunity for students to engage in the learning process. Over 25 strategies will be discussed with opportunities to practice the skills within the workshop. Teachers will learn how to encourage more student responses, increase physical movement related to content, and increase comprehension within specific subject areas.

2. Deanna Jordan, Spanish Teacher, High School Transition Specialist, Hawthorne, CA, USA

Learning to Respect Cultural and Ethnic Diversity in High-Poverty Urban Schools: Janusz Korczak Revisited Based on the presenter’s experience in Los Angeles high-poverty schools, this workshop addresses different ways to inspire student social agility, persistence, and leadership skills at the secondary level. Participants will learn how to transform school climate and culture and genially celebrate the racial, ethnic, religious, and language heritages of all students. Strategies on ways to involve community members and parents in dispelling negative attitudes and misconceptions about ethnic groups represented in the school are included. Approaches to encourage positive intergroup attitudes will be discussed so as to promote cooperation and to move students closer to a world where respect for all races, religions and ethnic backgrounds is more of a reality than a dream, as Janusz Korczak taught us years ago.

Session 26 (Workshop): Meeting Basic Needs and Getting Kids on Track. Using Puppets as a Healing Source, Otto Miller 109

Moderator: Tatyana Tsyrlina-Spady

1. Darcia Narvaez, Ph.D., Professor of Psychology, University of Notre Dame, South Bend, Indiana, USA

Meeting Basic Needs and Getting Kids on Track to Fulfill Their Potential (Attending to Neurobiology) The empirically-derived RAVES DEEP model helps educators and counselors facilitate moral character development through Relationships, Apprenticeship, Village connection, Expertise development and Self-authorship. RAVES provides an intentional, holistic, comprehensive, approach to moral character development that educators at all levels can adopt. The Developmental Ecological Ethical Practices (DEEP) model helps revamp the neurobiological underpinnings of the self. DEEP enables participants who missed optimal early care or experienced trauma to foster self- calming, grow sociality, and expand social and ecological imagination. Instruction is informed deeply by evolution, ancient philosophical wisdom, and current developmental and learning sciences about what contributes to the cultivation of human wellbeing.

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Handouts will be provided and guidebooks from the Minnesota Community Voices and Character Education project will be available.

2. Joyce Reilly, Board of Associates, Center for Holocaust/ Genocide Study, Drew University Madison, New Jersey, USA

Healing Puppetry: Restoring the World through Story and Character In this workshop, we will begin the process of learning to tell and write stories with a healing character. We will draw upon our own experiences as children to imagine what can help and heal a child in both – extreme traumatic circumstances, and ordinary/extraordinary challenges of growing up! Using the device of archetypal character, we will create and explore simple puppets that speak for and to the child. The puppets will be created on the spot, and the participants will have the tools to continue this creation in their classrooms and therapeutic settings. The story creation and telling, as well as the puppetry, serve the child not as entertainment or relief, but help by drawing out a sense of wholeness and peace in the face of adversity, and a reinforcement of the sense of community and safety.

Session 27 (Workshop): In the spirit of Janusz Korczak: Creative projects in Washington State, Otto Miller 126

Moderator: David Woodward

1. John Graham, Co-leader of the Giraffe Heroes Project, a global NGO, Langley, WA, USA

The Giraffe Heroes Project: Practical Implementations In this interactive workshop, I’ll describe the methodology and tools the Giraffe Heroes Project has developed over nearly 30 years of helping young people become active, compassionate and courageous citizens. Each version of the K-12 Giraffe Heroes curriculum starts by telling stories of real heroes, then takes students into their own communities to find more heroes and to deepen their understanding of why heroes are important. Students become their own heroes by deciding what public problem they most care about, then carrying out a project that helps solve it. I’ll describe the seven- step process we teach for getting kids involved in successful service projects—from deciding what problem most needs solving, to making a plan, creating a vision, carrying out effective actions and celebrating when the work is done. I’ll suggest how to keep the focus on what works, and how to master the challenges and avoid the pitfalls. The workshop will be interactive, and participants will have ample opportunities to ask questions and make comments.

2. Keith Lambert, Lisa Laurier, Doreen Keller, Whitworth University, Spokane, WA, USA

Partnerships with a Purpose: Growing Awareness and Hope in Waiʻanae Long-term success in the development and sustainability of a partnership such as this one requires a commitment to learn and a commitment to developing authentic relationships. This partnership richly serves both the Whitworth and Wai’anae Coastal Communities. While fostering economic opportunities that will allow Wai’anae students 54 to achieve a post-secondary degree and return to their communities as future leaders and change agents, it also serves future teachers by allowing them an authentic experience immersed in a different culture. Learn how one university is leading the way in building authentic relationships that are mutually beneficial and life changing for all participants.

3:30 - 4:30 PM

Concurrent workshops/sessions at Otto Miller Hall

Session 28 (Workshop): Education for the Common Good Today, Otto Miller 119

1. Malgorzata Kmita, Co-Secretary General, International Korczak Association, Manchester, Greater Manchester, United Kingdom

Education for the Common Good in a Changing World This workshop aims to explore perspectives on the Common Good from a range of disciplines including pedagogy, philosophy, literature and the social sciences. It will relate these perspectives to Janusz Korczak's life and writings and will inspire and encourage workshop participants to collaboratively explore how Korczak's ways of seeing can be relevant to their personal and professional contexts. Key Korczak projects in the UK will be also covered.

Session 29: Empowering Empathy in Schools and Engaging Families’ Participation in the Education of Their Children, Otto Miller 128

Moderator: Roza Valeeva

1. Brigitte Bavousett, Lecturer, Arizona State University School of Sustainability, Tempe, Arizona, USA

The Role of Empathy in Education: A Vital Key Towards a More-Sustainable Future The world population is approaching 8 billion, and will reach 9.6 billion by the year 2050, which is considered the ‘carrying capacity’ for our Earth. If the human population doesn’t become more sustainable in our everyday choices, we will experience hunger, overcrowding and increased illness due to the pollution of our air, our oceans, and our land. The trait of empathy can influence more-sustainable choices for us and our world. Empathy leads to kindness, respect for diversity, and better social equity, creating more access to the basic human needs of good nutrition, affordable housing, and less pollution. As Janusz Korczak stated, “The child has the right to optimal conditions in which to grow and develop.”

2. Julieta Altamirano-Crosby, Ph.D., Graduate student at SPU; Mukilteo, WA

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De Boca en Boca: communication strategies among Latino Parents who feel invisible Within the educational system, engaging with parents and families has become an increased priority as the demographics across America change. This is particularly of concern regarding the Latino community as schools struggle to find effective strategies to invite the participation of parents and families. With this change there came new challenges and urgency for effective response and intervention. Yet, there is a discrepancy between perceived and actual needs of the Latino community. Even though education is typically highly valued by Latino families, many Latino parents lack knowledge and awareness of how the education system works. This perspective was clearly articulated by the Latino men and women who participated in a recent study I conducted and that leads to this paper. This paper explores some of the “mouth to mouth” communication strategies that Latino parents use across nine different counties in Washington State and the challenges that schools, and more specifically – Catholic schools coveting this demographic market, face to access this discrete and evasive flow of information.

Session 30 (Workshop): Creative Projects around the World, Otto Miller 109

1. Nair Kremer, art educator, art therapist and artist, Curitiba, Brazil Looks and voices of today: Children’s rights In this workshop we will work on the rights of the children. The process will include the following steps: - Distribution of the updated list of children's rights to the participants. - Each participant will choose a right and will perform a corresponding assignment keeping in mind that the work could be done using different media, for example, visual, performing, theatrical, musical, etc. - Presentation and appreciation of the group work. - Exhibition of all the works. - Wrap-up and discussion.

4:30 – 5:20 PM Concurrent sessions/workshops at Otto Miller Hall

Session 31 (Workshop): Creative Projects from Around the World, Otto Miller 118

1. Lukas Ritson, educator and entrepreneur, Gold Coast, Queensland, Australia

Sustainability in Early Childhood Development - The Own Grown Organics Experience Sustainability means living within our limits and understanding the interconnectedness of the environment, society and the economy without compromising the ability of future generations to meet their own needs. It is a way of thinking, living and working. We aim to embed sustainable practices into each early childhood center we work with as well as the wider community through providing education programs and functional, sustainable 56 outdoor environments that prioritize the development of children. With our cities growing and our suburbs sprawling, it’s easy to see how children today may be suffering from disconnect. As educators, we have a responsibility to create connected, resilient, self- aware, and empathetic future leaders.

Session 32 (Workshop): Listening to Fairytales, Playing with Dolls, Otto Miller 128

1. Tania Novinsky-Haberkorn, President of the Janusz Korczak Association of Brazil, São Paulo, Brazil

Tales as a resource to foster security and strength in young girls from underprivileged backgrounds Through a famous Russian fairytale and manufacturing of a doll, this workshop is designed as a resource for educators working to empower young girls as they move from childhood towards adulthood. Facing many challenges, growing up in disadvantaged environments, these children need support to find their own inner voices, trust their instincts, and what they have learned with the women in their lives. Using craftsmanship and dialogue, they explore paths to their inner strength to overcome the challenges and pitfalls of the human experience with kindness and courage, trusting themselves to make the world a better place. Korczak Association of Brazil.

5:30 – 6:50 PM Plenary Session 4 at Otto Miller Hall 109 Moderator: Joyce Reilly Presidents and Representatives of Korczak Associations from different countries present their projects, following by a general discussion:

Sarah Lewis Switzerland Avi Tsur Israel Bogdan Bashtovy Ukraine Barbara Sochal Poland Hatem Elabed Tunisia

7:00 – 10:00 PM Getting together, dinner, creative activities, and music.

Awards and concluding remarks. Thanks and farewells. Exchange of ideas and plans for the future. Photo together.

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Saturday, August 25 7:30 - 8:20 AM Breakfast at Gwinn Commons

8:45-12:00 PM Meeting at Tiffany Loop. A bus tour for international and out-of-state participants. Major Seattle Attractions.

12:30-1:30 PM Lunch at Gwinn Commons

1:55-6:00 PM Meeting at Emerson Hall. Sightseeing outside Seattle by bus (surcharge).

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Saturday, August 25 Daylong Workshop for Teachers

How to Respect Students’ Rights, Promote their Social-Emotional Development and Facilitate Agency: Lessons from Janusz Korczak

Composed and facilitated by Dr. Tatyana Tsyrlina-Spady

8 clock hours, cost of the entire workshop is $10.

Registration at ce.spu.edu

8:30 AM – 6:00 PM at Otto Miller Hall, room 119

This workshop is intended to be a learning experience. Although quite intensive, it is just like opening a window to the deep and profound educational philosophy and pedagogy of Janusz Korczak that has been a subject of numerous research publications, hundreds of books and articles in different languages. The international flavor of the workshop will allow the attendees to experience the diverse understanding and pedagogical implications that proved to be successful in different nations. This adds to the international perspective on Korczak’s legacy and pedagogy.

Educational objectives

The workshop is based on 3 key foundations: academic, pedagogical, and experiential.

1. Academic:

We will learn the life story of Janusz Korczak (1878-1942), a national Polish hero, “a doctor by training, a pedagogue by chance, a writer by passion, and a psychologist by necessity,” a director of the Warsaw orphanage for Jewish children for whom he became a true role model and with whom he died in Treblinka gas chambers in August 1942. This will allow showing the roots of Korczak’s philosophy and pedagogy and making it for a better understanding of his undertakings.

It will also allow discussing the timely nature of Korczak’s ideas especially in regard of the growth of US students’ agency and self-advocacy while demanding school and society safety, and gun control. As Korczak wrote, War is an abomination. Especially because no one reports how many children are hungry, ill-treated, and left without protection. Before a nation goes to war it should start thinking of the innocent children who will be injured, killed, or orphaned. No cause, no war is worth depriving children of their natural right to 59

happiness. One must think first of the child before making revolutions.

2. Pedagogical:

The pedagogical component is constructed to help the participants with practically translating and decoding this academic content into appropriate pedagogical materials. The presenters will share a number of different teaching resources that they have developed, and which proved to be successful. Time will be provided for previewing and discussing these educational activities.

The time will be also allocated to analyze some of the tools relevant to Korczak’s pedagogy that the participants will be asked to generate during the workshop.

The emphasis will be placed on Korczak’s Declaration of Children’s Rights and their translation into modern classrooms. We will specifically interpret such rights as:

• To respect. “Let us demand respect for shining eyes, smooth foreheads, youthful effort and confidence. Why should dulled eyes, a wrinkled brow, untidy gray hair, or tired resignation command greater respect?" • To optimal conditions in which to grow and develop. "We demand: do away with hunger, cold, dampness, stench, overcrowding, and overpopulation.” • To live in the present. "Children are not people of tomorrow; they are people today. They are entitled to be taken seriously. …They should be allowed to grow into whoever they were meant to be – the unknown person inside each of them is the hope for the future.” • To be him/herself. "A child is not a lottery ticket, marked to win the main prize." • To make mistakes. "There are no more fools among children than among adults." • To resist educational influence that conflicts with his or her beliefs. "It is fortunate for mankind that we are unable to force children to yield to assaults upon their common sense and humanity." • To have a Children's Court where any child can judge and be judged by his peers. "We are the sole judges of the child's actions, movements, thoughts, and plans . . . I know that a Children's Court is essential, that in fifty years there will not be a single school, not a single institution without one" (Korczak).

3. Experiential:

Finally, the experiential component includes a few video episodes that will enhance both the historical and pedagogical components of the workshop.

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Agenda Outline

Otto Miller Hall, room 119

1. Tatyana Tsyrlina-Spady, Ph.D., Adjunct Professor, SPU. Overview of the workshop and its main objectives and outcomes. INTRODUCTION of the presenters and self-introduction of the participants – 20 minutes

2. Sara Efrat Efron, Ph.D., Professor, National Louis University, Chicago, IL, USA. Practical Implications of Korczak’s Pedagogical Legacy for Educators Today – 45 minutes

Korczak was a pragmatic dreamer that was ahead of his time and in many ways ahead of our time as well. His ideas, educational insights and strategies should not belong to the history of education but rather serve as a guiding light for regenerating and rejuvenating educators’ current practices. His thoughts and pedagogy embody the integration of a visionary insight with a practical knowledge and have a timeless importance that can serve as an inspiration for educators and researchers throughout the world. In this presentation I consider the relevance of the principles and concepts that shaped Korczak’s practice at the beginning of the last century for current educators, administrators, and researchers, and discuss the implications of some of the most daring innovations Korczak established in his institutions for current classrooms and schools.

3. Carrie Basas, Director, Washington State Governor's Office of the Education Ombuds Seattle, Washington. How Washington State Protects the Rights of the Children and their Families – 20 minutes

At the heart of supporting children is collaboration between families, schools, and community organizations. This spirit of collaboration begins with the family, is fostered by the community — and then extends to the child’s development in school through teachers and other school leaders that are committed to equity, shared decision-making, and cultural responsiveness. In this panel, leaders of Washington’s Professional Educator Standards Board (PESB), the Office of the Family and Children Ombuds, and the Office of the Education Ombuds will discuss how they work individually and as part of the larger system to ensure that every child has access to the developmental supports that they need and every family can navigate complex systems successfully.

Coffee Break – 15 minutes

4. Darcia Narvaez, Ph.D., Professor of Psychology, University of Notre Dame, South Bend, Indiana, USA. Meeting Basic Needs and Getting Kids on Track to Fulfill Their Potential (Attending to Neurobiology) – 45 minutes

The empirically-derived RAVES DEEP model helps educators and counselors facilitate moral character development through Relationships, Apprenticeship, Village connection, Expertise development and Self-authorship. RAVES provides 61

an intentional, holistic, comprehensive, approach to moral character development that educators at all levels can adopt. The Developmental Ecological Ethical Practices (DEEP) model helps revamp the neurobiological underpinnings of the self. DEEP enables participants who missed optimal early care or experienced trauma to foster self-calming, grow sociality, and expand social and ecological imagination. Instruction is informed deeply by evolution, ancient philosophical wisdom, and current developmental and learning sciences about what contributes to the cultivation of human wellbeing. Handouts will be provided and guidebooks from the Minnesota Community Voices and Character Education project will be available.

5. Questions/answers, working in small groups brainstorming and discussing the above presentations – 30 minutes.

Lunch – 45 minutes

6. Hannah Hochkeppel, Program Director, Kids4Peace (www.k4p.org). Youth Empowerment and Leadership Development for Social Change – 30 minutes

Over the past 15 years, Kids4Peace has worked with youth across lines of division to create long-term and sustainable relationships for social change. Our mission is to empower youth to create more peaceful communities. Through both research and practical experience, we have developed a model for youth empowerment that centers the importance of community, supports youth through experience and mentorship, and provides the knowledge, skills, and awareness needed to navigate complex narratives with empathy and understanding. This session will share some of these best practices, as well as activities and strategies that we implement internationally. Youth are aware of what is going on in their communities and their world. Youth also have a deep desire to be valued for their own experiences and to create change in ways large and small. Through video examples you will hear directly from youth who have been impacted by this work and be equipped to take some of the best practices we use back to your own classrooms and communities. 7. Jonathan Levy, a teacher trainer and trainer of child professionals, CATS Director, Vice President of IKA, Paris, France. How Protection Can Liberate Participation: Childhood Policy and Justice. The “Human Library” Approach – 60 minutes

The human library is a place where books are people who have stories to tell. They talk to a small group of “readers” who are interested in their stories during 10 minutes and then there’s a short questions/discussion time. We aim to focus on people as factors for creating change. Using the “Human Library” approach and storytelling, participants will receive the opportunity to learn about different experiences related to the world of children’s rights and democratic participation. At the workshop, books will become people and reading will become a conversation. The room will look like a library only people will be books and librarians will help readers to find the stories that interest them. Books have the power to inspire us, now imagine books that come to life! “Human Books” will be “checked out” by “Readers” (workshop participants) who are interested in hearing students’ stories of children and adults making a change for a

62 better and more sustainable world. Each “Book” will go with its “Readers” to a section to share its story, and the “Readers” will ask questions. Different “shelves” are available: • PEOPLE. We are committed to promote human rights and equality • PLANET. We stand up to save our planet • PARTNERSHIP. We believe in solidarity and support between people • PEACE. We are active to promote and implement peace • PROSPERITY. We take action to develop our communities.

8. Colleen Bell, Ph.D., Hamline University, St. Paul, MN and Susie Oppenheim, teacher, Southside Family School, Minneapolis, MN, USA. Teaching as a Political Act: Building Critical Consciousness through the Study of Children as Actors in History – 45 minutes

Children’s social and political agency is part of the null curriculum in many classrooms and schools. This paper focuses on a long-standing effort in one K-8 school to teach and learn in ways that incorporate children as actors in history. Through the “Kids Make History” curriculum, upper level students study civil rights history and sometimes meet older people who themselves were young activists in the civil rights movement. Our session will (1) highlight concepts and theory underpinning this curriculum; and (2) share vignettes to convey pedagogical practices and illustrate how intergenerational conversations support middle school students’ developing critical consciousness, encourage young learners to take action in their own neighborhoods and communities, and remind elders how their work continues to inspire.

9. Julie Scott, Eighth-grade English/Language Arts Teacher, East Valley Middle School/East Valley School District, Spokane, WA, USA. Janusz Korczak: Lessons for All-Time (One Teacher's Story) – 45 minutes

I was introduced to the story of Janusz Korczak on a trip to Poland to study the Holocaust in 1998. I was immediately drawn to learn more about this extraordinary personality. I soon realized that my own ideas about how young people should be treated in a classroom were congruent with his. It became a passion of mine, which I convey to my students, to keep studying Korczak’s life and ideas. This workshop will address how I teach the story of Korczak to eighth- graders. It will also address how his moral beliefs and legacy resonates with and inspires students through expression in a found poem (prose to poetry) and artwork projects. Some of my lesson plans and students’ artwork will be demonstrated.

Coffee Break – 15 minutes

10. Wojciech Lasota, educator and researcher, Warsaw, Poland. Korczak’s ‘Bets’ as a Useful Method for Teachers Today – 25 minutes

Korczak’s Orphans’ Home was organized in a very specific way with the following underlying principle – adults did not punish and reward children but rather create a climate and rules to give them opportunities to choose positive and constructive 63

behaviors. Those were the choices that promoted a subjective approach towards others, even at the epicenter of a conflict. If any given rule failed, the staff from the Orphans’ Home was eager to change it. That is why, the system of suggested solutions reminds more of a tree rather than a code of rules - it is still capable to grow and change. This short workshop is an attempt to illustrate how Korczak’s system of bets works, and how similar it is to modern coaching. The moderator will involve teachers in collaborating in small groups, and in this way learning in practice how helpful bets could be in their own work with students. Participants will receive a short Korczakian handbook, including a “Bets" method, and an invitation to share their experiences regarding "bets" offline. Also, we will create a dedicated forum or space online for these same purposes.

11. Ira Pataki, Instructor, Sharpsville Middle School, Sharpsville Area School District, Sharpsville, PA. Youth Courts and Postcards: Incorporating Korczak and Principles of Restorative Justice in a Children's Court – 30 minutes

The Youth Court and its emphasis on the concept of restorative justice offers an ideal way to promote individual responsibility and constructive group interaction to promote change and empower our students as stakeholders in the school community. The SKY (Sharpsville Korczak Youth) Court arose as an organic hybrid of Korczak’s progressive vision and the concept of restorative justice. Along with Korczak’s Children’s Court, the additional Korczakian element that Sharpsville has added to our youth court involves our incorporation of Korczak’s awarding of postcards in our proceedings. My presentation documents the development of our program and outlines the connection between restorative justice and Korczak’s method and practice. Specific activities and materials will be included to be used at other schools.

12. Alsu Nikonorova, Aliya Shakirova, Alina Talmanova, leaders and organizers of the Dutch summer camp “Nash Dom”, Amsterdam, Netherlands. An International Integration Camp “Nash Dom”: Korczak’s Pedagogy in Practice – 35 minutes

Are you interested in learning how Korczak's pedagogy works in the modern world and in everyday life? Have you always wanted to visit a children’s summer camp? Would you agree with the statement that phrases "active participation" and "children" make sense to you but you don't exactly know how to put them together in practice? Bring your ‘Inner Child’ and come to our workshop! - We will dive into the world of “Nash Dom” camp, international integration camp with 25 years of history - We will closely look at the basic principles of Korczak's teachings and the way we can apply them to our work with children (and adults too). We will share with you the results of numerous “Nash Dom” camps and show that our strategies and interventions work and can be used in your work as well.

13. Tatyana Tsyrlina-Spady and other presenters. A discussion with the participants, Why do we need Korczak today? – 20 minutes 14. Participants create their own Korczak-based projects and present them in small groups or to the whole group depending on the number of participants – 30 minutes. 64

15. Tatyana Tsyrlina-Spady. Wrap-up – 15 minutes. Teachers will have the opportunity to earn 8 clock hours. Cost of the entire One-Day Workshop, CEU 3961 is $10.00. Click link to register for 8 SPU Clock Hours (bit.ly/2LT3MIC) Teachers are also invited to attend the entire conference or on individual days from August 22 to August 25. One-day conference participation including lunches and coffee breaks is $80 while registration rate for the entire conference is $230.00 (excluding clock hours). 20 clock hours OR 2 credits are available for those who attend all 4 days (you will need to choose, and you won’t have an opportunity to choose both options). To register (August 22-25 Full Conference), please choose between Option 1 or 2: 1. EDCT 5706 – 2 Credits, $200 flat: Click Link to Register for 2 SPU Credits (bit.ly/2stHWn4) 2. CEU 3961 – 20 clock hours, $20 flat: Click Link to Register for 20 SPU Clock Hours (bit.ly/2LkNVBH)

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Navigating the Campus

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Dining in Seattle

If you would like to explore Seattle and eat out before August 22nd and on August 25th after the conference is over, here are a few recommendations:

Seattle Pacific University Campus • Subway: 3310 3rd Ave. W. • Cocina Del Sol: 3310 6th Ave W. • Common Grounds (& Starbucks): 3310 6th Ave W.

Near Seattle Pacific University Campus (within 5-10 minute walk) • Thai Fusion Restaurant and Lounge: 15 Nickerson St (206-285-1020). Good for Lunch and Dinner • Byen Bakeri: 15 Nickerson St (206-218-1000). Good for Breakfast and Lunch • Nickerson Saloon: 318 Nickerson St (206-284-8819). Good for Lunch and Dinner

Queen Anne/Ballard/Fremont (near Seattle Pacific University) • Via Tribunali: on top of Queen Anne Hill (206-264-7768). • Chinook’s: in Fisherman’s Terminal (206-283-4665). Reservations not available. • Anthony’s Homeport: in Ballard (206-783-0780). Reservations available. • Pasta Bella: in Ballard (206-789-4933). Reservations available but not required. • Wild Mountain Café: in Ballard (206-297-9453). Reservations available but not required. • Ray’s Boathouse (cafe and restaurant): in Ballard (206-789-3770). Reservations recommended • Kasbah Moroccan: in Ballard (206-788-0777). Reservations recommended. • Café Turko: in Fremont, 750 N. 34th St. (206-284-9954). • Pel Meni Dumpling Tzar: in Fremont, 3516 Fremont Pl N. (206-5882570).

Downtown Seattle Lunch and dinner: • Thai Ginger: in Pacific Place (206-749-9100). • Mexico: Cantina Y Veracruz Cooking: in Pacific Place (206-405-3400). Reservations recommended. • Gordon Biersch: in Pacific Place (206-405-4205). Reservations available but not required. • Cheesecake Factory: near the Convention Center (206-652-5400). Reservations accepted but not required. • Cutters Crabhouse: in the Pike Place Market (206-448-4884). Reservations recommended. • Anthony’s Bell Street Diner: Pier 66; 2201 Alaskan Way (206-446-6688). Reservations not accepted. 69

• Anthony’s Pier 66: Pier 66; 2201 Alaskan Way (206-448-6688). Reservations recommended. • Ivar's Acres of Clams: Pier 54; 1001 Alaskan Way (206-624-6852). • Metropolitan Grill: near the Convention Center (206-624-3287). Reservations recommended. • Dragonfish Asian Café: 722 Pine Street (206-467-7777). Reservations available but not required. • Il Fornaio Cucina Italiana: 600 Pine Street (206-264-0994). Reservations available but not required. • Dahlia Lounge: 2001 4th Ave (206-682-4142). Reservations recommended.

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Index of Names

# Last name, Country Affiliation Date, session Location first name 1. Afzali, USA Muslim Association of 08/22; Demaray Aneelah Puget Sound’s Keynote Hall, 150 American Muslim Panel 2 Empowerment Network (MAPS- AMEN) 2. Amiel, Amy USA Samis Foundation, 08/23; Otto Seattle, WA Session 7 Miller Hall, 118 3. De Alba, Mexico Autonomous National 08/23; Otto Alicia University of Mexico, Session 4 Miller Mexico City Hall, 119 4. Altamirano- USA Seattle Pacific 08/24; Otto Crosby, University, Seattle, Session 29 Miller Julieta WA Hall, 128 5. Baker, USA Mercer Island High Conference Alexandra School Instructor, attendant Mercer Island, WA 6. Basas, USA Washington State 08/22; Demaray Carrie Governor’s Office Keynote Hall, 150; Ombuds Panel 1; Otto 08/25, Miller Teachers’ Hall, 119 Workshop 7. Bashtovy, Ukraine Ukrainian Korczak 08/25; Demaray Bogdan Association, Kiev Plenary Hall, 150 Session 4 8. Bavousett, USA Arizona State 08/24; Otto Brigitte University Session 29 Miller School of Hall, 128 Sustainability, Tempe, AZ 9. Bedell, USA Educator and writer, 08/22; Demaray Kenneth B. Broomfield, CO Keynote Hall, 150 Panel 1 10. Bell, Colleen USA Hamline University, 08/23; Otto St. Paul, MN Session 9; Miller 08/25, Hall, 118; Teachers’ Otto Workshop Miller Hall, 119 11. Berber, Turkey Anadolu University, 08/23; Otto Hakan Eskişehir Poster Miller Session Hall 71

Lobby 12. Berber, Turkey Anadolu University, 08/23; Otto Zeynep Eskişehir Poster Miller Session Hall Lobby 13. Bernheim, USA Researcher and 08/23; Otto Mark writer, Oxford, OH Session 19 Miller Literary Salon Hall, 119 2 14. Bogacheva, USA Social work, 08/23; Otto Tatiana Redmond, WA Poster Miller Session Hall Lobby 15. Bomze, Kurt USA Dentist, cofounder 08/23; Otto and former president, Session 10 Miller Korczak Society of the Hall, 126 USA, NY 16. Boraks- Canada Writer, poet, and a 08/23; Otto Nemetz, bearer of personal Session 19 Miller Lillian encounter with Literary Salon Hall, 119 Korczak, Vancouver, 1 BC 17. Bradley, USA Teacher, Lincoln Conference Rocio Elementary School, attendant Mount Vernon School District, WA 18. Breek, Netherlands Petrus Canisius Conference Lisbeth College, Krommenie, attendant Alkmaar 19. Brouwers, Netherlands University instructor, 08/23; Otto Helma member of the Dutch Session 8 Miller Korczak Association Hall, 119 20. De Bruin, Netherlands Dutch Korczak 08/24; Otto Arie Association, Session 22 Miller Amsterdam Hall, 118 21. Cappon, Netherlands Dutch Korczak 08/23; Otto Theo Association, Session 3 Miller Amsterdam Hall, 109 22. Castrillon, USA Framingham Public 08/23; Otto Luciana Schools, Session 11 Miller Framingham, MA Hall, 119

23. Chen, Wen- Taiwan National Chi-Nan 08/23; Otto Yan University, Nantou Poster Miller County Session Hall Lobby 24. Christie, Australia Art educator, Brisbane 08/23; Otto Susan Session 10 Miller Hall, 126 72

25. Ciesielska, Poland Head of the division, Conference Marta Korczakianum, The attendant Museum of Warsaw, Warsaw 26. Cole, Lara USA Seattle Pacific 08/23; Otto University, Seattle, Session 7 Miller WA Hall, 118 27. Comi, USA Whitworth University, 08/23; Otto Donald Spokane, WA Session 7 Miller Hall, 118 28. Czyżyńska, Poland Polish Ombudsman’s Conference Ewa Office, Warsaw attendant

29. Davis, USA Honorary Consul of 08/22; Demaray Indelak, Poland, Seattle, WA Plenary Hall 150; Teresa session 1; Otto 08/23; Miller Session 3; Hall, 08/24; 109; Plenary 109 Session 3 30. Demakova, Russia Moscow State 08/23; Otto Irina Teacher Training Session 5 Miller University, Moscow Hall, 128

31. Doron, Israel Ashkelon Academic 08/23; Otto Shlomi College, The Korczak Session 16; Miller Education Institute of 08/24; Hall,126; Israel, Ashkelon Session 21 119

32. Dowd, USA Washington State 08/22; Demaray Patrick Office of the Family Keynote Hall, 150 and Children’s Panel 1 Ombuds, Tukwila, WA 33. Efron, Sara USA National Louis 08/23; Otto Efrat University, Chicago Session 1; Miller Plenary Hall,126; Session 2; Demaray 08/23; Hall 150; Session 12; Otto 08/25, Miller Teachers’ Hall, 109; Workshop Otto Miller Hall, 119 34. Eigenbrood, USA Seattle Pacific 08/23, Otto Rick University, Seattle, Session 16 Miller WA Hall, 126 73

35. Elabed, Tunisia Korczak Association 08/25, Plenary Demaray Hatem of Tunisia, Sousse Session 4 Hall, 150

36. Ellis, Arthur USA Seattle Pacific 08/23; Otto University, Seattle, Session 4; Miller WA Session 7; Hall, Session 17; 119; 08/24, 118; Session 23 109; 128 37. Fan, Weihua USA University of Houston, 08/24, Otto TX Session 23 Miller Hall, 128 38. Feng, Feng I Taiwan Chi Nan University 08/23, Poster Otto Session Miller Hall, Lobby 39. Flores Urpe, Peru Professor, Conference Maria Luisa Universidad Nacional attendant Mayor de San Marcos, Lima, Peru 40. Gifford, United Writer and educator, 08/23, Otto Elisabeth Kingdom London Session 18 Miller Literary Salon Hall,118 1 41. Gilad, Batia Israel International Korczak 08/22, Otto Association, Preconferen- Miller Chairperson ce Activities; Hall, 119

Opening Demaray Ceremonies; Hall, 150, O8/23 Emerson Poster Hall Session Lobby 42. Gillingham, Canada Teacher, Strait Conference Shelley Regional Centre for attendant Education, Antigonish County

43. Goelman, Canada Professor, University Conference Hillel of British Columbia, attendant Vancouver, BC 44. Graham, USA Giraffe Heroes 08/24, Plenary Otto John Project, a global Session 3; Miller nonprofit organization, Session 27 Hall, 109; Langley, WA 126 45. Grunfeld, Canada Board member, Conference Anton Janusz Korczak attendant Association of 74

Canada 46. Gurvich, Irina Russia Librarian, Children’s Conference Library; attendant Communications Coordinator, Korczak Information and Cultural Center, St. Petersburg

47. Halperin, Switzerland Swiss Korczak 08/24, Otto Shirane Association, Geneva Session 21 Miller Hall, 119 48. Harkness, USA The Holocaust Center 08/23, Otto Marie-Anne for Humanity Session 20 Miller Speaker’s Bureau, Literary Salon Hall, 126 Seattle, WA; member 3 of the Korczak Association of the USA 49. Heiney- USA Seattle Pacific 08/24, Otto Smith, Jill University, Seattle, Session 23 Miller WA Hall, 128 50. Hildebrandt- Poland Adam Mickiewicz 08/24, Otto Wypych, University, Poznan Session 21 Miller Dobrochna Hall, 119 51. Hochkeppel, USA Kids4Peace 08/25, Otto Hannah (www.k4p.org), Teachers’ Miller Seattle, WA Workshop Hall, 119 52. Hull, Brian USA Puppeteer, Nashville, 08/23, Puppet Demaray TN show Hall 150

53. Jarosz, Ewa Poland University of Silesia, 08/23; Otto Katowice Session 3 Miller Hall, 109 54. Jordan, USA High School 08/24, Otto Deanna Transition Specialist, Session 25; Miller Hawthorne, CA 08/24 Session Hall, 128; 30 126 55. Julien, Gilles Canada Foundation of Dr. 08/23; Plenary Demaray Julien, Montreal session 1 Hall 150 56. Keller, USA Whitworth University, 08/24, Otto Doreen Spokane, WA Session 27 Miller Hall, 126 57. Klarina, Russia Russian Academy of 08/23; Otto Liubov Education, Moscow Session 6 Miller Hall,109 58. Klasner, USA Teacher, Everglades 08/22; Demaray Bruce High School, Miramar, Keynote Hall 150 FL Panel 1 75

59. Kmita, United International Korczak 08/24, Otto Malgorzata Kingdom Association, Session 28 Miller Manchester Hall, 119 60. Koetje, USA Seattle Pacific 08/23, Otto Kirsten University, Seattle, Session 17 Miller WA Hall, 109 61. Koziel, Poland Researcher, Institute Conference Joanna of Literary Research attendant of Polish Academy of Science, Warsaw

62. Kozień Poland Korczakowo, Kraków 08/24, Otto Michał Session 24 Miller Hall, 119 63. Kremer, Nair Brazil Art educator, art 08/25, Otto therapist and artist, Session 31 Miller Curitiba Hall, 109 64. Krisi, Miri Israel Ashkelon Academic 08/23, Otto College, Ashkelon Session 16 Miller Hall, 126 65. Kupper, Alina Germany Student, Otto von- Conference Guericke Universität, attendant Magdeburg

66. Lambert, USA Whitworth University, 08/24, Otto Keith Spokane, WA Session 27 Miller Hall, 126 67. Lapidot- Israel Oranim Academic 08/23, Otto Lefler, Noam College for Education, Session 16 Miller Tivon Hall, 126 68. Lasota, Poland Educator and 08/24, Otto Wojciech researcher, Warsaw Session 4; Miller 08/25, Hall, 119 Teachers’ Otto Workshop Miller Hall, 119 69. Laurier, Lisa USA Whitworth University, 08/24, Otto Spokane, WA Session 27 Miller Hall, 126 70. Levin, Aviva Canada Middle school 08/23, Otto teacher, Richmond, Session 15 Miller BC Hall, 128 71. Levy, France CATS, Paris; IKA 08/23; Plenary Demaray Jonathan Session 2; Hall 150; Session 13; Otto 08/25, Miller Teachers’ Hall, 119 Workshop Otto Miller 76

Hall, 119

72. Lewis, Sarah Switzerland Swiss Korczak 08/25, Plenary Demaray Association, Geneva Session 4 Hall 150 73. Lin, Chun- Taiwan National Pingtung 08/23, Poster Otto Wen University of Science Session Miller and Technology, Hall, Neipu, Pingtung Lobby 74. Lipkin, Alla USA Ulster Community 08/22; Demaray College, Menlo Park, Keynote Hall 150 CA Presentation 75. Loock, Canada University of British 08/23; Otto Christine Columbia, Vancouver, Session 5 Miller BC Hall, 128 76. Lukowicz- Poland Ministry of Foreign 08/23; Otto Oniszczuk, Affairs, Warsaw Session 1 Miller Ewa Hall, 126 77. Lynam, Canada University of British 08/23; Otto Judith Columbia, Vancouver, Session 5 Miller BC Hall, 128 78. Macdonald, USA University of Conference Ginger Washington Tacoma attendant 79. Manuel, USA Professional Educator 08/22; Demaray Alexandra Standards Board, Keynote Hall 150 Olympia, WA Panel 1 80. Markuly, USA Seattle University, 08/22; Demaray Mark S. Seattle, WA Keynote Hall 150 Panel 2 81. Martin, USA Seattle Pacific 08/22; Demaray Daniel University, Seattle, Opening Hall 150 WA Panel 82. Mazzeo, Tilar USA Historian and writer, 08/23, Otto J. Colby College, Session 18 Miller Waterville, ME Literary Salon Hall, 118 1 83. Michalak, Poland Ombudsman for 08/22; Demaray Marek Children, Warsaw Keynote Hall 150 Panel 1 84. Morrison, Australia Educator, CATS, Conference Karin Melbourne attendant 85. Mvududu, USA Dean, School of Nyaradzo Education, Seattle Pacific University 86. Narvaez, USA University of Notre 08/23; Plenary Demaray Darcia Dame, South Bend, Session 1; Hall 150; IN 08/24, Otto Session 26; Miller 77

08/25, Hall, 109; Teachers’ Otto Workshop Miller Hall, 119 87. Nikonorova, Netherlands Dutch Summer Camp 08/24, Otto Alsu “Nash Dom”, Session 24; Miller Amsterdam 08/25, Hall, 119; Teachers’ Otto Workshop Miller Hall, 119 88. Novinsky- Brazil Janusz Korczak 08/24, Otto Haberkorn, Association of Brazil, Session 32; Miller Tania São Paulo Plenary Hall, 128; Session 4 Demaray Hall 150 89. Nowak, Rafal USA Christian Community 08/23; Otto – Movement for Session 2 Miller Religious Renewal, Hall, 118 Sacramento, CA 90. Nussbaum, Canada Janusz Korczak 08/23, Otto Jerry Association of Session 12 Miller Canada, Vancouver, Hall, 109 BC

91. Oppenheim, USA Southside Family 08/23; Otto Susie School, Minneapolis, Session 9; Miller MN 08/25, Hall, 118; Teachers’ Otto Workshop Miller Hall, 119 92. Pataki, Ira USA Sharpsville Middle 08/23; Otto School, Sharpsville Session 9 Miller Area School District, 08/25, Hall, 118; Sharpsville, PA Teachers’ Otto Workshop Miller Hall, 119 93. Pierson, USA California State 08/24, Otto Melinda University at Fullerton, Session 25 Miller Fullerton, CA Hall, 128 94. Pina Vaz, Portugal Principal, CLIB - The Conference Helena Braga International attendant School, Gualtar, Braga

95. Poppo, USA Alfred State 08/22; Demaray Kristin University, Alfred, NY Keynote Hall 150; Panel 2; Otto 08/23, Miller Session 6 Hall, 109 78

96. Puri, Goldi India Maharishi Dayanand 08/23 Session Otto University, Rohtak 7 Miller Haryana Hall 109 97. Reilly, Joyce USA Board of Associates, 08/23; Otto Center for Holocaust/ Session 9; Miller Genocide Study, 08/23, Puppet Hall, 118; Drew Show; Demaray University Madison, 08/24, Hall 150; NJ Session 26; Otto 08/25, Plenary Miller Session 4 Hall, 109; Demaray Hall 150 98. Richard, Canada Representative for 08/22; Demaray Bernard Children and Youth, Keynote Hall 150 Victoria, BC Panel 1 99. Ritson, Australia Educator and 08/25, Otto Lukas entrepreneur, Gold Session 32 Miller Coast, Queensland Hall,118 100. Roth, Irving USA Holocaust Resource 08/24, Otto Center of Temple Session 22 Miller Judea of Manhasset, Hall, 118 NY; Manhasset, NY 101. Schieber, USA City University of 08/24, Otto Craig Seattle, Seattle, WA Session 23 Miller Hall, 128 102. Scott, Julie USA East Valley Middle 08/23, Otto School, Spokane, WA Session 14; Miller 08/25, Hall, 118; Teachers’ Otto Workshop Miller Hall, 119 103. Seczek, Poland Polish Academy of 08/23; Otto Marlena Sciences, Warsaw Session 2 Miller Hall, 118 104. Serea, Brazil Artist, Curitiba, Brazil Conference Lisiani attendant 105. Shakirova, Netherlands Dutch summer camp 08/24, Otto Aliya “Nash Dom”, Session 24 Miller Amsterdam 08/25, Hall, 119; Teachers’ Otto Workshop Miller Hall, 119 106. Sharifeh, USA Student, Everglades 08/22; Demaray Yaser High School, Miramar, Keynote Hall 150 FL Panel 1 107. Shen, Lifen New Doctoral candidate, Conference Zealand University of attendant Auckland, Auckland, 79

New Zeland 108. Silver, USA Retired school 08/23, Otto Jacqueline teacher and Session 20, Miller researcher, Seattle, Literary Salon Hall, 126 WA 3

109. Silverman, Israel Hebrew University of 08/23, Otto Marc Jerusalem, Jerusalem Session 20, Miller Literary Salon Hall, 126; 3; 109 08/24, Plenary Session 3 110. Siniagina, Russia Higher School of 08/23, Poster Otto Natalia Public Administration Session Miller of the Russian Hall Presidential Academy Lobby of National Economy and Public Administration, Moscow 111. Ślęzak , Poland School student, Conference Michał Warsaw, Poland attendant

112. Sochal, Poland Korczak Association 08/24, Otto Barbara of Poland, Warsaw Session 21; Miller Janina Hall, 119; 08/25, Plenary Demaray Session 4 Hall 150 113. Stola, Poland POLIN Museum of the 08/23, Otto Dariusz History of Polish Session 12 Miller Jews, Warsaw Hall, 109

114. Strahlberg, USA Janusz Korczak 08/22, Demaray Mariola Association of the Opening Hall, 150; USA; Shining Ceremonies; Otto Mountain Center for 08/23, Miller Peaceful Childhood, Session 2; Hall, 118; Chestnut Ridge, NY 08/23, Otto Session 10; Miller 08/23, Literary Hall, 126; Salon 2, Otto Session 19; Miller Hall, 119; 08/24, Otto Session 22 Miller Hall, 118 115. Sullivan, USA ELL teacher, Kirkland, Conference Kelly WA attendant

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116. Sztyma, Poland POLIN Museum of the 08/24, Otto Tamara History of Polish Session 21 Miller Jews, Warsaw Hall, 119 117. Talmage - USA Writer and educator, 08/23, Otto Schneider, New York, NY Session 19, Miller Marcia Literary Salon Hall, 119 2 118. Talmanova, Netherlands Dutch summer camp 08/24, Otto Alina “Nash Dom”, Session 24; Miller Amsterdam 08/25, Hall, 119 Teachers’ Otto Workshop Miller Hall, 119 119. Trudel Canada Foundation of Dr. 08/23; Plenary Demaray (Sioui), Julien, Montreal Session 1 Hall 150 Hélène 120. Tsur, Avi Israel Korczak Association 08/23; Otto of Israel Session 1; Miller Hall, 126; O8/23 Emerson Poster Hall Session Lobby;

08/25, Plenary Demaray Session 4 Hall 150 121. Tsyrlina - USA Seattle Pacific 08/22; Demaray Spady, University; Russian- Opening Hall 150; Tatyana American Education Panel; Demaray Forum; Korczak 08/23, Plenary Hall 150; Association Board Session 2; Otto 08/24, Miller Session 21; Hall,119; Session 26; 109; 08/25, Plenary Demaray Session 5; Hall 150; 08/25, Otto Teachers’ Miller Workshop Hall, 119 122. Valeev, Russia Kazan Federal 08/24, Otto Agzam University, Kazan Session 22 Miller Hall, 118 123. Valeeva, Russia Kazan Federal 08/24, Otto Roza University, Kazan Session 22; Miller Session 29 Hall, 118; 128 124. Weiner, USA Temple De Hirsch, 08/22; Demaray Daniel Seattle, WA Keynote Hall 150 Panel 2 125. Wicks, David USA Seattle Pacific 08/23, Otto 81

University, Seattle, Session 7 Miller WA Hall, 118 126. Woodward, USA American Consortium 08/22; Demaray David of Universities; David Opening Hall 150; Woodward and Panel; Demaray Associates, LLC, Keynote Hall 150; Seattle, WA Panel 2; Otto Keynote Miller Presentation; Hall, 118; 08/23, 126 Session 18, Literary Salon 1; 08/24; Session 27 127. Wu, Fan USA University of Houston, 08/24, Otto TX Session 23 Miller Hall, 128 128. Yogi, Chinta Nepal Founding Principal- 08/24, Otto Mani Hindu VidyaPeeth- Session 30 Miller Nepal Hall, 126

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Acknowledgements We are grateful to Dr. Tatyana Tsyrlina-Spady, SPU School of Education, for composing this program and to Stephanie Tichelaar, SPU SOE Graduate Assistant, for designing and editing the program, as well as to Marie-Anne Harkness and Amy Spangler for reviewing it. Special thanks to Ms. Julie Scott, 8th grade Language Arts teacher in Spokane, WA, and her students who composed and illustrated poems about Janusz Korczak used in the Program. 83