Justice on Both Sides: Toward a Restorative Justice Discourse in Schools
Monday, November 16, 2015
5:30 p.m. – 7:30 p.m.
MUII, Memorial Union, UC Davis
The UC Davis School of Education and the Graduate Group in Education along with the Social Justice Education Coalition and the School of Education Alumni Annual Fund are pleased to present Professor Maisha Winn.
Many assume bilingual education can level the academic playing field for English learners, but one UC Davis professor calls foul on current programmatic practices.
In a new paper to be presented at the Annual Meeting of the American Educational Research Association (AERA) on April 20, 2015, education professor Chris Faltis argues that “colorblind” approaches to multilingualism in education mask agendas that privilege the dominant, or “whitestream,” culture.
Though African Americans make up more than 7 percent of high school graduates in California, less than 3 percent graduate eligible for admission to the University of California. In fall 2014, only 500 African and African American students were admitted to a UC campus.
PhD student and education researcher BernNadette Best-Green wants to know why.
Distinguished Educational Thinkers and the Critical Consciousness Speaker Series
On January 22, 2015, Kellner Family Chair in Urban Education at the University of Wisconsin-Madison, was the featured speaker in the Distinguished Educational Thinkers and Critical Consciousness Speaker Series at UC Davis. The series is presented by the UC Davis School of Education and the Graduate Group in Education, along with the Social Justice Education Coalition, the Office of Graduate Studies, and the Office of Campus Community Relations.
Professor Steven Athanases has been named to the Faculty Engagement Council for Education Partnerships at the University of California Office of the President.The Council is charged with engaging and connecting faculty and graduate students in the areas of educational access and diversity.
They meet twice a year to advise UC’s vice provost for education partnerships on ways to promote and support graduate student research, award seed grants to graduate students, and identify annual research foci as well as serve as a liaison between the Office of the President and campus.
Critical Race Theorist Daniel G. Solórzano visited UC Davis on May 7th to give his talk “Using the Tools of Critical Race Theory and Racial Microaggressions to Examine Everyday Racism” as part of the Distinguished Educational Thinkers and the Critical Consciousness Speaker Series.
Dr. Solorzano’s talk examined racial microaggresions and engaged the audience in a dialogue about improving the learning environment for the increasingly diverse community.
As part of the School’s Critical Consciousness Speaker Series, Professor and high school English teacher Jeff Duncan-Andrade, Ph.D. gave a talk at UC Davis titled “Note to Educators: Hope Required When Growing Roses in Concrete.” Duncan-Andrade is associate professor of Raza Studies and Education at San Francisco State University and Director of the Educational Equity Initiative at the Institute for Sustainable Economic, Educational, and Environmental Design (ISEEED).
Professor Steven Athanases has penned an article on meeting the needs of diverse learners in the September/October 2012 issue of Leadership, a magazine published by the Association of California School Administrators
His article, which demonstrates that “a combination of nurturing and rigor is essential to educating our student population, but targeted supports are also needed to help students meet achievement goals,” appears on pp. 18-22. Access the magazine online here.
For Michal Kurlaender, conducting “research that matters” means tackling some of the most vexing and controversial problems in education: school desegregation and integration, access to college, and race.
Maisha T. Winn’s research spans a wide variety of understudied settings including her earlier work on the literate practices extant in bookstores and community organizations in the African American community to her most recent work in settings where adolescent girls are incarcerated.
Faculty ProfileEMPHASIS AREA: SCI/AG. Science education; Groupwork; Race and schooling; social emotional intelligence; social justice education; literary in science; argumentation and dialogic instruction
Alexis Patterson, Ph.D., joined the School of Education in July 2015 as an Assistant Professor in science education. She is currently a CAMPOS Faculty Scholar and is excited to work with her cohort to develop a research center that focuses on increasing the participation of women of color in STEM related fields.
Anthropology of consciousness; Bilingual Education; Child Development; Classroom discourse; Classroom research; Community and rural development; Critical discourse analysis; Cultural studies; Education in Developing Countries; Ethnography and Ethnographic research; Feminist theory; Geographical areas of Hawai’i and Solomon Islands; Indigenous epistemology; Language Acquisition; Language development and socialization; Language socialization theory; Linguistic anthropology; Literacy and Language policy; Organizational structure/effectiveness; Pidgin/creole langu
Faculty ProfileEMPHASIS AREA: SOEP. Education Policy; Educational Program evaluation; Educational stratification and equity; Access and success and postsecondary schooling; Desegregation; Economics of education; Quantitative methods; Sociology of education
Michal Kurlaender investigates students’ educational pathways, in particular K-12 and postsecondary alignment, and access to and success in postsecondary schooling. She has expertise on alternative pathways to college and college readiness at both community colleges and four-year colleges and universities. In addition to working with national data, Kurlaender works closely with administrative data from all three of California’s public higher education sectors–the University of California, the California State University and the California Community College systems.
Faculty ProfileEMPHASIS AREA: LLC. Adolescent Language and Literacy; English Education; Linguistic Anthropology of Education; Sociocultural Approaches to Learning; Discourse Analysis; Black and Latina/o Youth Interactions; Ethnography
Faculty ProfileEMPHASIS AREA: SOEP. Latina/o and Native American identity formations in P-20 systems; Transition to college for students of color in K-12, Access; Retention and Educational equity in P-20 systems
Office hours: Fall Quarter 2016 — By Appointment Only
Gloria M. Rodriguez’s current research explores notions of educational investment that reflect efforts to build upon community strengths in order to address community needs within and beyond educational settings. Dr. Rodriguez also engages in research that focuses on the political economic conditions and educational trajectories of Chicana/o-Latina/o communities, other communities of color, and low-income populations in the U.S.