March 22 – 23, 2016
Cost: $175 per person. $600 for a team of four. $150 for each additional member. Both Seminars: $325 per person. $425 for out-of-state. $1200 for team of four. $150 for each additional member.
CEU/PDCH: 1.5 CEUs or 15 PDCHs will be awarded upon completion of the program study guide.
Building Bridges: Cultural Respect and Equity in the Classroom Seminar will explore issues of multicultural education and equity to build a culture and climate of respect in the classroom. Educators will dive deeper during interactive break-out sessions focused on unconscious bias, safe classrooms for all, using film for global education, why culture matters and working across cultures, serving LGBTIQ youth in schools, culture and the media, diverse books for the classroom, and much, much more. Join colleagues and peers from across the state for an important conversation!
ABDULLAH ANTEPLI is the Chief Representative of Muslim Affairs at Duke University. Imam Antepli completed his basic training and education in his native Turkey. He has worked on a variety of faith-based humanitarian and relief projects in Myanmar (Burma) and Malaysia with the Association of Social and Economic Solidarity with Pacific Countries. He also served as the first Muslim chaplain at Wesleyan University. He then moved to Hartford Seminary in Connecticut, where he was the associate director of the Islamic Chaplaincy Program & Interfaith Relations, as well as an adjunct faculty member before becoming Duke University’s first Muslim chaplain. In his current work at Duke, Antepli engages students, faculty, and staff across and beyond campus through seminars, panels, and other avenues to provide a Muslim voice and perspective to the discussions of faith, spirituality, social justice, and more. Imam Antepli also serves as a faculty member in the Duke Divinity School and at DISC (Duke Islamic Studies Center), teaching a variety of courses on Islam and Muslim cultures.
MAUREEN COSTELLO leads the Southern Poverty Law Center’s Teaching Tolerance project, one of the nation’s leading providers of anti-bias education resources. She oversees all aspects of the project, including the award-winning Teaching Tolerance magazine, the development of multimedia teaching kits, professional development resources and special projects. Before joining the SPLC, she oversaw development of the 2010 Census in Schools program for Scholastic Inc. in partnership with the U.S. Census Bureau. For eight years, she directed Newsweek’s education program, which was dedicated to engaging high school and college students in public issues. She served as academic dean at Notre Dame Academy High School in Staten Island, N.Y., where she also taught history and economics. As a teacher, she worked with both the Advanced Placement Program and the New York State Regents on assessment-related projects. She is a graduate of the New School University and the New York University Graduate School of Arts & Sciences.
PAUL C. GORSKI is an associate professor in New Century College and a Research Fellow in the Center for the Advancement of Well-Being, George Mason University. His work and passion is social justice activism. His areas of scholarly focus include anti-poverty activism and education, economic justice, racial justice, environmental justice, and animal rights. He helped design New Century College’s Social Justice and Human Rights Concentration and Minor around these topics as well as the new Masters of Arts in Interdisciplinary Studies with a Social Justice and Human Rights concentration. He also is interested in the ways in which mindfulness practices can strengthen the resiliency of social justice activists. Gorski is a busy consultant and speaker, working with community and educational organizations around the world—such as in Colombia, Australia, India, and Mexico—on equity and social justice concerns. Gorski founded EdChange and is serving his second term on the board of directors of the International Association for Intercultural Education.
STEPHEN HANCOCK is an associate professor of multicultural education in the Department of Reading and Elementary Education at UNC Charlotte, where he also serves as the assistant director of the Urban Education Collaborative. He is an International Visiting Professor at the Pedagogische Hocshule in Ludwigsburg, Germany, where he teaches courses in diversity and globalization. Hancock’s research interest supports the culture of reading for young children, constructive academic relationships in multiethnic classrooms, image and identity of teachers and critical autoethnographic research methodologies and theory. His work has been published in Urban Education, Teacher Education and Practice, The Journal of Curriculum and Pedagogy, and The Harvard Educational Review.
MARK KATZ is the director for the Institute for the Arts and Humanities at UNC-Chapel Hill and the Ruel W. Tyson, Jr. Distinguished Professor of Humanities. He holds degrees from the College of William and Mary (B.A. in philosophy) and the University of Michigan (M.A., Ph.D. in musicology). Before joining the faculty at UNC, he taught at the Peabody Conservatory of Johns Hopkins University. His scholarship focuses on music and technology, contemporary popular music and the violin. He has written three books, Capturing Sound: How Technology has Changed Music, The Violin: A Research and Information Guide, and Groove Music: The Art and Culture of the Hip-Hop DJ. Katz teaches courses on music and technology, popular music and modern art music. In 2013, Katz was awarded a nearly $1 million grant from the U.S. Department of State to create and run Next Level, a program that sends American hip-hop artists abroad to foster cultural exchange, conflict resolution, and entrepreneurship. In 2014–15 the program traveled to Bangladesh, Bosnia and Herzegovina, India, Montenegro, Senegal, Serbia and Zimbabwe. Follow Next Level’s global activities here.
THEODORE SHAW is the Julius L. Chambers Distinguished Professor of Law and Director of the Center for Civil Rights at the University of North Carolina School of Law at Chapel Hill. Shaw teaches civil procedure and advanced constitutional law/fourteenth amendment. Before joining the faculty of UNC Law School, Shaw taught at Columbia University Law School, where he was professor of professional practice. Shaw was also the fifth Director-Counsel and President of the NAACP Legal Defense and Educational Fund, Inc., for which he worked in various capacities over the span of twenty-six years. Shaw’s human rights work has taken him to Africa, Asia, Europe, and South America. He has received numerous honors and awards, including an Honorary Doctorate of Laws from Wesleyan University, the 2012 Harlem Neighborhood Defenders Office W. Haywood Burns Humanitarian Award and the 2012 Office of the Appellate Defender Milton S. Gould Award for Outstanding Advocacy, among others. Shaw holds a B.A. with Honors from Wesleyan University and a J.D. from Columbia Law School. Shaw was also an Aspen Fellow in Law and Social Justice, a Twenty-First Century Trust Fellow in London, England and a Salzburg Fellow in Salzburg, Austria.
|Tuesday, March 22||Wednesday, March 23|
Charlé LaMonica, Director
Julie Kinnaird, Assistant Director
World View, UNC-Chapel Hill
Carol P. Tresolini, Vice Provost for Academic Initiatives
Office of the Provost, UNC-Chapel Hill
|8:30||CULTURAL IMMERSION: HOW NOT TO BE A TOURIST IN YOUR OWN CLASSROOM
Maureen Costello, Director of Teaching Tolerance
Southern Poverty Law Center
|8:45||TOLERANCE: THE STINGY DISCOURSE UNDERLYING DIVERSITY IN THE ERA OF EDUCATIONAL RESEGREGATION
Theodore Shaw, Julius L. Chambers Distinguished Professor of Law and Director
Center for Civil Rights
School of Law
|9:30||JUST SCHOOLS: WHY WE NEED EQUITY LITERACY MORE THAN WE NEED CULTURAL COMPETENCE
Paul Gorski, Founder, EdChange and the Multicultural Pavilion
Associate Professor, Integrative Studies
George Mason University
|9:45||DIGESTING DIVERSITY: (RE)DEFINING THE MULTIPLE IDENTITIES IN TEACHING
Stephen Hancock, Associate Professor and Assistant Director
The Urban Education Collaborative
College of Education
|10:45||BREAK and BOOK SIGNING|
|10:45||BREAK||11:00||LET’S TALK! ENGAGING IN DIFFICULT CONVERSATIONS
Abdullah Antepli, Chief Representative of Muslim Affairs
|11:00||CONCURRENT SESSIONS I||12:00||ADJOURN|
|1:15||TAKING ARTS EDUCATION TO THE NEXT LEVEL: HIP HOP AS A GLOBAL AMBASSADOR
Mark Katz, Director
Institute for the Arts and Humanities and Professor
Department of Music
André Barden, aka DJ A-Minor
Hip Hop Artist
|2:30||CONCURRENT SESSIONS II|
|3:45||CONCURRENT SESSIONS III|
The Friday Center
*Program subject to change.
|Respect of Cultures: What We Do and Do Not Say in the Classroom
Lisa Brewer, Middle School Instructional Coach, Onslow County Schools
JoAnna Massoth, Elementary Curriculum Coach, Chatham County Schools
Haibin Li, 2nd Grade Chinese Immersion Teacher, Charlotte-Mecklenburg Schools
Pamela Jordan, Business/CTE High School Marketing Teacher, Warren County Schools
This session is being led by a team of teacher leaders from North Carolina classrooms, as part of their World View Global Education Teacher Leadership Program experience. They will share how verbal and non-verbal interactions in the classroom can impact cultural respect. Interactive activities including examples of literacy materials that can be shared and used in classrooms to enhance cultural respect have been developed in multiple languages and will be presented in support of diverse classrooms. Additionally, examples of how non-verbal actions can send both positive and negative messages across classrooms based on different cultures will be part of the participant experience. Participant engagement and resources for classroom use are highlights of this session.
|#WeNeedDiverseBooks: Multicultural Literature in the Classroom
Alexandria Faulkenbury, Program Coordinator, World View
From the New York Times to Twitter, the outcry for diverse children’s literature has reached new heights. Voices of students, educators and parents have banded together in a grassroots campaign to promote increased multicultural themes and characters in children’s books. This interactive session will explore this movement, the history of multicultural literature and the challenges faced today. We will discuss concrete strategies and resources for evaluating and incorporating texts in the classroom. This session is appropriate for multiple disciplines and grade levels.
|“Around the World” in Your City: Global Explorations Close to Home
Kyle Haddad-Fonda, Director of Strategic Initiatives, The Nicholas Sparks Foundation
This session will focus on how educators can use our student-centered “Around the World” film series to facilitate discussions about diversity and inspire new projects. These films, inspired by a 1924 book titled, Around the World in New York, illustrate how one might take a journey to “see the world” without leaving one’s hometown. In each film, students of diverse backgrounds show each other places that are meaningful to their heritage and discover similarities between their cultures and their experiences. So far, we have premiered films about Raleigh, Seattle and Milwaukee, with more cities on the way. In this workshop, we will explore how these films can be used as a starting point from which to foster peer-to-peer learning and dialogue around issues of identity and community. Educators will have the opportunity to discuss as a group how they can build on this film to incorporate digital storytelling into their own classrooms. Most important, we will engage teachers in attendance in a discussion about how to help students recognize, appreciate, and learn from the diversity they encounter daily in their own communities.
|Serving LGBTIQ Youth in Schools
Terri Phoenix, Director, UNC-Chapel Hill LGBTQ Center
This session will provide information on current research on campus climate, resources and strategies for creating inclusive educational environments for people of all sexual orientations, gender identities and gender expressions. We will also address issues LGBTQ+ families face in educational settings.
|Beyond the Binary: Clarifying and Concretizing “Multicultural”
Jessie Montana Cain, Postdoctoral Fellow
Jeanne Dyches Bissonnette, Doctoral Candidate
School of Education, UNC-Chapel Hill
In this session, we will challenge the perception that multicultural is a yes/no binary in order to move beyond superficial implementation. We will also present the Multicultural Teacher Capacity Scale, a self-reflection tool outlining the dispositions, knowledge and skills necessary to promote equity in classrooms and beyond. Understanding that there is also a disconnect between theory and practice, we will share examples of how the tool has been used to understand the multicultural teaching practices of three NC in-service teachers. Attendees can expect to gain a better understanding of what it means to promote equity in their classroom and to engage in discussion of ways to practically apply multicultural teaching practices.
|How Equitable is Your Classroom?
MariaRosa Rangel, Senior Administrator, Office of Equity Affairs, Wake County Public School System
National statistics reveal that the population of the United States is becoming more ethnically diverse, but the teaching force remains mostly white, mostly female. Teachers must accept the reality that many of their students will come to their classrooms with cultural, ethnic, linguistic, racial and social class backgrounds that are different from their own. When faced with the heterogeneous mixture of students in their classrooms, teachers must be prepared to teach all students. The question then becomes, “How can I make my classroom equitable?” In this workshop, participants will learn strategies to create an equitable learning environment for all students. Participants will also learn what it means to be a multicultural educator, become knowledgeable of different cultural practices and learn how to create an equitable learning environment for all students.
|The World’s Largest Lesson: Promoting Respect for Human Rights and Cultural Diversity through the UN Global Goals for Sustainable Development
Elizabeth O. Crawford, Assistant Professor of Elementary Education, College of Education, UNC Wilmington
Claire Roehl, 2nd Grade Teacher, Edward Best Elementary, Franklin County Schools
How can teachers create a classroom culture that values diversity and empowers students to address social inequalities? The newly enacted Global Goals for Sustainable Development present a framework for teachers to integrate issues of poverty, climate change, and injustice in their curriculum. This presentation highlights strategies, resources, and opportunities for elementary educators to support the World’s Largest Lesson, an initiative of the Global Goals Campaign and UNICEF to bring the Global Goals into every classroom worldwide. Participants will receive sample electronic unit plans and resource files to include children’s literature, films, and websites. Join us as we explore ways to help children to become “the generation that changed the world.”
|Family Literacy as a Differentiated Practice
Kathy R. Fox, Professor and Department Chair, Early Childhood, Elementary, Middle, Literacy and Special Education Department, Watson College of Education, UNC Wilmington
This session addresses the issues surrounding homework as a component of family literacy. How does homework get accomplished in diverse settings? Who, what, when and where does the homework event occur? The differentiated benefits of homework can inform the classroom teacher both about the families and practices of the children she/he teaches from an additive approach.
|From Chaos to Community: Creating a Classroom of Tolerance & Respect
Christie Norris, Director of K-12 Outreach, Civic Education Consortium, UNC-Chapel Hill
Plenty of research highlights the importance of creating a culture of respect and tolerance in the classroom, but how do we actually do that starting day one, when 30 plus students come tumbling in? Learn about the UNC Civic Education Consortium’s specific activities and strategies for building a self-managing, respectful and tolerant community in your middle school classroom, where ALL students feel safe, included, and driven to succeed.
|Building Leaders: The CMS JROTC Book Study
Roxanne Friday, Col. Robert Clark and students, CMS JROTC and Humanities
This session will highlight how Charlotte-Mecklenburg Schools JROTC and Humanities departments collaborated to provide an academic component to the Superintendent’s Cup competition. The book study has been implemented for five years, with the focus being leadership through a lens of global awareness. This year’s book choice, I Am Malala, gave the teams the opportunity to advocate for a global or community issue. This session will show off the winner’s presentation, and participants will hear from the students and instructors why this literacy initiative matters and how you can start your own.
|Meeting at the Intersection: Why the Multiple Identities of Our Students Matter
Ronda Taylor Bullock, co-founder, we are and doctoral student, UNC-Chapel Hill
Kelvin Bullock, co-founder, we are and social studies curriculum specialist, Durham Public Schools
This workshop situates the term “intersectionality” in a historical context while helping participants understand its significance in the everyday school classroom. Educators will engage in a discussion focused primarily on the intersection of race and gender. Looking specifically at the #SayHerName movement, educators will leave with a better understanding of how to provide a more equitable learning experience for all students.
|GRADES K-12 and COMMUNITY COLLEGE|
|Conflict Management Across a Diverse Multi-Cultural Landscape
Wayne Blair, University Ombuds, Univeristy Ombuds Office, UNC-Chapel Hill
The change in national demographics has revealed a shift in our population that demonstrates increasing diversity around ethnicity, race, class, and socio-economic status. This makes for an increasingly complex environment in classrooms, schools and colleges. In this session the University Ombuds at the University of North Carolina at Chapel Hill will share insights and strategies to help educators deal with this reality by shifting the paradigm from conflict resolution to conflict management and from cultural competencies to multi-cultural competencies.
|Perspectives for a Diverse America: Cultural Inclusiveness in the Curriculum
Maureen Costello, Director, Teaching Tolerance
Perspectives, a literacy-based K-12 curriculum, provides students the opportunity to engage deeply with meaningful texts, allowing them to read, discuss, write about and critique ideas from four unique anti-bias perspectives: identity, diversity, justice and action. The anthology of diverse texts provides students with windows into others’ realities as well as mirrors that reflect their experiences and underscore the interconnectedness of our personal, familial and community identities. Learn how to integrate Perspectives into your classroom.
|Meeting the Needs of Diverse Learners through Improving our Own Awareness
Cassandra R. Davis, PhD Research Associate, Education Policy Initiative at Carolina (EPIC),
In this session, we will review literature on culturally relevant pedagogy, address power and privilege as it relates to our students, and learn how to acknowledge and embrace all perspectives. We will then have a group discussion around best practices used to support diverse learners. The intent of this session is that you are able to walk away with tools that will help you create a safe and brave space for diverse learners to thrive.
|Teatro del Oprimido: Using theatre to Empower Youth and Educators to Confront and Disrupt Everyday Oppressions
Michael Domínguez, Assistant Professor, Cultural Studies & Literacies, School of Education, UNC-Chapel Hill
This highly interactive session will introduce participants to Teatro del Oprimido (Theatre of the oppressed) methodology. Teatro is a powerful, decolonial theatre practice rooted in Latina/o culture that seeks to create space for participants to learn and grow by actively confronting the challenges in their lives and worlds. For historically marginalized youth (and their teachers), the practices of teatro can help develop their ability to confront, and disrupt, the subtle and overt challenges they face daily. During our session, we will explore how this practice can be used in a range of classroom settings, and for a range of educative purposes, by actively participating in teatro activities ourselves to “rehearse the revolution.” Participants can expect to leave this session having learned a new pedagogical tool that will help them and their students reflect on ways they might actively disrupt the everyday oppressions that exist in classrooms, schools, and our own actions.
|The Peace Corps and Your Classroom
Eileen M. Mattingly, Journeys in Film
Former Director of Peace Corps World Wise Schools
The Peace Corps is well known for its work helping communities overseas; less well known is the work of its World Wise Schools program. CWWS works with U.S. teachers and students to extend and enrich their knowledge of the world’s cultures. A comprehensive collection of lesson plans introduces people and places from around the world, while strengthening students’ reading, writing and speaking skills. The Correspondence Match program pairs classrooms with Volunteers in the field for an exchange of letters and ideas. Returned Peace Corps Volunteers can come to your classroom to share their experiences in person. This workshop will provide sample materials and give you online access to many more.
|Globalization and Popular Culture: How the Media Influences Negative Ethnic and Cultural Stereotypes
Julie McGaha, Director, Education Programs, The Center for International Understanding
In our media rich culture, individuals are inundated with visual images. These visual images have the potential to shape attitudes regarding issues of race, ethnicity and cultural stereotypes. This presentation will explore how the media constructs images and messages for different purposes and how contemporary globalization perpetuates discourses of racial and ethnic inferiority. Global commercials and advertisements will be highlighted to help participants discuss these issues as ones that transcend national borders.
|The Little Things: Cultural Minutiae from Global Classrooms
Thomas N. Phillips II, Peace Corps Campus Recruiter, UNC-Chapel Hill
Various stints teaching in cultures different from my own—and various mistakes while doing so–have left me with many stories, some hilarious and others sobering. In this session, we will take a look at a few anecdotes from the former Soviet Union, South Korea, New Mexico and the Triangle. We will also discuss the small things we can do in the classroom to create environments that welcome diverse learners.
|Seeing Past the Tip of the Iceberg: Cultural Perspectives that Shape Us, Our Students, and the World
Katharine Robinson, Assistant Director for Curriculum, World View
“We don’t see things as they are. We see them as we are” – Anais Nin
In this session we will explore cultural identity and how it shapes how we see the world, ourselves and others. Using examples from our own experiences, as well as pop culture and the media, we will discuss the theoretical building blocks of culture and explore the fundamental dimensions of cultural differences and similarities. Participants will consider how globalization, localization and acculturation play large parts in shaping overlapping cultural perspectives in the 21st century. Join us to learn more about these issues, with the ultimate goal of creating more accepting, inclusive, and diverse campuses and classrooms.
|GRADES 6-12 and COMMUNITY COLLEGE|
|Using Film for Global Education
Eileen M. Mattingly, Director of Education, Journeys in Film
While students can read and research about cultures other than their own, one of the most effective ways to help them understand is through a carefully chosen, age-appropriate foreign film. This session will examine ways to integrate such films into your classroom, giving students a positive and enjoyable viewing experience, while still meeting curriculum standards. The presenter will discuss best practices for selecting and using films, explain how interdisciplinary lessons can broaden student understanding, and show clips from films. Participants will also receive a sample lesson plan guide and information about downloading other free lessons.
|Recognizing the Need for Cultural Competency in our Everyday
Sharbari Dey, Assistant Director, Education and Special Initiatives, Office of Diversity and Multicultural Affairs, UNC-Chapel Hill
The workshop provides space to engage in a discussion on the culture, power and privilege within organizations/workplaces. The workshop introduces participants to concepts such as micro-aggressions, bias and strategies to increase self -awareness and self-reflection in everyday work and life.
Gorski, Paul and Swalwell, Katy. “Equity Literacy for All” in Educational Leadership, March 2015: 34-40.
Week 1 – Recommended Reading:
Costello, Maureen. Diverse schools are essential for the nation’s success. 22 July 2012.
Week 2 – Recommended Reading:
Sara Burnett, Welcoming Immigrant Students Into the Classroom. Edutopia. 27 January 2015.
Sean Trainor, How Community Colleges Changed the Whole Idea of Education in America. Time Magazine. 20 October 2015.
Wee 3 – Recommended Readings:
Osorio, Sandra.“¿Qué es deportar?”: Teaching from students’ lives.” Volume 30 No.1. Rethinking Schools. Fall 2015.
Anderson, Meg. “Where’s the Color in Kids’ Lit? Ask the Girl with 1,000 Books (And Counting).” NPR. 26 February, 2016.