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2018 Seminar

March 20-21, 2018

The Friday Conference Center

1.5 CEU / 15 PDCH offered

How can North Carolina educators build stronger bridges in their classrooms and communities to support diverse populations of learners? Through plenary talks and small group breakout sessions, K-12 and community college educators at World View’s spring seminar will explore issues of cultural respect and equity, learning what barriers need to be removed and what strategies can be implemented to recognize the potential for all learners. Participants will have the opportunity to consider their backgrounds, how their individual experiences have forged their beliefs and how these beliefs transpire into their everyday world, specifically the classroom or learning environment.

World View is committed to ensuring accessibility to our programs. We are pleased to provide annual scholarships to attend seminars. Deadline February 1, 2018. Learn more here.

Schedule  |  Speakers | Concurrent SessionsExhibitorsSponsorship & Support  |  Program Material  |  Evening Options

View a PDF of the program here. Participants will receive a printed copy at the symposium.


8:00 a.m. Registration and Continental Breakfast
8:30 a.m. Welcome
Charlé LaMonica, Director, World View
G. Rumay Alexander, Chief Diversity Officer and Associate Vice Chancellor, UNC-Chapel Hill
8:45 a.m. Plenary Talk 1
Six Disruptive Demographics That Will Transform the US and NC

James H. Johnson, Kenan Distinguished Professor of Strategy and Entrepreneurship and Director of the Urban Investment Strategies Center, Kenan-Flagler Business School, UNC-Chapel Hill
9:45 a.m. Plenary Talk 2
Leveling the Playing Field by Building Equitable Learning Environments
Viji Sathy, Teaching Associate Professor, Department of Psychology and Neuroscience and Special Projects Assistant to the Dean of Undergraduate Education, UNC-Chapel Hill
Kumar Sathy, Children’s Book Author and Educator, Durham Public Schools
10:45 a.m. Break and Exhibits
11:00 a.m. Plenary Talk 3
Access Through the Arts: Playing with History to Ignite New Stories

Vivienne Benesch, Artistic Director and Company Member, PlayMakers Repertory Company
Adam Versényi, Chair, Department of Dramatic Art and Dramaturg, PlayMakers Repertory CompanyAfter performing selections from the world premiere production of PlayMakers Repertory Company’s Leaving Eden by Mike Wiley with music and lyrics by Laurelyn Dossett, we will explore the ways in which making and sharing theatre can create new, accessible and creative modes of pedagogy. With the backdrop of a small NC town that revolves around a cotton mill in the 1930’s converted into a processing plant in 2016, Leaving Eden focuses on the harrowing of African communities in the early 20th century juxtaposed against the treatment of immigrant communities today.
12:00 p.m. Lunch
1:15 p.m. Concurrent Sessions I
2:30 p.m. Break and Move to Next Session
2:45 p.m. Concurrent Sessions II
3:45 p.m. Move to Next Session
3:55 p.m. Concurrent Sessions III
4:55 p.m. Adjourn Sessions
5:00 p.m. Reception
8:00 a.m. Coffee, Juice and Pastries
8:30 a.m. Welcome
8:45 a.m. A Humanities Approach to Holding a Space for Difference: Building Capacities for Empathy, Wonder and Response-ability
Renée Alexander Craft, Associate Professor, Department of Communication and Curriculum in Global Studies, UNC-Chapel Hill
9:45 a.m. Reflection Time
10:45 a.m. Break
11:00 a.m. Plenary Talk 5
Adrienne van der Valk, Deputy Director, Teaching Tolerance, Southern Poverty Law Center
12:00 p.m. Adjourn



Vivienne Benesch is in her second season as a PlayMakers company member and producing artistic director. For 12 seasons, she served as artistic director of the renowned Chautauqua Theater Company and Conservatory, directing over fifteen productions, including an acclaimed re-imagining of Romeo and Juliet. She has helmed multiple productions for PlayMakers, directed extensively for The Shakespeare Theatre of New Jersey and directed The Heidi Chronicles for Trinity Repertory Company. As an actress, Vivienne has worked on and off-Broadway, in film and television and at many of the country’s most celebrated theatres. Vivienne is a graduate of Brown University and NYU’s Graduate Acting Program. As an educator, she has directed for and served on the faculty of some of the nation’s foremost actor training programs. She is the 2017 recipient of the Zelda Finchandler Award given by the Stage Directors and Choreographers Foundation.
Renée Alexander Craft is associate professor in the department of communication and curriculum in global studies at the University of North Carolina at Chapel Hill. For the past seventeen years, her research and creative projects have centered on an Afro-Latin community located in the small coastal town of Portobelo, Panama who call themselves and their carnival performance tradition “Congo.” She has completed both a manuscript and digital humanities project that reflect this focus. Like her broader research and teaching, each project engages the relationship among colorism, nationalism, nationality, language, gender, sexuality, class, history, religion and region in discourses of black inclusion, exclusion, representation and belonging. She received a Durham Arts Council Ella Pratt Emerging Artist Fellowship in 2013 for I Will Love You Everywhere Always, a children’s book dedicated to helping children cope with death and loss. She has a B.A. in English literature and a M.A. in communication studies from UNC-Chapel Hill and her Ph.D. in performance studies from Northwestern University.
Singer/songwriter Laurelyn Dossett lives and writes in the piedmont of North Carolina, and her songs tend to reflect the stories of the region, both traditional and contemporary. Her songs have appeared in film and television and have been recorded by Grammy-winning artists. Laurelyn has partnered with Triad Stage’s Preston Lane on six plays featuring regional folklore and original music: Brother Wolf, Beautiful Star: An Appalachian Nativity, Bloody Blackbeard, Providence Gap, Snow Queen and Radiunt Abundunt. Her song cycle, The Gathering: A Winter’s Tale in Six Songs, was commissioned by and premiered with the North Carolina Symphony in November 2011 and the accompanying CD, “The Gathering,” was released to critical acclaim. Laurelyn has taught songwriting and singing at the Augusta Heritage Center, as well as at many universities, workshops and festivals. She is the 2012 recipient of the Betty Cone Medal of Arts, the 2010 recipient of the North Carolina Arts Council Fellowship for songwriting, 2004 winner of the Chris Austin songwriting contest at Merlefest and a 2010 fellow at the Virginia Center for Creative Arts. She lives in Stokes County, NC.
James H. Johnson Jr. is the William R. Kenan Jr. Distinguished Professor of strategy and entrepreneurship and director of the Urban Investment Strategies Center at the Frank Hawkins Kenan Institute of Private Enterprise. His research interests include community and economic development, the effects of demographic changes on the U.S. workplace, interethnic minority conflict in advanced industrial societies, urban poverty and public policy in urban America and workforce diversity issues. He examines the causes and consequences of growing inequality in American society, particularly as it affects socially and economically disadvantaged youth; entrepreneurial approaches to poverty alleviation, job creation and community development; inter-ethnic minority conflict in advanced industrial societies; and business demography and workforce diversity issues. He has published more than 100 scholarly research articles and three research monographs and has co-edited four theme issues of scholarly journals on these and related topics. He received his Ph.D. from Michigan State University, his M.S. from the University of Wisconsin at Madison and his B.S. from North Carolina Central University.
PlayMakers Repertory Company is the professional theatre company in residence at UNC-Chapel Hill. They strive to produce entertaining, relevant, and courageous work that tells stories from and for a multiplicity of perspectives. PlayMakers is committed to being a force in the cultural life of the immediate and extended community. They are constantly investigating new and invigorating ways to deepen engagement with they work done before, during and after the experience of productions.
Kumar Sathy is an educator and children’s book author. He joined the teaching profession through Teach for America in 2002. He has served as an educational consultant, school administrator and classroom teacher in various K-12 settings both in the US and abroad. He is trained in the US Common Core as well as the International Baccalaureate (IB) curriculum. He received his masters in school administration from UNC-Chapel Hill and is currently a middle school math teacher in Durham, NC.
Viji Sathy is a teaching associate professor in the department of psychology and neuroscience at UNC-Chapel Hill, and special projects assistant to the dean of undergraduate education. She is actively involved in instructional innovation and faculty development engaging in evidence-based educational practices. She is also the program evaluator of the Chancellor’s Science Scholars an adaptation of the Meyerhoff Scholarship at the University of Maryland Baltimore County that has successfully increased representation of underrepresented students in STEM PhDs. She teaches large undergraduate quantitative courses in statistics and research methods. She is the recipient of numerous teaching awards, including the Tanner Award for Excellence in Undergraduate Education and the campus’ Student’s Choice for Best Professor at UNC. Prior to her current position at UNC, she worked at the College Board conducting research on the SATs and non-cognitive predictors of college success. She completed her undergraduate degree in psychology and her doctorate in psychometrics from UNC-Chapel Hill.
Adrienne van der Valk is the deputy director of Teaching Tolerance at the Southern Poverty Law Center. She began her career in social work, advocating for homeless and runaway youth and survivors of sexual violence. Her graduate studies led her to political science and journalism, and she has been using her editorial skills in a variety of social justice settings ever since. She currently serves as deputy director for Teaching Tolerance, where she directs an editorial team of six people who write, curate, edit and publish all outward-facing communications. Under her leadership, Teaching Tolerance magazine has won dozens of REVERE Awards from the Association of American Publishers. Adrienne has a passion for creative collaboration and mission-driven success. She prides herself on leading happy, productive teams, directing award-winning projects and moving organizations toward their strategic visions. She holds a bachelor’s degree in sociology from Grinnell College and master’s degrees in political science and magazine journalism from the University of Oregon.
Adam Versényi is the chair of dramatic art and dramaturg for PlayMakers Repertory Company. A theatre scholar, dramaturg, critic, translator and director, he is the author of Theatre in Latin America: Religion, Politics, and Culture From Cortés to the 1980s and The Theatre of Sabina Berman: The Agony of Ecstasy and Other Plays, among others. He has written widely on Latin American theatre, U.S. Latino/a theatre, dramaturgy, theatre production and theatrical translation. He is the founder and editor of The Mercurian: A Theatrical Translation Review, an online journal. Dramaturg for PlayMakers Repertory Company since 1988, he has worked at many regional theatres and universities, both nationally and internationally. He received his B.A. in the combined major in literature in English and Spanish from Yale College, and his M.F.A. and D.F.A. in dramaturgy and dramatic criticism from the Yale School of Drama.

Concurrent Sessions

Equity in STEM Education
Edna Tan, Associate Professor, Science Education, Teacher Education and Higher Education, School of Education, UNC Greensboro
This session explores equity issues in STEM education, especially in the K-12 context, across both formal and informal spaces. Issues touched on will include what research says about achievement gaps, identity gaps and the education debt. We will also explore the possibilities and tensions inherent in intervention strategies. Participants will be invited to consider what equitable and consequential STEM education for all youth would entail in what youth are able to do in STEM and design principles for such learning environments.
Implicit Bias and Building Student Relationships
MariaRosa Rangel, Senior Administrator, Office of Equity Affairs, Wake County Public School System
Participants will learn that by becoming aware of their own implicit bias they will be better equipped to develop positive relationships with their diverse students. Prior to the session participants are asked to complete the Implicit Association Test (IAT), which can be used to make one aware of their own implicit bias. In the session, participants will discuss key implicit bias that takes place in schools and how to train your brain to interrupt these biases to build positive relationships with students. 
FORCE – A National Collaborative Around Equity
Kathy Spencer, Director, Southeast Education Alliance
Michael Bracy, Superintendent, Jones County Schools
Linda Carr, Director of Federal Programs, Sampson County Schools
Kevin Smith, Curriculum and Instruction, Duplin County Schools
The FORCE is a collaborative focused on educational equity for all students, pre-K through high school. The partnership includes the national Panasonic Foundation, East Carolina University and four school systems in southeastern NC. The project is based on a Theory of Action that builds principal capacity for diagnosing quality instructional practices in a way that supports growth. This includes building environments that engage in crucial conversations around how we address equality for ALL students, specifically in our classrooms. This session will provide a description of the Learning Walk process and an opportunity for participants to consider their current process for diagnosing instructional practices with a focus on equity. Participants will hear how districts have used the collaborative experience to build capacity of school leaders around instruction, and to include an instructional delivery framework that is aligned with MTSS principles.
Making It Better
Deb Kaclik, Director of Social Emotional Learning and Behavior Support
John Concelman, Bullying Prevention Specialist
Charlotte Mecklenburg Schools
The Making It Better initiative uses a process that supports the development of empowered students, with the backing of their teachers, parents and community leaders, to unite and create a culture in schools that promotes acceptance, achievement and accomplishments. As a committed stakeholder in these efforts, we are soliciting your experience, collaboration and help in continuing a community of safe schools across NC. Understanding policies, programs and practices that engage stakeholders, enhance program implementation and create a conceptual framework for implementation fidelity is essential to our work. Negotiating the “red tape” can be a challenge, but there are important considerations for strategies to address success for LGBTQ youth. Participants will develop a unified approach that empowers students to build school climates free of damaging behaviors; involve schools, community groups and local agencies; and investigate professional development, services and evidence-based resources designed to instruct and support. It takes all of us together to make it better!
Broadening the Narrative: Inclusive Resources for High School English and History Classrooms
Erica Kinney, Reading Teacher and Equity Coach, Chapel Hill High School, Chapel Hill-Carrboro City Schools
Kathryn Murchison, History Teacher, Chapel Hill High School, Chapel Hill-Carrboro City Schools
We will begin by examining what the common narrative means for students from different backgrounds and cultures and consider varying perspectives of the common curricula. We will then explore a range of resources that appeal to a diverse population of learners and can help support educators to assess lesson relevance and effectiveness in reaching all students. Participants will leave with some practical suggestions to help broaden the perspectives incorporated into English and history classrooms at their schools.
Teaching Classroom Equity and Cultural Respect Through Film
Eileen Mattingly, Director of Education, Journeys in Film
Several recent documentaries have used the power of storytelling to present the challenges faced and met by remarkable women. Participants will learn about Malala Yousafzai’s work to provide equal educational opportunities for girls and will each receive a DVD of the film He Named Me Malala. They will view clips from The Queen of Katwe, about a girl from the slums of Uganda who became a chess champion, and Hidden Figures, the story of the women who helped NASA launch its space program. They will receive access to free, interdisciplinary, standards-based lesson plans for these films. Participants will also learn about a series of feature films that tell stories of children from less-familiar parts of the world:  a boy in Iran who assumes responsibilities for his family, a Maori girl who challenges the male-dominated traditions of leadership in her culture, a South Korean boy who must navigate between modern urban life and existence in a tiny mountain village and more. Lesson plans will also be available for these and other multicultural films that showcase the common humanity that binds us in spite of cultural differences.
Utilizing the Arts to Engage Students in Conversations of Equity
Daniel Kelvin Bullock, Executive Director for Equity Affairs, Durham Public Schools
Have you ever wanted to engage your students in conversations related to pressing social justice issues, but did not know where to start? This session will focus on strategies teachers can use to initiate these conversations that also allow students to express their thoughts and feelings in a creative way. One of the particular outlets that will highlighted will be poetry writing. Participants will briefly analyze data related to educational inequity as a social justice issue, develop a better understanding of culturally relevant pedagogy and complete a culturally relevant poetry writing activity that will help educators engage students in conversations on topics of equity.
Engaging in Culturally Responsive Classroom Practice
Sharbari Dey, Assistant Director, Education and Special Initiatives, University Office for Diversity and Inclusion, UNC-Chapel Hill
Culturally responsive teaching “uses student culture in order to maintain it and to transcend the negative effects of the dominant culture” (Ladson-Billings, 1994, p. 17). Teachers can be reflective practitioners who can connect, commit and translate into practice their understanding of the complexity of diversity and culturally relevant pedagogy in the classroom. Based in the belief that education, awareness and sensitivity are critical to eliminating discrimination, culturally responsive teacher education can advance awareness about the need for equity and justice in the classroom. This workshop will provide an interactive space for teachers interested in embedding cultural responsiveness within their teaching practices. We will discuss strategies and resources and engage in dialogue about best practices for culturally responsive teaching and learning. 
Ethics Bowl in the Classroom
Dominique Déry, Director, National High School Ethics Bowl, Parr Center for Ethics, Department of Philosophy, UNC-Chapel Hill
Steven Swartzer, Teaching Assistant Professor and Outreach Director, Parr Center for Ethics, Department of Philosophy, UNC-Chapel Hill
The National High School Ethics Bowl (NHSEB) is a remarkable program that uses friendly competition to promote respectful, supportive and in-depth discussion of ethics among high school students. NHSEB fosters constructive dialogue and furthers the next generation’s ability to make sound ethical decisions. Our collaborative model rewards students for the depth of their thought, their ability to think carefully about complex issues and the respect they show to the diverse perspectives of their peers. This program enables students to exercise key democratic virtues, preparing them to navigate challenging moral issues in a rigorous, systematic and open-minded way.  Participants in this session will learn how to use the NHSEB in classrooms.  Participants will engage in a moderated conversation about select cases from the NHSEB, and will practice identifying the central moral dimensions of these cases and discussing them in a way that shows awareness and thoughtful consideration of multiple viewpoints. Finally, participants will learn about resources that NHSEB has available to high school teachers.
Leveraging Twitter and Other Digital Tools for Personal and Professional Growth Related to Racial Equity
Casey Rawson, Postdoctoral Research Associate, School of Information and Library Science, UNC-Chapel Hill
Sandra Hughes-Hassell, Professor and President of the Young Adult Library Services Association (YALSA), School of Information and Library Science, UNC-Chapel Hill
Kimberly Hirsch, Ph.D. Student and Research Assistant for Project READY, School of Information and Library Science, UNC-Chapel Hill
Twitter and other digital tools have opened up a wealth of opportunities for educators to learn and engage in discussions about racial equity from scholars, colleagues, activists and others. In this session, we will explore the possibilities for personal and professional growth that are afforded by digital tools, share tips and tricks for getting the most from the time you spend using these tools and collaboratively develop a list of people and organizations online that you can add to your own Professional Learning Network. Participants will leave this session prepared to take advantage of digital platforms to learn and engage in discussions about racial equity.
Educating for Globally-Connected, Ethically-Driven Citizens
Kate Herndon, Community Engagement Manager, Heifer International
As we develop our students for the future, we must prepare them for thoughtful engagement with our world. As consumers and communicators, students now have an impact on a broader range of people and ecosystems than ever before. Even a simple trip to the grocery store represents meaningful connections to a fascinating variety of cultures and places. As a result, the need for global awareness and connectedness is immediate and profound. For over 70 years, Heifer International has worked with communities around the world to end hunger and poverty and to care for the earth. Additionally, for more than 25 years, Heifer has collaborated with educators to engage students in understanding of the issues that affect our global neighbors. Educator-created and tested curricular resources, field trip opportunities, group activities and fundraising tools are available to assist teachers in creating a community of compassionate change-makers in their classrooms and beyond. Seminar participants will discover free resources offered to them by Heifer International to cultivate global connectedness in the classroom. They will spend time discussing the integration of teaching about hunger, poverty and other cultures into their existing curricula while making connections with other educators with the same interests and goals.
Introduction to Global Competence for Educators
Katherine L. Turner, President, Global Citizen, LLC and Adjunct Faculty, Gillings School of Global Public Health, UNC-Chapel Hill
In this interactive session, participants will explore diversity, equity, inclusion and intercultural competence through a global lens as we traverse each stage of Global Citizen, LLC’s Global Competence Framework: awareness, understanding, sensitivity and ethical practice. Participants will assess their current level of global competence; increase their self-awareness; deepen their understanding of persistent inequities despite increasing globalization; clarify their values and increase their sensitivity and commitment to diversity. At the end of the session, participants will identify gaps and develop a personalized plan to further enhance their skills to interact, teach and work more effectively with diverse colleagues and students and strengthen their own and their institution’s global competence.
Reconcilable Differences: Changing the Diversity Narrative by Examining Power and Privilege in Schools
Chris Scott, Professor, Education Policy, Organization and Leadership, UNC-Chapel Hill
Our classrooms and schools continue to grow more diverse, with increasing numbers of racially, economically and linguistically diverse students and families. These demographic shifts often prompt a narrative that characterizes diversity as a “challenge” and that blurs the line between difference and deficient. This session will explore the relationship between diversity and inequity, and while there is no magic bullet, this session will establish a rationale for building cultural proficiency as a first step to naming and interrupting cycles of systemic power and privilege that continue to marginalize diverse students. Participants will explore their own identities and dispositions, observe examples of power and privilege in schools, build common language to identify practices that threaten equity and leave with tools to support their continued pursuit of cultural competency.
Beyond Windows and Mirrors: Developing Equitable Literacy Experiences that Empower Youth
Kathryn Cole, School Librarian, Northside Elementary School, Chapel Hill-Carrboro City Schools
Julie Stivers, Teacher Librarian, Mount Vernon Middle, Wake County Public School System
How does our choice of classroom books and texts create equitable spaces? Learn the importance of representation through inclusive and reflective collections and the power of authentic author voice. We will share resources and ideas for identifying diverse books, building culturally sustaining collections and creating instructional content. Our session will stress the importance of revolutionizing the literary canon, honoring identify and amplifying student voice. After this session, educators will understand how inclusive classroom collections that reflect both their students and the world are a powerful and key element of culturally sustaining pedagogy. Specific resources for identifying diverse literature and authors of color will be explored, as well as student artifacts. Attendees will leave with lesson resources, example texts and creative project ideas.
Faith Practices in Schools with a Spotlight on Muslims and Islam
Tarra Ellis, Assistant Professor and Social Studies Program Coordinator, Thayer School of Education, Wingate University
Zaynab Martin, Educator
Across faith communities, religious practices have many similarities, although procedures may differ from one religion to another. Two educators and a high school student will share research and personal experiences to equip faculty and staff to create culturally responsive and supportive academic environments for students of varying faiths. The information contained in this workshop is designed to assist educators in formulating and implementing policies and programs that will help to create a culturally responsive and supportive academic environment. It will also serve as a guide for the accommodation of religiously-mandated practices of Muslim students. Participants of the session will gain awareness and empathy for Muslim students after hearing personal stories. Participants will identify the legal and ethical accommodations necessary for students across faiths in schools and will also analyze their own classroom and school policies and practices to come up with strategies to better meet the needs of students of faith.
How Can Teachers Bring Culture Into Their Classrooms?
Chadd McGlone, Executive Director, Teachers2Teachers Global
Gabriela Bermingham, Dual Language Spanish Immersion Teacher, Oakley Elementary, Buncombe County Schools
Educators everywhere face the difficult challenge of teaching culturally agnostic concepts to students who have a culture of their own. In an increasingly connected world, today’s youth must obtain certain universal skills. Ironically, preparing students to succeed in a global environment starts by making meaningful connections to their cultures. Students become invested when teachers connect knowledge to daily life in the world outside the classroom. Starting with culturally relevant tasks, teachers can progress to globally connected activities. Participants in this session will learn how to weave culture into all lessons.
Window of Educational Orientation at the Consulate General of Mexico
Remedios Gómez Arnau, Consul General of Mexico
This session offers an overview of the educational programs provided by the Consulate of Mexico to Mexican students and parents at the recently inaugurated Window of Educational Orientation (VOE) in collaboration with NC State University and other academic institutions. Participants will learn about the educational programs and services offered by the Consulate, explore potential collaborations and delve into navigating the NC educational system.
Engaging Male Students
Adante Hart, Graduate Assistant and Graduate Student, Carolina Mxle Scholars, UNC-Chapel Hill
Garrett Locklear, Senior Student Coordinator and Student, Carolina Mxle Scholars, UNC-Chapel Hill
Josiah Evans, Senior Student Coordinator and Student, Carolina Mxle Scholars, UNC-Chapel Hill
In this session participants will hear from three Carolina students who help run the Carolina Mxle Scholars program at UNC-Chapel Hill. The students will share personal stories of achievement and of overcoming obstacles to meet academic success. They will discuss insights and strategies for engaging male students in K-12 schools and community colleges. Carolina Mxle Scholars is an overarching and all-inclusive initiative dedicated to helping students develop academically, socially and professionally.
Teaching Tolerance Social Justice Standards
Adrienne van der Valk, Deputy Director, Teaching Tolerance, Southern Poverty Law Center

The Social Justice Standards from Teaching Tolerance are a road map for anti-bias education at every stage of K-12 instruction. Comprised of anchor standards and age-appropriate learning outcomes, the Standards provide a common language and organizational structure educators can use to guide curriculum development and make schools more just and equitable. Divided into four domains – Identity, Diversity, Justice and Action (IDJA) – the Standards recognize that, in today’s diverse classrooms, students need knowledge and skills related to both prejudice reduction and collective action. Together, these domains represent a continuum of engagement in antibias, multicultural and social justice education.
More Than Where and What: Teaching Students to Ask the Right Questions
Laurel Stolte, Interventionist, Frank Porter Graham Elementary, Chapel Hill-Carrboro City Schools
Teaching students to ask good questions can be a transformative tool for simultaneously promoting acquisition of content knowledge, language development and deep global learning. In this session, participants will engage in techniques for formulating questions developed by the Right Question Institute ( and adapted to focus on equity issues and global content across content areas. We will explore how these strategies can empower students to interact with and understand global perspectives.




Sponsorship & Support

The Jack and Mary McCall Foundation

African Studies Center

Carolina Asia Center

Center for European Studies

Center for Global Initiatives

The Duke-UNC Consortium for Middle East Studies

Teaching Tolerance

Program Material

Required for CEU/PDCH credit: To maximize your experience during the seminar and to earn 1.5 Continuing Education Units (CEU) or 15 Professional Development Contact Hours (PDCH) you will need to attend the full seminar and submit a completed study guide after the program.

Suggested readings: In the weeks leading up to the seminar, we will share readings to the seminar.

  1. February 22, 2018
    Recommended Video: Adichie, Chimamanda Ngozi. (July 2009) The Danger of a Single Story. Retrieved from:
  2. March 1, 2018
    This week’s short article, To Achieve Equity in My Classroom, I Had to Check My Own Bias at the Door, is an opinion piece that appeared recently on Education Week by teacher Karen Vogelsang. Vogelsang argues that educators need to better understand equity and that we need to stop making generalizations and eliminate bias.
    But how to do become more aware of our own bias? One tool that has been developed is the Implicit Association Test (IAT) to detect conscious and/or unconscious bias. This tool was developed by researchers at University of Washington, University of Virginia, Harvard University and Yale University as part of Project Implicit.
    We recommend you explore the information about the IAT and the Project Implicit site. If you would like, please take Implicit Association Test (IAT) for race. This is an ANONYMOUS test. The responses are encrypted and any other data exchanged with the IAT test are kept confidential. You will not have to share any results, but are welcome to join a conversation about implicit bias in the session noted below if you choose. Please read the test’s preliminary information disclaimer here and if you would like you may continue to the testing site.
  3. March 8, 2018
    What is Equity? Part of the National Network of State Teachers of the Year Equity in Education Video Series 2017, featuring Josh Parker, Former Maryland State Teacher of the Year, teacher in DC Public Schools. Available here.
    Gorski, Paul C. Equity Literacy: More Than Celebrating Diversity., Spring 2016. Available here.
  4. March 15, 2018
    Community College Educators: Five Principles for Enacting Equity by Design By Estela Mara Bensimon, Alicia C. Dowd and Keith Witham in the Association of American Colleges and Universities, Diversity & Democracy. Winter. 2016,Vol. 19, No. 1.
    K-12 Educators: Planning for Equity: Practical Resources to Help You Teach Tolerance All Year Long in Teaching Tolerance Magazine, Issue 45, Fall 2013

Evening Options

Tuesday, March 20

5:30 p.m.
“The Key to True Generosity” with Rachael Chong, CEO and Founder of Catchafire
Sonja Haynes Stone Center Theater, UNC-Chapel Hill

6:00 p.m.
UNC Baseball versus Maryland
UNC-Chapel Hill

7:00 p.m.
Discussion of Frederick Douglass’s 1845 Narrative
Hosted by the Chapel Hill Carrboro NAACP and UNC’s Carolina Public Humanities, Flyleaf Books, Chapel Hill

7:30 p.m.
Academy of St Martin in the Fields with Joshua Bell, music director
Memorial Hall, UNC-Chapel Hill

8:00 p.m.
Omar Sosa and Seckou Keita: Transparent Water
The Arts Center, Carrboro