NCTE Assembly for Research Midwinter Conference February
Peter Smagorinsky (smago who-is-at peachnet.campus.mci.net)
Wed, 04 Nov 1998 14:24:08 -0500
>NCTE Assembly for Research Midwinter Conference
>February 26-28, 1999
>Chicago
>
>Talking, Reading, Writing and Race: Contributions of Literacy Research to
>Racial Understanding
>
>The Ebonics debate, the bilingual education debate, the censorship battles
>threatening the use of texts in classrooms which seriously address racial
>issues, the return to exclusive phonics instruction as a response to low
>achievement scores in schools serving majority populations of students of
color-
>-these headlines and sound bites surround us and our voice as a community of
>researchers is currently muffled, fragmentary, or marginalized. What are we
>currently doing? What can be done?
>
>Join a community of teachers and researchers for a conversation exploring
these
>issues. Learn about the latest research projects on these issues. Share
your
>ideas, gain needed resources and support for working on these complex and
>important issues at this intimate and stimulating conference.
>
>Featured Speakers Include:
>Courtney Cazden, Michelle Fine, Marilyn Sternglass, Gloria Ladson-Billings,
>Arlette Willis, Victoria Purcell-Gates, Melanie Sperling, Patricia Enciso.
>
>Conference Schedule:
>
>Friday, February 26th:
> Teacher Researcher Workshops
> 3:00-4:00 Brookline Teachers Cooperative
> Looking Deeply at Classroom Discourse: Making Room to
>Look at Children, Finding the Threads of Race,
Culture
>and Gender.
>
> Join us for a working session on addressing Courtney
>Cazden's question to our research group, "It's striking that the focus is on
>individual children, that nothing has been said about gender differences,
>racial differences." Join us as we challenge ourselves to address this
concern
>in our research work.
>
> 4:00-5:00 Indiana English Teachers Collaborative Teacher
>Researcher Group
> Perils, Politics and Possibilities of Teacher
Research
>
> Continue the conversation on addressing race, gender
>and culture as themes as we share the ways in which we have examined the
lives
>of individual children in our classroom research. We will broaden the
>conversation to include how we understand the role of teacher research for
>social justice in the English/language arts classroom in which we work and in
>our research collaborative.
>
>
>
>Saturday, February 27:
>
> 9:00-9:50 Michelle Fine, Carlton Jordan, and Dana Sherman
>
> 9:50-10:30 Gloria Ladson-Billings
>
>
> 10:45-11:30 Round table discussions
>
> Narrative Contexts for Understanding Racial and
Ethnic
>Discrimination: Interactions of Theory, Method and Results
> Collette Daiute, City University of New York Graduate
>School
>
> "Are You Makin' Me Famous or Makin' Me a Fool?":
>Responsibility and Respect in Cultural Representation in Teacher Research
> Deborah Appleman, Carlton College
>
> Composition: Social, Linguistic, and Pedagogical
>Perspectives
> Russell Durst, University of Cincinnati
>
> Kris Gutierrez, University of California--Los Angeles
>
> Carol Lee, Northwestern University
>
> 11:40-12:30 Marilyn Sternglass
>
> 12:30-2:00 Lunch
>
> 2:15 Melanie Sperling
>
> 3:00-4:00 Roundtable Presentations
>
> Becoming Literate Within and Beyond Urban Classrooms:
>The Social Context.
> Cathy Lilly, Rochester City School District and St.
>John Fisher College and Debra Goodman, Western Michigan State University.
>
> First-Year Developmental College Students'
Negotiations
>of Borders and Barriers in a College Writing Class
> Richard Beach, Dana Lundell, and Sue Goette,
University
>of Minnesota
>
> Playing School: Teachers, Reflection and the
Challenges
>of Getting Down to the Nitty-Gritty
> Yolanda Majors, University of Iowa
>
> Tattoos, Chicano/as and Bring Raced: Cholos y Cholas:
>(Re) Reading En El Barrio--Implications for Teaching and
>Learning from our Community
> Diana Elena Moran Molina, University of Wisconsin--
>Madison
> 0ssroom Discourse as Spatialized Identity Work
> Kevin Leander, University of
Illinois--Urbana-Champaign
>
> Issues in Studying the Families of Cultural and
Linguistic Minorities
> Ellen MacIntyre, University of Louisville
>
> Teachers H
> Richard Beach, Dana Lundell, and Sue Goette,
University
>of Minnesota
>
> Playing School: Teachers, Reflection and the
Challenges
>of Getting Down to the Nitty-Gritty
> Yolanda Majors, University of Iowa
>
> Tattoos, Chicano/as and Bring Raced: Cholos y Cholas:
>(Re) Reading En El Barrio--Implications for Teaching and
>Learning from our Community
> Diana Elena Moran Molina, University of Wisconsin--
>Madison
>
> Classroom Discourse as Spatialized Identity Work
> Kevin Leander, University of
Illinois--Urbana-Champaign
>
> Issues in Studying the Families of Cultural and
>Linguistic Minorities
> Ellen MacIntyre, University of Louisville
>
> Teachers Helping Teachers: Language and Literacy for
>Young Learners
> Mary Gomez and Gloria Ladson-Billings, University of
>Wisconsin Madison.
>
> Narrative Contexts for Understanding Racial and
Ethnic
> Discrimination: Interactions of Theory, Method and Results
> Collette Daiute, City University of New York Graduate
>School
>
> Deborah Appleman, Carlton College
>
> Composition: Social, Linguistic, and Pedagogical
>Perspectives
> Russell Durst, University of Cincinnati
>
> Kris Gutierrez, University of California--Los Angeles
>
> Carol Lee, Northwestern University
>
>11:00-11:45 Arlette Willis
>
>11:45-12:00 Stuart Greene and Dawn Abt-Perkins, Assembly
Conference
>Chairs
>
>
>
>
>
>
>