Friday, October 29
1.0 Concurrent Sessions
1.1 Panel Session
12:00 pm - 1:15 pm
Collins Memorial Library, McCormick Room, Room 303
Toward Renewed Pedagogical Praxis and Partnerships for the Educational Excellence of Students of Color: in the Formal Classroom and Beyond
Chair and Discussant: Terry Beck, Professor, University of Puget Sound
Panelists:
Frederick Douglass Alcorn, ABD, The Fielding Graduate University, “Am I My
Brother‟s Keeper? Classroom Restructuring (Not Reform) Strategies for Facilitating
Achievement Attitudes and Habits Among Males of African American and Ethnically
Mixed Descent”
The purpose of the session is to present and engage dialogue regarding ―effective teaching practices‖ with critical pedagogy and race theory as necessary informants needed to assist educators and students in developing a more critical memory of our historical past, one that recognizes and is responsive to addressing the contradictions of our multicultural present. Very importantly, the use of instructional templates that supports constructivist approaches intended to address ―disengagement‖ postures in the classroom, school, and outside the immediate formal learning environment, aimed at cultivating academic engagement among the cross-cultural cohort of students who are among those disproportionality underachieving and dropping out of school, will be presented and discussed.
Carol Bonilla Bowman, Assistant Professor, Ramapo College of New Jersey, “Mentors as
Educational Partners Models”
The Eagle Academy for Young Men, an innovative small school located in the Bronx, with a student population that is 96% boys of color, largely African American and Latino. is a public educational environment designed to optimize the educational achievement of Black and Hispanic young men. The very important partnership of New York City schools with the ―100 Black Men, Inc.‖ organization allows for a fruitful cross-generational exchange that is a central and highly effective pillar of the school‘s educational approach. This case study documents and analyzes the complimentary educational components of this unique educational setting and their enhanced attention to their students‘ out-of-school time. Complementary (supplementary) activities at Eagle Academy are enhanced by leadership from adult mentors, often members of the 100 Black Men, Inc., as well as afterschool academic support,
Saturday morning activities, afterschool sports, extensive programs of mentoring, numerous parent/child functions and meetings, summer bridge program for entering freshmen, summer enrichment activities, internships, and opportunities for summer and holiday international travel. The visionary principal and founder of this school, David Banks, is now head of a city wide office charged with replicating the Eagle
Academy with new small scale, single gender schools. This study looks to lay the groundwork to facilitate the replication of this unique, extended learning environment.
Claire Peinado Fraczek, doctoral candidate, University of Washington, Seattle, “Exposing a Critical Mixed Race Praxis: A Case Study of One Student-Designed Undergraduate
Course”
This qualitative case study demonstrates how one undergraduate group of ten multiracial students initiated, designed and implemented a college course about mixed identities and racialized bodies. I argue that these students developed a critical mixed race praxis through intentional, shared leadership, interdisciplinary content, and regular attention to a larger political agenda. I draw on CRT tenets of structural racism and property as suggested explanations for the emergence of this class, and highlight the students‘ use of intersectionality and storytelling as methodological evidence of progressive, transformative pedagogy.

Friday, October 29
1.0 Concurrent Sessions
1.2 Panel Discussion and Workshop Session
12:00 pm - 1:15 pm
Howarth Hall, Rooms 212–214
The Lincoln Center Extended School Day Model: It Ain‟t Rocket Science
Panelists:
Patrick Erwin, Co-Principal, Lincoln High School Amy Lavold, Language Arts Teacher, Lincoln
High School/Lincoln Center Nathan Gibbs-Bowling, Social Studies Teacher, Lincoln High
School/Lincoln Center Sara Balk, Math Teacher, Lincoln High School/Lincoln Center
This session will share the work being done in The Lincoln Center, an extended day program that is a part of Lincoln High School in Tacoma, Washington. This program is in its third year of implementation and has shaped its work after such models as KIPP (Knowledge Is Power Program) and Geoffrey Canada‘s
Harlem Children‘s Zone/The Promise Academy. The demographics of the Lincoln Center are diverse and mirror that of the eastside community. Forty one percent is African American, 20% Hispanic, 9% Asian and 26% is white. Seventy one percent receives free and reduced lunch and 18% receive special education support. After its inaugural year, The Lincoln Center demonstrated that with hard work, quality teaching with a focus on rigor and cultural competence the achievement gap can be closed. The goals of the
Lincoln Center are to close the achievement gap, insure college readiness for all students involved, create a demonstration school and ultimately transform the educational climate of the Eastside of Tacoma.
Teachers and students from the Lincoln Center will engage in critical discussions that explore the achievement gap factor and the demands and hard work necessary for closing the gap. This session will begin with a 10 minute video documentary of the program and share the data of our results. Following this introduction will be a 30 minute panel discussion of teachers and students involved in this innovative program. The session will wrap up with a 30 minute small group collaborative brainstorm and call to action assembly .
1.3 Panel Session Wyatt Hall, Room 101
Discourse, Schooling, Composition-Rhetoric, and the Displacement of Black and Latino youth: Toward Critical Race Theories
Panelists:
Radha Radkar, BA/MA student, St. John‘s University, Co-Chair, ―Inclusive But (Un)Equal:
Equity as Technology for Institutional Racism in Educational Discourse‖
Jody Ludlow, doctoral candidate, St John‘s University, Co-Chair, ―Discourse Manipulation:
How Anti-Affirmative Action Laws Appropriate Civil Rights Language‖
Kathie Cheng, doctoral candidate, St. John‘s University, Discussant, ―Criminalizing Youth of
Color through Coded Language and Repressive Policing‖
Carmen Kynard, Assistant Professor, St. John‘s University, Discussant, ―‗Crank That English
Paper‘: Whiteness as Property in Educational Maintenance of Standardized
English/Academic Discourse‖
Lauren Ball Williams, doctoral candidate, St John‘s University, Discussant, ―Contextualizing the Core: Bringing Critical Race Theory to the First Year Writing Classroom‖
Our panel attempts to use Critical Race Theory (CRT) to problematize and rupture the social locations and discourses that outrightly ban or only contingently include students of color into college and writing/literacies: the unrelenting targeting of brown and black youth as criminals by the justice system
(panelist #1); the displacement of brown and black families from their former neighborhoods, now

Friday, October 29
1.0 Concurrent Sessions 12:00 pm - 1:15 pm matched in NYC public schools by their removal from their old schools (panelist #2); exclusionary policies and legal ventriloquisms where the focus on brown and black students in admissions programs is regarded as racist (panelist #3); and exclusionary notions of academic discourse and literacy once students get to college that keep the linguistic-nonwhite/non-middle-class from linearly determined advancement
(panelist #4 and panelist #5).
1.4 Panel Session Jones Hall, Room 202
Creative Engagements of identity, identification and intersectionality for Teaching and learning Across the Human Sciences
Chair: Priti Joshi, Associate Professor, University of Puget Sound
Panelists:
Nicole Williams, doctoral candidate, The Ohio State University, “Blogs: Racial Identity
Development of Preservice Teachers”
What is a blog? What is the purpose? How can we use it in teacher education? How does it provide a new direction for racial identity development? And, where do I start?
These are just some of the questions we will examine in this interactive session. The context of teacher education has changed as have our students. Our pre-service teachers are technology literate and their students will be as well. We must rethink our traditional methods of reflective practices in teacher education such as formal, paper-and-pencil journals. Blogs are an innovative culturally relevant approach to investigate the racial identity development of pre-service teachers. They give our students an informal space to continuously interrogate their identities, specifically, their racial identities in relation to their past, present, and future understandings and the related tensions that may occur as a result. Blogs also provide our students with an area to organize their resources, such as readings, articles, lesson plans, images, videos, course activities, philosophies, resumes, etc. in an online portfolio to demonstrate their progress in the teacher education program. Please feel free to bring your wireless-enabled laptop as there will be an optional opportunity for you to create your own blog and share it with others.
Lesley Larkin, Assistant Professor, Northern Michigan University, “Misplacing
Identification in the American Literature Classroom”
I am currently engaged in a research project that re-reads works by modern African American writers for the ways they resist readerly identification. I argue that identificatory reading practices, which place readers at the center of the scene of reading, can override the cultural and political specificity of literary works and lead to critical misreadings.
Jessica Kaiser, doctoral candidate, Purdue University, “The Discomfort of Discussion”
Many university instructors express concern that students are resistant to discussing race or gender, perhaps reflecting a belief that talking about race perpetuates the problem. And yet, anti-racist work is not uncomplicated in academia; most universities have women‘s studies programs while far fewer have ethnic studies programs. Women‘s experience is universalized as white, and discussion of racism is relegated to classes on African-American literature or history. Meanwhile, faculty members of color are few, but if those most likely to teach about marginalization are those who endure it, relying on white instructors to talk about race has the potential to preserve unexamined privilege. I say this not in condemnation, but to suggest that examination of these issues is crucial for understanding how pedagogy and race interact.

Friday, October 29
1.0 Concurrent Sessions
1.5 Panel Session
12:00 pm - 1:15 pm
Rausch Auditorim, McIntyre Hall, Room 003
Struggling Over the nation‟s narratives of itself: Subordination, Canonization and
Retrenchments
Chair: Lisa Ferrari, Associate Dean and Associate Professor, University of Puget Sound
Panelists:
Heather Bruce, Professor, University of Montana, “Peacebuilding in Indian Country:
Indian Education for All”
This paper examines Montana‗s effort to implement legislation ―Indian Education for All, which is intended to help all Montanans learn about the historical and contemporary contributions and achievements of Montana‗s Native people, in light of peacebuilding. It describes three community projects developed by Montana Writing Project to contribute to collaborative implementation efforts, justice and peace activism in these matters. Examined are relevant theories of social justice and peace education, ―Indian Education for All ‖
legislation, Montana Writing Project as a site of the National
Writing Project involved in outreach partnership efforts related to access, relevance and diversity and the difficulties encountered in engaging this work. Participant writing and photographs are included as illustrations of work accomplished. The paper will conclude with questions and suggestions for thinking about ways to build collaborative educational liaisons with indigenous communities everywhere in ways that foster justice and peacebuilding.
Lynette Parker, doctoral candidate, University of California Berkeley, “The Canonization of Civil Rights Leaders and the Chronological Misrepresentation of the Civil Rights
Movement”
The textbooks used in US history classes portray the civil rights movement as a seminal moment in
American democratic life. This paper argues that the protests of the 1950‘s and 60‘s represented a powerful moment in a broad Black liberation struggle that spans the history of the United States. It situates the issues and activism, which history texts portray as new to the mid-twentieth century, in a long line of struggle starting with the abolitionists from the antebellum period. Understanding the history of the long civil rights movement highlights the enduring struggle, Black agency and the tensions and dilemmas raised by demands for integration.
Richard Orozco, Assistant Professor, Oregon State University, “„Adios, La Raza‟:
Arizona‟s attacks on K-12 Ethnic Studies”
This paper explores the educational injustice inherent in ideologies of the normalcy of Whiteness and racism. It brings to light the continuing educational dangers for people of color, in this case Chicanas/os, of attending school in a socio-political, socio-cultural environment of exclusion. By using CDA as a method, and both CDA and CRT as theoretical lenses, I attempt to expose blatant racist talk, and to make transparent ethnic discriminatory language hidden in the post-racial rhetoric of our time.
Hans Ostrom, Professor, University of Puget Sound, “A Timely Message from the Past:
Viewing Current Enactment of Critical Race Moments Through the Lens of the Harlem
Renaissance”
Using enactments of critical race-moments during the Harlem Renaissance (circa
1919-1934) to help us understand similar enactments now. Specifically, I will discuss and analyze three key constructions of race and progress during the Harlem Renaissance.

Friday, October 29
1.0 Concurrent Sessions
1.6 Discussion and Workshop Session
12:00 pm - 1:15 pm
Murray Boardroom, Wheelock Student Center
Tacoma and Food: Creating a Food Equitable City
Panelists:
Danielle Harrington, Food Educator and Farmer, Tacoma Community
Dean Jackson, Urban Farmer, Hilltop Urban Gardens
Glynnis Kirchmeier, Alumna, University of Puget Sound
Stephanie Leisle, Environmental Educator Kristen McIvor, Community Garden Coordinator
This discussion-based session addresses the 2010 Race and Pedagogy Conference subtheme ―Innovations in Partnerships for Educational Justice.‖ Using Tacoma as both a case study for food-related injustice and as a site of innovative grassroots solutions, the session will highlight the relationships between food access and equity, food cultures, racism, and systemic causes of injustice. Participants will connect the personal and the systemic; they will share and analyze memories their own seminal moments about food over a vegetarian meal, then come together to discuss the realities of food choices in Tacoma through a series of food maps. Finally the group will collaborate on identifying and acknowledging strategies for a shared vision of healthy, sustainable, equitable food cultures in Tacoma.
1.7 Panel Session McIntyre Hall, Room 103
Gathering knowledge Sources for Reading Our Critical Moment: Situated lessons from
Our Racial Pasts
Chair & Discussant Derek Buescher, Associate Professor, University of Puget Sound
Panelists:
Erica Clarke, doctoral candidate, University of Pittsburgh, “Bacon‟s Rebellion and the
Role of Race as a Diversionary Tactic in American Educational Society”
How does Bacon‘s Rebellion (1676) as a critical moment in American history construct our ideas on race and racial segregation? How can examining history help us to understand the critical moment(s) we now face with race in America? What traps and tensions do we continue to correct historical frames on these issues? Using Pem Davidson Buck's work, Constructing Race, Creating White Privilege (2001) as well as additional historical reports of the rebellion, I set the ground work for a feminist rhetorical critique of this single act and show how it could be the catalyst for the ―Race as Diversionary Tactic‖ phenomenon. This act is not only responsible for setting the stage for the denigration and marginalization of minority people groups but it also introduces the framework from which all models, methods and approaches to addressing race draw from.
Darrel Enck-Wanzer, Assistant Professor, University of North Texas, “Rethinking
Coloniality and Racial Formation with the New York Young Lords”
This essay explores the discourses of race and racialization that emerge in the New York
Young Lords (a radical, multi-ethnic, Nuyorican street political organization operating in and around New
York from 1969 to 1972). The author attempts to add some texture to the already existent literature on race and racism in Nuyorican political discourse. In so doing, the author argues that the Young Lords discourse on race—that is, the way they engage race as such , as a category—is articulated at least as much to an ethnicity paradigm as to a nation-based paradigm, while their discourse on rac ism emerges out of an analysis of their coloniality. The interplay between these slightly different paradigmatic approaches to race and racism, respectively, may demonstrate a more nuanced overall approach to racial formation by the Young Lords than has so far been considered. In making this argument, the author begins by

Friday, October 29
1.0 Concurrent Sessions 12:00 pm - 1:15 pm reviewing some of the literature on race and racism amongst Nuyoricans generally and the Young Lords in particular. Next, the author turns to some representative texts from the Young Lords that explicitly engage race and racism as key problematic demanding critical attention and political intervention. Finally, the author suggests ways in which the Young Lords enrich and are enriched by a racial formation perspective on race consistent with scholars like Michael Omi, Howard Winant, and David Theo
Goldberg.
Alexander (Olek) Netzer, Organizational Consultant, Tel Aviv, Israel, “Teaching Against
Dehumanization: A Radical Change in Approach to Peace Education”
This paper introduces a new method in teaching about wars and conflicts, prejudice, racism, ethnocentrism, fanaticism, etc. It is based on the Theory of Dehumanization that is a detailed description of the cognitive maps of social orientation in persons who may be dehumanized in their attitudes to people of other groups, and yet avoid running into a Cognitive Dissonance with their own supreme values of goodness, godliness, sanity, reason, and personal accountability.
1.8 Roundtable Session Rasmussen Rotunda, Wheelock Student Center
The Education Reform Revolution: A Movement Whose Time Has Come!
Chair: Thelma Jackson, President Washington Alliance of Black School Educators & Founder and President, Northwest Institute For Leadership and Change
Panelists:
Bernal Baca, Governor Appointee, WA State Board of Education
Chris Korsmo, Executive Director, League of Education Voters
Carla Santorno, Deputy Superintendent, Tacoma Public Schools
Each year, we lose more than 1.2 million students who drop out of school and it has been welldocumented that many of these students leave because they feel that school is uninteresting and lacks relevancy to their lives. We must shift our focus from ―schooling‖ to authentic student-centered learning and break down the silos that breed turf wars, don‘t work well together, create delays, and waste money and time on nominal results. Education is a civil right and is of paramount importance to the future of our nation. It must be transformed to better equip students with the knowledge and skills they need to seize the opportunities of the 21 st
century. Controversial topics must be addressed and the ―status quo‖ can no longer be maintained.
1.9 Panel Session Howarth Hall, Room 203
Religion and Race in this Critical Moment
Panelists:
Greta Austin, Associate Professor, University of Puget Sound, ―Race in Colonizing Christian
Discourses‖
Matt Ingalls, Assistant Professor, University of Puget Sound, ―Islam: The Other Non-White
Meat‖
Judith Kay, Professor, University of Puget Sound, ―Exodus: Religious Narrative and the Prospect of a Black-Jewish Alliance‖
Cynthia Moe-Lobeda, Associate Professor, Seattle University, ―Church in, as, and against White
Racism‖

Friday, October 29
1.0 Concurrent Sessions 12:00 pm - 1:15 pm
Although Americans may be religiously active, their biblical literacy has declined over the past century.
Stephen Prothero, a historian of American religions, argues for the study of religion in public schools, citing the advantages of having a biblically literate public. Notably absent from Prothero‘s argument is an analysis of the intersection of religion and race and an inclusion of non-biblical traditions. This panel addresses that gap by demonstrating how the study of religion and race enhances an appreciation of how religions have created, reinforced, and challenged thinking about race and conversely, how race has affected the interpretation and lived experience of religious narratives. Panelists discuss Judaism,
Christianity, and Islam from a variety of disciplines to understand the past, foster alliances, and promote subversive moral agency.
1.10 Workshop Session Norton Clapp Theatre, Jones Hall
Race, Class and Visual Art: A Critical, Political, and Pedagogical Exploration of
Contemporary Art
Facilitators:
Marita Dingus, Visual Artist and Educator Sandra Jackson-Dumont, Kayla Skinner Deputy
Director of Education and Public Programs at the Seattle Art Museum (SAM)
This is an interactive workshop with discussion and presentations. Facilitators will engage the group in a looking exercise by exploring and showing works by Hank Willis Thomas, Kara
Walker, and Titus Kaphar. Marita Dingus will share her work with the participants.
Procession—open to all Karlen Quad
Following Marita Dingus‘ and Sandra Jackson-Dumont‘s discussion of Marita‘s ―Buddha As
African Enslaved,‖ thirty individuals will lift in procession Dingus‘s 65 ft. fabric giant, carrying it on a path that weaves through the campus to the Rotunda in Wheelock Student Center where it will bear witness to those historical moments that continue to shape our lives. Inspired by her trip to China in 1995 as a delegate at the Fourth World Conference on Women, Marita‘s Buddha is
―an African captive making the Middle Passage – a gigantic Everyslave whose overwhelming scale and spiritual composure are antidotes to its enforced passivity‖ (from Waste Note by Vicki
Halper). All are welcome to join the procession that will assemble in Karlen Quad at 1:15 p.m.
Procession is conceived and directed by C. Rosalind Bell with the assistance of Ayanna Drakos and Jacki Ward.