Friday, October 29
2.0 Concurrent Sessions
4:00 pm - 5:15 pm
2.1 Panel Session
Reality Check: Race and Diversity Dynamics
Trimble Forum
Facilitator:
Sharon Chambers-Gordon, University of Puget Sound
Panelists:
Alana Hentges, University of Puget Sound
Lori Ricigliano, University of Puget Sound
Shirley Skeel, University of Puget Sound
Tammy Smith, University of Puget Sound
What is happening on your campus? A group of Puget Sound staff members connected with our
northwest colleagues to assess the racial climate across a wide range of colleges in the region. In this
session, the group will highlight themes discovered from those interviews. We recognize that many of the
conversations about race and diversity on our campuses occur in isolation and do not become a part of the
everyday fabric of our institutions. As part of this interactive conversation, we invite you to share your
perspective and discuss ways to facilitate conversation, challenge each other, and work towards making
lasting change in campus life.
Some of the issues addressed in our benchmarking include:
1.
Diverse art in public spaces
2.
Diversity training for staff professional development
3.
University or college president emphasis on diversity (campus culture)
4.
Allocated funding for scholarships for minority students
5.
Diversity and performance evaluation for staff
6.
How the university/college administrators respond to hate and bias on campus
No advanced preparation is required to participate. We welcome the opportunity to continue this
conversation with participants.
2.2 Panel Discussion and Workshop Session
Howarth Hall, Rooms 212–214
Shifting the literacy Paradigm: Writing, Performing, and Transforming Monologues
with 9th Graders in an Urban High School
Moderator:
Fred Hamel, Associate Professor, University of Puget Sound
Panelists:
C. Rosalind Bell, Dolliver Artist-in-Residence, University of Puget Sound
Amy Lavold, Teacher, Lincoln High School
Jennifer Zamira, Teacher, Lincoln High School
This presentation describes and explores a teaching collaboration between two 9th grade English teachers
from Lincoln Center and Ms. Rosalind Bell, author of the new Orleans Monologues and 1620 Bank
Street. It reveals 9th graders in the construction and performance of personal monologues and illuminates
what their teachers did to support them. Videotaped excerpts of the unit, including student performances,
will be shared. The teaching raises questions about the role of narrative, autobiography, and voice in the
Friday, October 29
2.0 Concurrent Sessions
4:00 pm - 5:15 pm
construction of racial identity, the nature of teacher input and support in the construction of racial voices,
and the relationship between literacy, power, and culture in schools.
2.3 Panel Session
Howarth Hall, Room 203
Having a Say/leading the Way: narratives of Distress/Visions for Success for Academic
Women of Color
Panelists:
Mary-Antoinette Smith, Associate Professor, Seattle University
Sharon Cumberland, Associate Professor, Seattle University
Natasha Martin, Associate Professor, Seattle University
Mo-Kyung Sin, Assistant Professor, Seattle University
Sharon Suh, Associate Professor, Seattle University
Pamela Taylor, Associate Professor, Seattle University
Six faculty women from Seattle University, Dr. Mary-Antoinette Smith (Women Studies/English), Dr.
Sharon Cumberland (Creative Writing/English), Dr. Natasha Martin (Law), Dr. Mo-Kyung Sin (Nursing),
Dr. Sharon Suh (Theology and Religious Studies), and Dr. Pamela Taylor (Education), wish to provide an
overview of an SU funded Justice Faculty Fellowship Seminar experience, with each of us presenting a
brief personal narrative of the academic challenges that drew us to participate in the seminar and how the
seminar impacted our visions for success in the academy. We would hope that those in attendance at this
interactive session would feel encouraged to share their own challenges, anecdotes, and concerns, at their
institutions. We would also invite attendees to share their own experiences and knowledge of the ways in
which they are inspired by our collaborative JFF opportunity to engage in such deep, healing, and
supportive gatherings. Finally, we‟d like all to leave the session with set goals and envisioned solutions
for eradicating problematic and distressing realities for faculty of color on colleges and universities
throughout the U.S.
2.4 Panel Session
Wyatt Hall, Room 101
Justice Begins with Contact: Students Cross Boundaries of knowledge and Experience to
Build Multicultural and Multiracial Understanding
Chair:
Margi Nowak, Associate Professor, University of Puget Sound
Panelists:
Phillip Venditti, Instructor, Clover Park Technical College, “The Collaborative Cross-Course
Student Involvement Project (CCSIP): A Venture into Multicultural and Multiracial
Understanding”
Sally Gove, Instructor, Clover Park Technical College, “The CCSIP As a Tool for Enhancing
Rhetorical Breadth in College Composition Courses”
Dayna Niedbalski, Student, Clover Park Technical College, “A Student‟s Experience in the
CCSIP: Interaction and Analysis With a Filipina ESL Student”
As Helen Keller accurately if naively observed, “Only through the meeting of minds and hearts
Friday, October 29
2.0 Concurrent Sessions
4:00 pm - 5:15 pm
everywhere can the earth be blessed with true civilization and the sun of its peace.” Collegiate studies of
racial issues—indeed, of any issues whatsoever—must transcend theory and abstraction if they are to
bring justice either to individual lives or to national policies and practices. How can people‟s minds and
hearts meet if their bodies remain isolated and insulated in educational territories whose boundaries they
seldom if ever cross? By requiring students to interview and present speeches about people from racial
and educational backgrounds different from their own, the Collaborative Cross-Course Student
Involvement Project (CCSIP) represents one incipient practical effort to seek justice and move toward
“true civilization and the sun of its peace.” Panelists will share 1) The theoretical underpinnings,
background, format, and logistics of the CCSIP; 2) samples of students‟ written and oral presentation
materials about people from diverse racial, ethnic, and national groups; and 3) personal perspectives on
what they have learned by participating in the project. Subsequent discussion and Q & A will focus on
identifying ways that other institutions current work toward goals such as those of the CCSIP or may wish
to do so.
Theresa Ronquillo, Lecturer, University of Washington, Seattle, “Listen Up! Using
Generative Interviewing to Build Discourse Between Academic Knowledge and Lived
Experiences”
For this proposed interactive session, I will provide an overview of my findings and engage session
participants in a Generative Interviewing exercise, a dynamic, adaptable activity that addresses these
curricular and pedagogical recommendations and encourages participants to surface their knowledge of
and relationship to a specific issue or concept, e.g., race, racism, privilege, oppression, social justice, etc.
By building skills in active listening, storytelling, and critical thinking, this exercise can foster discourse
between students‟ lived experiences and academic, classroom learning.
2.5 Interactive Workshop Session
Collins Memorial Library, McCormick Room, Room 303
Sisters in the Struggle: Lifting as We Climb
Facilitators:
Da Verne Bell, Co-director, Pathways to Excellence for Educational Leadership
Leilani Nalua‟I Russell, Co-director, Pathways to Excellence for Educational Leadership
Racism and discrimination continues to be a part of our society having adverse affects on our
neighborhoods, institutions of learning and the workplace; especially for our young women and women of
color. In order to ensure that all have equal access to equitable education and employment that is free of
racism, bias, and prejudice and opportunities that support the intellectual development and growth of
women and populations of color; stakeholders must be actively engaged in public conversations about
racism and biasness and its impact on the future of our communities, schools, and workforce.
2.6 Panel Session
Howarth Hall, Room 201
Educated into Whiteness: The Possibilities and Pitfalls of Education for Rethinking &
Redoing Race
Chair: Mary Ann Villarreal, Assistant Professor, University of Colorado
Panelists:
Ann Darling, University of Utah, “Assessing Research on Student Communication Competence:
„Alpha Students‟ and „Beta Students‟ as Race-Evasive Codes” Lisa Flores, Associate Professor,
Friday, October 29
2.0 Concurrent Sessions
4:00 pm - 5:15 pm
University of Colorado, Boulder, “Claiming Whiteness via Social Mobility: Racial Ambivalence
as Rhetorical Strategy for the 1948 Argument for Educational Desegregation”
Liz Leckie, Assistant Dean, University of Utah “(Not) Talking about Race in the
Classroom: Avoiding a „Problem‟ or a „Controversy‟” David Alberto Quijada, Associate
Professor, Saint Mary‟s College of California, “Yeah but he‟s a white guy who „gets it‟: A
multilayered analysis of whiteness, activism, and intercultural alliances”
Recent scholarship has taken seriously questions of institutional and structural racism, with scholars
examining the often invisible historic and contemporary manifestations of race and whiteness. This
panel contributes to this literature by directing critical attention to education. The panelists explore
the intersections of race and pedagogy with a focus on discourses, practices, manifestations, and
effects of Whiteness. We ask questions about communities‟, both white and non-white, “possessive
investments” in Whiteness, about the ways in which mundane and taken-for-granted communication
practices as well as scholarly and academic ones reinscribe and potentially challenge Whiteness, and
about the implications and manifestations of our “possessive investments.” Across these questions,
we center education as we ask ourselves about community and academic complicity as well as about
the opportunities and dangers that lie within historic and contemporary valuing of education.
2.7 Panel Session
Jones Hall, Room 202
Ways of knowing How to Really Fight the Power: Systemic Racisms and the Search for
institutional Change
Chair and Discussant: Sharon Parker, Assistant Chancellor for Equity and Diversity,
University of Washington, Tacoma
Panelists:
Carol Schick, Associate Professor, University of Regina, Canada, “A Study of Principals’
Perceptions of Racism In Their Schools”
While inequality in schools is often evident in low rates of school completion and high rates of
alienation among racial minority students, it is unclear the extent to which school administrators
perceive racism to be an issue, or indeed a source of these problems, in their schools. School
principals and administrators are least likely among educators to receive in-service training about
racism and other forms of inequality. Although this lack of awareness is disturbing, it is hardly
surprising given that most educators in Canada are white people who have little direct experience
with racism and who unwittingly benefit from white privilege (Sleeter, 1992; Wellman, 1977).
This study is adapted from a research design described by Julie Kailin, (1999) in which teachers,
as participants, were found to be significantly uninformed about the nature of racism and its
prevalence in their school settings.
Stefanie Chambers, Associate Professor, Trinity College, “Mayors and Schools: Minority
Voices and Democratic Tension in Urban Education”
America's urban public schools are in crisis. Compared with their suburban counterparts, urban
students have lower test scores and higher dropout rates. In an attempt to improve educational
quality, responsibility for school governance has been handed over to mayors in several U.S.
cities. Based on extensive research, including more than eighty in-depth interviews, Mayors and
Friday, October 29
2.0 Concurrent Sessions
4:00 pm - 5:15 pm
Schools examines whether mayoral control results in higher student achievement and considers
the social costs of diminished community involvement.
Peter Campbell, doctoral candidate, University of Illinois, Urbana-Champaign, “Labor
Unions Meet Race & Pedagogy in K-12 and Higher Education”
There is a strong need for an explicit consideration of the relationship between race and labor in
educational contexts. This need is apparent in the relative lack of labor pedagogy that explicitly addresses
race and that pushes union members, teachers, workers, and students in educational institutions to build
activism grounded in the vital connections between race and labor in the United States. Drawing on my
own experiences in higher education labor activism and organizing at the University of Illinois, I will use
this presentation to ask how can pedagogies of race and labor be enacted in educational institutions to
build race, labor and economic justice coalitions among students, teachers, workers, and community
activists? Further, how can such educational efforts be designed also to bridge gaps between K-12 and
higher education labor activism, taking both racial justice and labor activism as points of commonality
and opportunities for solidarity?
Aarti Bellara, doctoral candidate, University of South Florida, “Battling Inertia and
Confronting Racial Diversity in the Echelons of Education Leadership”
Despite claims that the U.S. has entered a post-racial era, faculty confronted the underrepresentation of
candidates of color in a Masters‟ program of educational leadership. Interpretations of data and process
through Critical Race Theory (CRT) perspectives revealed how practices and policies contributed to a
disproportional rejection of candidates from racial/ethnic minority groups. The authors describe efforts to
transform the hidden curriculum of a color blind approach to candidate selection. Their advocacy for
institutional change challenged the perpetuation of racial disparity in educational leadership and serves as
an example of CRT as praxis based on Derrick Bell‟s theories of interest convergence that attempts to
engage the issue of racial heterogeneity/diversity in educational policy, practice, and administration.
2.8 Panel Discussion
Murray Boardroom, Wheelock Student Center
Contentious Racial images in Popular narratives
Chair: Pepa Lago-Grana, Professor, University of Puget Sound
Panelists:
Heather Bruce, Professor, University of Montana, “Sherman Alexie in the Classroom: This
Is Not A Silent Movie. Our Voices Will Save Our Lives”
In this workshop-style presentation, the lead author of the National Council of English Teachers‟ volume
Sherman Alexie in the Classroom (Literature in the High School series) will present background
information about Alexie, one of the foremost lyric voices of our times, and work with his poem,
“Introduction to Native American Literature” from the collection Old Shirts, New Skins in a participatory
format intended to introduce participants to Alexie, his wide-ranging body of work and to pedagogical
approaches that might enable productive discussion in the classroom of contemporary Native American
issues of concern based in Alexie‟s writing.
Briallen Hopper, doctoral candidate, Yale University, “A Time For Burning: Teaching
Civil Rights Movement Films in the Obama Era”
My paper comes out of my experiences teaching less familiar representations of the Civil Rights
Movement on film in a variety of contexts, from high school to grad school. In different ways, the
Friday, October 29
2.0 Concurrent Sessions
4:00 pm - 5:15 pm
technicolor sheen of Douglas Sirk's Imitation of Life (1959) and the avant-garde intimacy of Barbara
Connell and Bill Jersey's A Time for Burning (1966) illustrate the domestic and contingent aspects of the
Movement. In staging mid-century racial struggles in the context of white and black Northern and
midwestern families and local communities, the films defamiliarize grand narratives and prompt a wider
range of emotional and intellectual responses to Movement history. My paper will focus on how students
engage with these films in classroom discussion and in written work. I've found that students who
struggle to talk with each other about racial history as such are eager to talk about feature films, and that
the thinking about domestic, familial, local, and cultural aspects of racism (as opposed to racism
enshrined in law and enforced by state violence) allows students to see more clearly the continuities and
discontinuities between the Civil Rights Era and supposedly "post-racial" America. As both primary
historical documents and works of history, these films help students reflect critically on how civil rights
history continues to be made in our time.
Bill Haltom, Professor, University of Puget Sound, “The Cinematic Muhammad Ali as
Symbol and Story”
The Hollywood film handles Ali‟s racial slurs and other aspects of Muhammad‟s symbolic persona
vaguely and sympathetically. This raises the vagaries of racial stereotyping and racist symbolism and
their role(s) in the many faces of Muhammad Ali.
2.9 Panel Session
Wyatt Hall, Room 307
Argument as Praxis: Examining Methods of Critical Race Pedagogy in Policy Debate
Chair: Darrel Enck-Wanzer, Assistant Professor, University of North Texas
Panelists:
Anjali Vats, doctoral student, University of Washington
David Peterson, doctoral candidate, University of California, Irvine
In the past decade, policy debate has undergone a transformation. Instead of focusing exclusively on
policy questions as it has historically done, coaches and debaters have turned to critical race theory to
inform their argumentative practices. Employing the theories of bell hooks, Paulo Friere, and Antonio
Gramsci, among others, coaches and debaters have sought to transform debate from a space exclusively
focused on discussions of government policy to one concerned with personal advocacy and politics. In
doing so, they have fundamentally critiqued existing structures and methods of policy debate, prompting
new understandings of the activity for debaters, coaches, judges, and observers. Yet, revolutionary forms
of critical argumentation have not been universally accepted. Many coaches, debaters, judges, and
observers have argued against the use of debate as a space of personal advocacy and discussion of critical
theory. This presentation is divided into three primary parts that will attempt to even-handedly present
and discuss the issues associated with critical race pedagogy in policy debate: a demonstration debate
showcasing critical race arguments in practice, a presentation of the history, evolution, and issues
associated with discussions of identity politics in debate, and a panel discussion focused on the actual and
potential efficacy of critical race arguments as a means of critiquing debate and educating the debate
community on issues related to race.
2.10 Panel Session
Rausch Auditorim, McIntyre Hall, Room 003
Race and the Criminal Justice System: Overcoming the new Jim Crow Prevention, Re-entry
& Recidivism, and Community Activism
Friday, October 29
2.0 Concurrent Sessions
4:00 pm - 5:15 pm
Chair:
Judith Kay, Professor, University of Puget Sound
Faciltiator:
Kate Luther, Assistant Professor, Pacific Lutheran University
Panelists:
John Clayton, Assistant Secretary, Juvenile Rehabilitation Services, Department of Social and
Health Services, Washington State
Frank Cuthbertson, Superior Court Judge, Pierce County, Washington State
Diana Falchuk, Director, Arts Connect, Hilltop Artists, Washington State
William James, Executive Director, Community Counseling Institute and Seattle Antioch
University, Washington State
Earl X. Wright, Prisons Deputy Director, Department of Corrections and WA State Chapter
President of the National Association of Blacks in Criminal Justice (NABCJ)
In this critical moment the effects of race and racism within the criminal justice system are more acute
than ever. Some argue that this system has ushered in a new form of Jim Crow, which deprives prisoners
and parolees of the right to vote and erects barriers to securing jobs, education, and housing. This panel of
experts on the criminal justice system in Washington State addresses three key questions for dialogue
with session participants:
1. What are best practices that can prevent or serve as alternatives to incarceration for juveniles and
adults while promoting public safety?
2. Can culturally competent education and correctional programs facilitate re-entry in the
community and reduce recidivism?
3. What should be the role of low-income minority communities in reversing the trend toward
disproportionate minority confinement?
A resource list of local contacts and programs will be distributed so that participants can identify specific
ways to become involved.
2.11 Panel Session
Collins Memorial Library, Room 020
Teaching and Research Methods for Transformational Transgressions
Chair: Kim Bobby, Clinical Associate Professor and Chief Diversity Officer, University of Puget Sound
Panelists:
Tanya Velasquez, Adjunct Faculty, South Sound Community College, “Community
College Diversity Courses: How Do We Teach About Race for Critical Consciousness?
Dilemmas? Successes?”
As a result of the civil rights movement, multicultural courses emerged to address racial inequality and
promote social justice education. However, over time the meaning of multiculturalism has been rearticulated into a vague language of underdeveloped ideas about diversity, resulting in a dominant racial
ideology rooted in individualism and colorblindness (Bell and Hartmann, 2007) which neutralizes our
ability to address structural racism and its ever-changing forms. Most research about the barriers this
social development poses for anti-racist educators has focused primarily on k-12 and university systems
but not community colleges (Pilland, 1996). Yet multicultural courses abound in community colleges and
Friday, October 29
2.0 Concurrent Sessions
4:00 pm - 5:15 pm
in many instances, are required for degree completion. Therefore, more research about the experiences of
community college instructors who teach multicultural courses is needed.
Eric Hamako, doctoral candidate, University of Massachusetts, Amherst, “Improving AntiRacist Education for Multiracial People”
Political education has supported many social movements, including anti-racist movements. However,
current anti-racist educational activities may not be adequate to support the growing Multiracial
Movement in the United States or the exploding population of Multiracial-identified youth. To address
this challenge, the proposed paper explores ways to adapt and improve anti-racist educational activities,
so that they better serve Multiracial students. For this study, I convened focus groups of classroom and
community educators who are experienced with both anti-racist education and the Multiracial Movement.
Participants also provided survey data, curricula, and engaged in participatory curricula analysis. In this
paper, I present critiques of current anti-racist curricula and pedagogies‟ biases against Multiraciality and
Multiracial participants. I also suggest criteria with which anti-racist educators might evaluate current
anti-racist learning activities and re/design future activities.
Benjamin Gardner, Assistant Professor, University of Washington, Bothell, “Cultural
Research Methods: Teaching to Transform”
Jackie Belanger, Librarian, University of Washington, Bothell, “Cultural Research
Methods: Teaching to Transform”
Amanda Hornby, Librarian, University of Washington, Bothell, “Cultural Research
Methods: Teaching to Transform”
This panel seeks to bring together educators in higher and K‐12 education, along with those involved in
educational practices in a variety of civic, artistic, and community‐based organizations interested in
ethical and antiracist pedagogical goals. The leaders of the roundtable are faculty members at the
University of Washington Bothell‟s Master in Cultural Studies (MACS) program. The MACS curriculum
“stresses the integration of skills, abilities, and fields of knowledge at the heart of interdisciplinary
education (critical theoretical approaches, problem‐posing and problem‐solving capacities, critical
research methodologies, and creative and effective writing and speaking) with community‐based
experiences, applied research, and experiential learning opportunities.” We are therefore deeply interested
in what critical pedagogy, and in particular cultural studies theory, scholarship, and practice can
contribute to challenging inequality and injustice.
2.12 Presentation Session
McIntyre Hall, Room 103
Learning to Read Photographic Representations: imaging the Emergence of
Salish First Peoples of Washington State and British Columbia
Moderator: Elise Richman, Assistant Professor, University of Puget Sound
Presenter: Matika Wilbur, Visual Artist
A graduate of LaConner High School, Ms. Matika Wilbur studied photography at the Rocky Mountain
School of Photography in Montana and the Brooks Institute in California. She then enjoyed an
opportunity with National Public Radio to go out and photograph indigenous peoples around the world.
“After that project, I decided I should photograph my own people,” she said, adding she did a collection
of Swinomish elders, which the Swinomish Tribe acquired, and then the Tulalip, Samish and Nooksack
tribes asked her to do the same for them." “I asked the elders and thought a lot about what it means to be
Friday, October 29
2.0 Concurrent Sessions
4:00 pm - 5:15 pm
Indian,” she said…I work a lot in Los Angeles, and a lot of people there don't know anything about
sovereignty, about tribal people existing in society." Ms. Wilbur strives to break the boxes of stereotypes
and show the truth about her people. The images to be shown at Kittredge Gallery are from her “We
Emerge” series which has been previously shown at the Burke Museum, University of Washington,
Seattle. The images combine traditional, stereotypical, and contemporary references commenting on the
complex relationship between tribal peoples and modern American society.
2.13 Panel Session
Thompson Hall, Room 193
Turning the Vision into Reality: integrating Academic Preparation, Advising,
Mentoring and Financial Aid into a College-Going Culture
Panelists:
Steve Schain, Scholarship Coordinator, Lincoln High School
Judy Brockhoff, Executive Director, Palmer Scholar Program Carrier Staloch, Counselor,
Metropolitan Development Council
Robert Jones, College Prep Advisors, College Success Foundation
Trevor Kagochi, Program Director, Peace Lutheran Community Center‟s Hilltop Scholars
Program
Students of color from low income families need more than access to information to be successful in
navigating the path from high school to college. Personal relationships and supports are essential in
helping them to be able to envision themselves as being successful in both getting into college as well as
graduating. These relationships and supports can provide the safety and trust that will allow them to be
heard and listened to and in turn allows them to see the options and opportunities available to them in
obtaining a college degree. Several high school focused programs and efforts at Lincoln High School and
in the Hilltop community have demonstrated that such supports can and do make a difference in the
college going rate of minority students. Following a powerful 18 minute DVD presentation entitled The
Scholarship Interviews, panelists will describe how their efforts are helping students succeed in
addressing the personal and programmatic issues they must confront to graduate high school and enter
college. The Palmer Scholars program will address how it successfully helps 90% of its college scholars
graduate through its focus on developing strong personal relationships through its mentoring and staff
supports, interventions and monitoring of its more than 100 Palmer Scholars.