Conference Information

The 2016 Conference will be held at Humboldt State University in Arcata, CA on Friday January 8 (5 PM-9 PM) and Saturday January 9, 2016 (8 AM - 4 PM).  For more information about travel, lodging, and more, please visit our pages at 123Signup:

Registration Link: https://www.123signup.com/register?id=pthbm

Information Link: https://www.123signup.com/event?id=pthbm

Click to Download Program 

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Read on for a sneak peek at some of our workshop sessions!

 

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Marlette Grant Jackson:  Indigenous Literature – Dehumanizing or Humanizing?

In this interactive workshop we will learn about various books, which have inaccurate and problematic portrayals of Indigenous people.   We will also look at books, which have accurate portrayals.  After this workshop you will have a list of literature books, which you should have in the classroom and others that should be looked at in critical eyes because they continue to dehumanize indigenize people. 

 

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Interactive workshop on how to integrate Indigenous Knowledge into the Curriculum --- Margo Robbins and Billie Sanderson

In this workshop presenters will share cultural curriculum aligned to Common Core Content Standards that was created by local Native American educators for grades K-12.

 

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Indigenizing the Science curriculum K-12 ---Shannon Morago

In this workshop elementary and secondary teachers will learn how integrate native science into their curriculum and classroom.


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A Theoretical Framework for Understanding an Indigenous African Social Context for Teaching Biology -- Antoinette S. Linton, California State University Fullerton

This workshop will look at the importance of creating rituals, routines, and social interactions that allow students to master themselves, develop ways of knowing that are aligned with their cultural beings, and taking on the role of Teacher as Elder to facilitate student ontological development. Learning biology becomes more then just understanding a particular science; it becomes a way for students to know themselves.

 

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Teaching Tarantino’s Django Unchained and Hollywood's Slave Narratives: Problems and Possibilities --- Ramona Bell, Humboldt State University

This presentation critically analyzes the problems and possibilities of teaching Hollywood’s slave narratives. Various high school students around the nation viewed Django Unchained and 12 Years a Slave as a required assignment. Some teachers were negatively criticized while others were praised for the ways in which they used these films. Educators who use film to teach about slavery in the United States should be aware of how these narratives portray the historical lived realities of African Americans in the United States. What frameworks do educators use in presenting these films to classes? What are the benefits? What’s problematic? I explore these questions and offer possible pedagogical strategies in teaching Hollywood’s slave narratives.

 

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How to read and use the new CA-ELD Standards --- Karen Cadiero-Kaplan, CSU San Diego

In this workshops presenter will explain how teachers can use the standards as a way to enhance their pedagogy.

  

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Microaggression in the Classroom: Detect and Eliminate --- Marisol Ruiz, Education, Kaitlyn Hernandez Wildlife, Greg Rodriguez, Native American Studies, Nathaniel McGuigan, Microbiology, Humboldt State University

Microaggressions are subtle unintentional racial aggressions people of color experience sometimes on a daily bases. Many times the people committing the act of microaggression do not realize it. In this workshop we hope to unveil microaggressions so we are better able detect them. Students will share their testimonials to exemplify how microaggressions are displayed in the classroom. Many times students have attempted to address the microagression but fail to achieve a positive outcome. In this workshop we will give people the tools to positively address the microaggressions they face.

 

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Building Paths of Understanding for English Learners through Culturally Relevant Pedagogy --- Dr. Anaida Colon-Muñiz, Chapman University

Culturally Relevant Pedagogy (CRP) (Ladson-Billings, 2001) uses the students' knowledge, backgrounds, and experiences to connect with classroom learning, raise student expectations, and engage students in a more robust and meaningful curriculum. In this session, the presenter will share effective practices for creating an accessible and equitable classroom using culturally relevant pedagogy; multicultural content, materials and classroom design, and cooperative organizational structures.

 

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Home Grow’in: A “Pipeline” Initiative for Latin@ Bilingual Secondary Bilingual Teachers --- Dr. Jose Cintrón & Dr. Margarita Berta-Avila, Sacramento State

This session describes the three-year old National Latino/Education Research Policy Project (NLERAP) “Grow Your Own” initiative at Sacramento State University. Presenters will detail project efforts to prepare Latin@ bilingual pre-service secondary candidates with a theoretical, philosophical, and pedagogical focus grounded in PAR social justice pedagogy in Title I schools.

 

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 In Lak Ech: The Xican@ Paradigm - Towards an Indigenous Epistemology --- Jose Maldonado, Guadalupe Carrasco, Johnavalos, Elias Serna, Tolteks Cuahtin, XITO - Califas

This is a panel of educators and activists who are utilizing Xican@ indigenous epistemology as their foundation for engaging in the decolonization process in schools. This panel will discuss their efforts to create an alternative school space while engaging the audience with the pedagogical process that is woven throughout their teaching and community organizing practices.

 

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Infusing Counter-Storytelling in Your Curriculum: Lessons from Youth Projects --- Dr. Miguel Zavala, Chapman University

This workshop will provide an overview of counter-storytelling, which has been used as a resource for survival by Black, Chican@, and other historically marginalized communities, and how counter-storytelling can be used in your English, social studies, art, and ethnic studies courses. Explore the transformative potential in performing social biographies as students come to voice and challenge historical oppression. Curriculum will be analyzed and examples will be provided from my own teaching with urban and migrant working class Chican@ youth.

 

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“The Danger of a Single Story” Writing, Reflecting, and Understanding --- Nikola Hobbel, Professor of English Education

In this interactive workshop, participants learn a creative pedagogical approach that dismantles injustice in classrooms and communities. We will explore how power, oppression and privilege figure in the stories we tell, the stories that shape our identities and actions. Participants will learn a concrete strategy aimed at disrupting what Nigerian author Chimamanda Adichie calls the “single stories” about people who are different from us. Through an interactive writing activity, participants will converge on “Counterstorytelling.” This workshop is intended for teachers of youth and educational leaders to develop skill in identifying and responding to the narrow stories told about racial and cultural others.

 

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Towards Translanguaging: Classroom Strategies to Support Student Voices in a Multilingual World ---Dr. Tricia Gallagher-Geurtsen, San Diego Regional Network, CA-NAME

In this session K-12 teachers will be introduced to classroom strategies that honor the cultural hybridity of multilingual youth in their classroom. Through examples of languaging, participants will understand how thinking about language learning as translanguaging can make their classroom pedagogy more democratic, creative, interactive, and socially relevant to their students. Participants will receive a handout of curricular strategies and resources.

 

  

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Conversations about teaching---Bill Ayers

This session will include conversations with Bill Ayers on what it means to teach and on learning how to include the taboo in your curriculum.

 

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