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Friday, March 31 2006
Morning Sessions A
A1: Racializing Difference
Chair: Valerie Kinloch, Assistant Professor, English Education Program, Teachers College
A2: Moving Beyond Display: Addressing Violence in Museum Education
Chair: Amy Brook Snider, Chairperson, Art and Design Education, Pratt Institute
Yingshi Yang, Elena Stylianou, Courtney Weida, Jenifer Simon, Hye Youn Chung, Tiffany Lee, (Art and Art Education Program, Teachers College)
Jenifer Simon (Arts and Art Administration Program, Teachers College)
Esther Yehudis Zipris, (Museum Anthropology Program, Graduate School of Arts and Sciences, Columbia University)
- Museums, as important public settings of education, face opportunities and challenges to provide access to and engage a youth audience. Freire’s notion of violence as a prevention of inquiry will be applied to museum education to discuss whether and how such violence is occurring, and suggest possible responses through historical, social, cultural, and pedagogical lenses.
A3: Ethnocentrism, Nationalism, Multiculturalism
Chair: Ben Frymer, Assistant Professor of Sociology, Hutchins School of Liberal Studies, Sonoma State University
- Multiculturalism as a Celebration of Violence, Mark Stern (Syracuse University)
- “Better Luck Tomorrow?” Film Theory and the Americanization of Asian American Youth in the Media, Jessica Lee (Teachers College)
- [We Must Imagine Sisyphus Happy: Absurdities of Violence in East/Central European Cinema], Maria Hodek-Hamilton (Touro College)
- In the Name of the F(e)athers: Serbian Youth Cultures Between Nationalism and Globalization, Nikolina Knezevic (University of Serbia/Montenegro, City University of New York)
Exploring the Underbelly of Urban Adolescents Literary Lives
Chair: Maria Kromidas, Program of Anthropology and Education, Teachers College and Lecturer, Borough Manhattan Community College, CUNY
- Grace Enriquez and Brendon Mitchell (Teachers College)
Despite attempts to steer students’ literacy work toward these standards, adolescents—particularly those belonging to historically marginalized social groups—frequently and surreptitiously engage in literacy activities that do not align with school-endorsed practices. This panel of literacy teachers and researchers draws on critical theory and critical literacy frameworks to explore the ways adolescents position themselves while reading urban fiction and the power that comes from recognizing the agency students have in their own literary lives. Presenters will share four ways to consider students’ alternative literacies in the classroom, including minilessons and activities.
A5: Using Film and Theatre as a Teaching and Learning Tool (Workshop)
Chair: Elisabeth Johnson, Department of Curriculum and Teaching, Teachers College and Acting President, Philosophy and Cinema Society (PiCS)
Presenters: Reuben Castagno, (Touro College: School of Psychology and Education and Teachers College, Program of Philosophy and Education (Cultural Studies)
Gerald (Jerry) Richter (private and public Middle school teacher), Jennifer Giordano (Special Education Teacher/Public), Jennah Schuh (Elementary Ed, Teacher/Public), Tracy Matos (Teacher/administrator/Public)
The purpose of this workshop on popular cinema and pedagogy is to explore with the audience the possibility of planning and implementing cinematic learning experiences in the classroom using popular movies. It is based on recent research applying Habermas’s theory of human interests and discursive acts teachers’ reflections on their pedagogical practices.
Presenters: Sharon Counts and Annette Cortes, Steinhardt School of Education at New York University, Program in Educational Theatre
“Ask and Tell” presents a process drama around the themes presented in transfigured, a play written by Julie Marie Myatt and Joe Salvatore. The play examines an incident of hazing and homophobia in which a teenage boy had the word “HOMO” carved into his back with a pocketknife by his peers. The process drama consists of eight episodes in which the participants explore the characters’ points of view using different conventions of process drama. Participants step into the role of investigators during the workshop.
As artists and educators, it is our hope to facilitate dialogue that will encourage individuals to expand their consciousness around issues such as the ones explored in transfigured.
Afternoon Sessions B
B1: Educational Uses of Film and Video
Chair: Frank A. Moretti, Professor of Communications, Teachers College
Room: 281 Grace Dodge Hall
- Blood, Gore, and Popcorn: Teen Experiences of Cinematic Aggression and Implications for Teaching English, Alison Matika (Teachers College, Program of English Education)
B2: Surveillance
Chair: David Walczyk, Assistant Professor of Information Science, Pratt School of Information and Library Science
Room: Room 273A Grace Dodge Hall
B3: Popular Music/Dance/Video
Chair: Randall Everett Allsup, Assistant Professor of Music and Music Education, Teachers College
Room: 273B
- Bono 2_0 - Sabrina Dupre (Teachers College, Program of Art and Art Education)
- Krumping: From Gang Culture via Dance to Video, Elizabeth Kuriakose (Teachers College, Program of Philosophy and Education)
- “It Takes a Teenage Riot! (to Get Me Out of Bed...)” - Music, Youth, Catharsis, and Education, Ehran Elisha (Teachers College, Program of Music Education)
B4: University of Hip Hop (Workshop)
Chair: Leanne Stahnke, Founder of Radio Solidarity (www.radiosolidarity.org), WBAI producer (99.5 FM), and NYCoRE member (New York Collective of Radical Educators)
Presenter: Lavie Raven
The University of Hip-Hop UHipHop is a multidisciplinary school of the street arts, which uses outdoor education, service learning projects and community beautification efforts to bring cultural awareness and tolerance to youth in Chicago and worldwide. This interactive presentation will be an overview of hip-hop educational programs that have provided youth from different backgrounds with the opportunity to work together in creating cultural performances. Participants in the workshop will discuss pedagogical approaches from the programs presented, and will take time to design sample curricular lesson plans that incorporate hip-hop in the classroom or beyond.
Saturday, April 1, 2006
Morning Sessions C
C1 Childhood, Art and Play
Chair: Alissa Quart, Independent Scholar/Author, New York City
Room: 273B Grace Dodge Hall
- Damage and Desire: Images from Laylah Ali & Shary Boyle in the Uncanny Space Between Childhood and Adulthood, Gayle Gorman (University of Alberta)
- Children as Unacknowledged Cultural Producers: Museum Family Programs and Post-Program Activities, Miyuki Otaka (Teachers College)
- The Junk Playground: Creative Destruction as Antidote to Delinquency, Roy Kozlovsky (Princeton University)
- From Robot to Clone: Implicit Violence in Adults’ Construction of Child Substitutes, Jason Wallin (University of Alberta)
C2: Symbolic and Mediated Violence
Chair: Peter Lucas, Adjunct Professor, Center for Latin American and Caribbean Studies, New York University
C3: Violation and the Visual
Chair: John Baldacchino (Associate Professor of Art and Art Education, Teachers College)
C4: Teachers Reflect and Respond to Violence (Workshop)
Chair: Mikki Shaw, Assistant Professor of English Education, Teachers College
Presenters: Sally Lee, Ruth Alejo, Reina Horowitz, Adam Israel, Daniel Jerome, Una Osata, Giulio Sorro, Members NY CoRE’s Campaign Against the Criminalization of Youth (CACY) working group.
NYCoRE is a group of current and former public school educators committed to fighting for social justice in our school system and society at large by organizing and mobilizing teachers; developing curriculum; and working with community, parent, and student organizations. NYCoRE’s Campaign Against the Criminalization of Youth (CACY) is a project initiated in the spring of 2005. We are committed to building awareness that punitive disciplinary measures such as “Zero Tolerance” and increased police presence in schools criminalize youth and are not an answer to crime and other social problems. The workshop will present background statistics and other data about the criminalization of NYC youth which will lead to a conversation about responses to the violence involved in punishment and discipline and finally a visioning exercise by participants and facilitators.
Presented by Tamara Cooper, Aliza Mendelewicz, John Perovich, and Vince Umbrino, Steinhardt School of Education at New York University, Program in Educational Theatre for Teachers of Colleges and Communities
This presentation will address youth violence in a way that aids teachers’ understanding of the progression of violence and prevention thereof. Using dramatic techniques that include creative drama, process drama, and Boal’s ‘Theatre of the Oppressed,’ presenters will give participants something tangible to take with them. The workshop will be structured as a problem-based lesson consisting of a lure, belief-building, problem-solving, and reflection.
Afternoon Sessions D
D1: Gender/ Perceptions of Conflict
Chair: Kristen Luschen, Assistant Professor of Education Studies, Hampshire College
Room: 273A Grace Dodge Hall
- Silencing Ophelia: Mixed and Mono-Grouping in Literacy Classes, Kimberly Schwartz and Jody Fernandez (University of San Francisco)
- Girls Bodies: The Photographer Lauren Greenfield, Ilona Price, writer and editor.
D2: Power and Coercion
Chair: David Lee Carlson, Assistant Professor, Department of English, Department of Curriculum and Teaching, Hunter College, CUNY
Room: 273B Grace Dodge Hall
- A Foucauldian Reading of Special Education, Donna Risolo, (Teachers College)
- That Dog Will Bite: Rebellion and Retaliation in the Coerced Child, Charles Zorn, (Teachers College)
- Justice For All – Except Kids: A Children’s Rights Perspective on Human Rights Violation,” Mary Lee Grisanti, (Teachers College, Program of Philosophy and Education (Cultural Studies) and Janet Gerson, (Co-Director and Director of Training of the Peace Education Center at Teachers College)
D3: The Silence at School
Chair: Celia Oyler, Associate Professor of Education, Curriculum and Teaching, Teachers College
- Brad Vincent, Steinhardt School of Education at New York University, Program in Educational Theatre
Four performers will present The Silence at School, a compilation of interview data on the LGBT experience of growing up in the public school system of Texas. The piece is part of an ongoing applied theatre project that explores the development of adolescent sexual identity within the confines of school. The performers and Brad Vincent will also take part in a facilitated discussion.
D4: Students Reflect and Respond to Violence (Workshop)
Chair: Lalitha Vasudevan, Assistant Professor of Technology and Education, Teachers College
Presenters: Laura Vural, TRUCE Executive Director, James Horton, TRUCE Video/HOTWorks Coordinator and Facilitator of Young Men’s Group
Student presenters
TRUCE is a comprehensive youth development and arts program of Harlem Children’s Zone that fosters academic growth and career readiness for youth between the ages of 12-19 through the innovative use of the arts, media literacy, health and multimedia technology. Youth media producers from the Umoja Media Project, a multimedia project at TRUCE, will show clips of their films, “What if there was no monetary gain?” and “We Are One: Creating Peace in Our Community.” Students will then lead a discussion on the role of youth produced media and arts activism in creating positive pro-active constructs to reduced violence and build community.
Presenters: Ari Anderson, Yenesis Lovato, Toni Dawer, Ruben Delgado, and Carolyne Ricardo; 5th Grade Writers and Activists
Co-Presenter: Jessica Lipschultz, Teacher
Presenters will co-facilitate a discussion on how to bring up issues of social justice in a classroom in an accessible way. Students will share some of their writing and techniques, followed by break-out group discussion around obstacles that teachers and students often face when engaging in social justice work in the classroom as well as some possible solutions.
D5: Border Crossings
Presenter: Sachi Feris
Border Crossers’ mission is to bring together young students from segregated neighborhoods to explore issues of discrimination, inequality, and social justice, and to develop student leadership towards social change. www.bordercrossers.org
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