Margarita Bianco

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Margarita Bianco is an associate professor in the School of Education and Human Development at the University of Colorado Denver. Additionally, she is the Founder and Director of the Pathways2Teaching, a pre-collegiate program designed to encourage high school students of color to become teachers. Dr. Bianco teaches undergraduate and graduate courses in the following areas: special education, educational psychology and urban community teacher education.  She is the recipient of several awards including the Outstanding Researcher Award from the Council for Learning Disabilities, University of Colorado Denver’s Rosa Parks Diversity Award, the 2011 University of Colorado President’s Diversity Award, and most recently the University of Colorado’s 2012 Teaching Excellence Award. Dr. Bianco’s research interests include the underrepresentation of teachers of color, teacher pipeline programs for students of color and gifted students from underrepresented populations.

 Courtney Bonam

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Courtney Bonam is an Assistant Professor of Psychology at the University of Illinois, Chicago. She began this position in 2012, after completing a Chancellor’s Postdoctoral Research Fellowship in the Goldman School of Public Policy at the University of California Berkeley.  Trained as a social psychologist, her research focuses on stereotyping, prejudice, and discrimination; environmental justice; racial disparities in access to high quality physical space; as well as the experiences and perceptions of multiracial people. Courtney is a graduate of Stanford University. During her time there, she published research focusing on multiracial individuals’ views of race as a social construct, as well as how this view can afford them resilience in potentially challenging social situations.  Courtney has been the recipient of the Ford Foundation Predoctoral Fellowship, Stanford University’s Diversifying Academia Recruiting Excellence Fellowship for advanced PhD candidates, the Society for the Psychological Study of Social Issues Grants-In-Aid research award, as well as the American Psychological Association Dissertation research award. She also received the Stanford University Lyman Award for University Service, highlighting her efforts to enhance graduate and faculty diversity while at Stanford.

Julio Cammarotta

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Julio Cammarota is an Associate Professor at the University of Arizona (UA), director of the Anthropology and Education program at UA and founder of the Social Justice Education Project in Tuscon, Arizona.  He has extensive publications on family, work, and education among Latinos and the relationship between culture and academic achievement.

Cammarota completed a doctoral program at UC Berkeley’s Graduate School of Education in May of 2001. His dissertation, entitled “First Jobs: The Perceptions and Experiences of Work for Latino Youth,” is based on an ethnography of Latino youth from Oakland, California. He has published papers on family, work, and education among Latinos and the relationship between culture and academic achievement. Cammarota has also co-authored a seminal article on applying a social justice approach to youth development practices. Currently, he is the director of the Social Justice Education Project in Tucson, Arizona, and the Anthropology and Education Program at the University of Arizona.

 

Antonia Darder

Antonia Photo(1)Antonia Darder is a distinguished international scholar in critical pedagogy and the writings of Paulo Freire. She holds the Leavey Presidential Chair of Ethics and Moral Leadership at Loyola Marymount University, Los Angeles and is Professor Emerita of Education Policy, Organization and Leadership at the University of Illinois Urbana Champaign. Her scholarship focuses on issues of racism, political economy, social justice, and education. Her work critically engages the contributions of Paulo Freire to our understanding of social inequalities in schools and society. Antonia is the author of Culture and Power in the Classroom and Reinventing Paulo Freire: A Pedagogy of Love, named outstanding book in curriculum by the American Educational Research Association. She is also co-author of After Race: Racism After Multiculturalism. She is the editor of Culture and Difference and co-editor of Latinos and Education; The Latino Studies Reader: Culture, Economy and Society, and The Critical Pedagogy Reader, considered a premier text for its use in foundations courses. In 2012, the 20th anniversary edition of Culture and Power in the Classroom was released, as well as A Dissident Voice: Essay on Culture, Pedagogy, and Power, a twenty-year retrospective of her writings, which includes her poetry. Forthcoming in 2013 is a new edition of Latinos and Education: A Critical Reader; and in late 2014, Paulo Freire and Education, as well as The International Critical Pedagogy Reader will be released. Antonia is co-editor of the Postcolonial Studies in Education Book Series published by Palgrave and on the editorial and advisory boards of numerous journal publications in the field.

Kris Gutierrez

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Kris D. Gutiérrez is Professor of Learning Sciences and Literacy and holds the Inaugural Provost’s Chair at the University of Colorado, Boulder.  She is also Professor Emerita of Social Research Methodology at GSE&IS at UCLA. Professor Gutiérrez is a national leader in education, with an emphasis in literacy, learning, and interpretive approaches to inquiry. Gutiérrez is a member of the National Academy of Education and is the Past President of the American Educational Research Association and the National Conference on Research on Language and Literacy. Gutiérrez was recently appointed by President Obama and confirmed by the U.S. Senate to be a member of the National Board for the Institute of Education Sciences.  Gutiérrez is a Fellow of the American Educational Research Association, the National Conference on Research on Language and Literacy, and the Education and the Public Interest Center. Her research examines learning in designed learning environments, with particular attention to students from non-dominant communities and English Learners. Her work on Third Spaces examines the affordances of hybrid and syncretic approaches to literacy, new media literacies, and STEM learning and the re-mediation of functional systems of learning. Professor Gutiérrez was also identified as one of the 2009 Top 100 influential Hispanics in the nation by Hispanic Business Magazine.  Gutierrez is the recipient of numerous research grants and is currently Co-PI on two grants from the National Science Foundation, and the McArthur Foundation Connected Learning Research Network.  Gutierrez has received four teaching and mentorship awards: The Harriet & Charles Luckman UCLA Distinguished Teaching Award (campus-wide), University of California, Los Angeles, 1997, Inaugural Distinguished Teaching Award, The Graduate School of Education and Information Studies University of California, Los Angeles, 1996, a Spencer Foundation Mentorship award, and a 2012 Gold Best Should Teach Award, University of Colorado, Boulder.

Patricia Halagao

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Patricia Halagao is an Associate Professor of social studies and multicultural education in the Curriculum Studies Department at the University of Hawai‘i at Mānoa. She received her BA in Anthropology from Occidental College, M.Ed and PhD in Curriculum & Instruction from the University of Washington and has published in the fields of culturally responsive curriculum, pedagogy and evaluation, and more specifically Filipino education. Dr. Halagao has developed nationally recognized curricula for the Smithsonian Institution (www.ijeepney.com) and has received numerous professional development grants from the US federal Department of Education to direct the Sistan Alhambra Filipino American Education Institute (www.filameducation.com) and the Mau School of Voyaging: Teachers as Navigators, Navigators as Teachers. She is co-director of A`o Hawaii: Viewing the Classroom as a Canoe; Viewing the Canoe as Classroom, a culture and STEM-based partnership to support Hōkūle‘a’s and Hikianalia canoes’ Worldwide Voyage and to foster its vision for educational transformation.  A former Teach for America corps member (’92) and Oakland Public School teacher, she has taught at all K-12 levels of education.   Dr. Halagao is the recipient of the Filipino Women’s Network 100 Most Influential Filipina Women in the U.S. Award (2009) and the University of Hawaii’s Board of Regent’s Medal for Excellence in Teaching (2012).  She is Trustee and National Secretary of Filipino American National Historical Society. Dr. Halagao is the Education Director for the Hawaii Presidential Center Initiative and was recently appointed by the Governor to serve as a member of the Hawaii State Board of Education (2013).

Tyrone Howard

Tyrone C. Howard is a Professor of Education at UCLA in the Graduate School of Education and Information Studies’ Urban Schooling Division.  He is also the Director of Center X, which is a consortium of urban school professionals working toward social justice and educational equity in transforming Los Angeles schools. He is also the Director and Founder of the Black Male Institute at UCLA, which is an interdisciplinary cadre of scholars, practitioners, community members, and policy makers dedicated to improving the educational experiences and life chances of Black males.  Professor Howard’s research is primarily concerned with academic achievement of youth in urban schools. His work has centered on the achievement gap facing African American and other culturally diverse students, and the importance of providing teachers the skills and knowledge to assist them in reversing persistent underachievement.  Dr. Howard has been a member on the UCLA faculty for the past 13 years. Prior to his tenure at UCLA, he was a faculty member in the College of Education at The Ohio State University. Before entering higher education, Dr. Howard was a classroom teacher in the Compton Unified School District. A native of Compton, California, Dr. Howard is one of the foremost experts on race, culture, teaching and learning in urban schools. His book, Race, Culture, and the Achievement Gap, is a Teachers College Press bestseller examines the roles that race and culture play in educational outcomes.  Professor Howard is a frequent contributor on National Public Radio, and is also a contributor to the New York Times Educational Issues Forum.  Dr. Howard has published over 50 peer review journal articles, book chapters, and technical reports. In 2007 he was awarded an Early Career Award by the American Educational Research Association, which is the nation’s largest, and most prestigious educational research organization, for his work on equity and access in urban schools.

Gloria Ladson-Billings

LADSON-BILLINGS-MUG-1 Gloria Ladson-Billings is the Kellner Family Professor of Urban Education in the Department of Curriculum & Instruction and faculty affiliate in the Department of Educational Policy Studies at the University of Wisconsin-Madison and a former president of the American Educational Research Association. Ladson-Billings’ research examines the pedagogical practices of teachers who are successful with African American students. She also investigates Critical Race Theory applications to education. She is the author of the critically acclaimed book, The Dreamkeepers: Successful teachers of African American children, Crossing over to Canaan: The journey of new teachers in diverse classrooms, and more than 100 journal articles and book chapters. She is the former editor of the American Educational Research Journal and a member of several editorial boards. Her work has won numerous scholarly awards including the H. I. Romnes faculty fellowship, the Spencer Post-doctoral Fellowship, and the Palmer O. Johnson Outstanding research award. In 2002 she was awarded an honorary doctorate from Umeå University in Umeå, Sweden and in 2003-2004 was a fellow at the Center for Advanced Study in the Behavioral Sciences at Stanford University. She is the 2004 recipient of the George and Louise Spindler Award for ongoing contributions in educational anthropology, given by the Council on Anthropology & Education of the American Anthropological Association. In the spring of 2005 she was elected to the National Academy of Education. In spring of 2008 she was awarded the Hilldale Award, the highest faculty award given at the University of Wisconsin-Madison. In that same year she was awarded the Distinguished Service Award from Teachers College – Columbia University. During the 2008-2009 academic year she was the Louise Baron Hilton Distinguished Visiting Scholar at the College of Human Sciences at Iowa State University, Ames, Iowa. In 2010 she was elected to the Laureate Chapter of Kappa Delta Pi National Education Honor Society. The Laureate chapter is comprised of 60 living scholars who have made significant contributions to education. In June of 2010 she was awarded an honorary doctorate from the University of Massachusetts-Lowell, and in January of 2012 she received an honorary doctorate from the University of Alicante in Alicante, Spain. In her current work, Ladson-Billings is exploring the ways that hip hop culture can be recruited to reinforce culturally relevant pedagogies.

Cheryl E. Matias

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Cheryl E. Matias is an assistant professor in the Urban Community Teacher Education Program and Urban Ecologies doctoral program at the University of Colorado, Denver.  Her research is on race and ethnic studies in education with a theoretical focus on critical race theory, critical whiteness studies, critical pedagogy and feminism of color.  Her other research interest is on motherscholarship and supporting woman of color in the academy.  A former teacher in both South Central, Los Angeles Unified School District and Bed-Stuy, New York City Department of Education, she earned her bachelors in cultural communication from University of California San Diego, teaching credential at San Diego State University, and her masters in Social and Multicultural Foundations at California State University, Long Beach.  She earned her doctorate at UCLA with an emphasis in race and ethnic studies in education.  Some of her publications can be found in Race, Ethnicity, and Education, Teacher Education Quarterly, Journal of Critical Thought and Praxis, and Multicultural Perspectives.  She is a motherscholar of twins and an avid Lakers fan.

Ann Milne

AnneMilneimagesAnn Milne is the principal of Kia Aroha College, (www.kiaaroha.school.nz)  a “special-character” Years 7 to 13 (Grades 6 to 12) state secondary school in Otara, Auckland, New Zealand.  Ann has worked in the school and the Otara community for 30 years and has led the changes in the wider school community to develop a learning model focused on indigenous Māori and Pasifika (Samoan, Tongan and Cook Islands Māori) bilingual education, through culturally responsive, critical, social justice pedagogies.  In 2004 Ann was the recipient of both the New Zealand Education Administration and Leadership Society’s Dame Jean Herbison Scholarship and the President’s Research Award.  In 2007 she was the NZEALS Visiting Scholar, speaking to audiences throughout New Zealand, and in 2009 was awarded the Auckland Savings Bank/Auckland Primary Principals’ Association Travelling Fellowship.  Her research has been presented throughout New Zealand and internationally.  Ann is also a foundation member of the High Tech Youth Network Ltd (HYTN), an alliance of after-school drop-in Studios where young people can design, create and innovate through technology.   Ann is also an Adjunct Teaching and Research Fellow of the Tokorau Institute at the indigenous Māori university, Te Whare Wānanga o Awanuiārangi, and is co- principal investigator of the Te Rongo Haeata Centre for Community Informatics Research.

Ernest Morrell

ernestErnest Morrell is the Director of the Institute for Urban and Minority Education (IUME) and Professor of English Education at Teachers College, Columbia University. He is also the Vice-President of the National Council of Teachers of English (NCTE) and will assume the presidency of this 50,000-member organization in 2013. For nearly twenty years Dr. Morrell’s research has focused on drawing upon youth’s interest in popular culture and participatory media technologies to increase motivation and to promote academic literacy development, civic engagement and college access. He is also recognized nationally for developing powerful models of teaching and learning in classrooms and non-school environments and for engaging youth and communities in the project of educational reform. Professor Morrell has written more than 50 articles that have appeared in journals such as Teachers College Record, the Journal of Teacher Education, Reading Research Quarterly, English Education, the English Journal, the Journal of Adolescent and Adult Literacy, Action in Teacher Education, and the Annual Yearbook of the National Reading Conference. He has written numerous book chapters and four books including The Art of Critical Pedagogy: Possibilities for Moving from Theory to Practice in Urban Schools (with Jeff Duncan-Andrade) and Critical Literacy and Urban Youth: Pedagogies of Access, Dissent, and Liberation. He is a sought after speaker by universities, school districts, professional organizations, and private foundations. Morrell has also received several commendations for his teaching including being recognized five times by Who’s Who Among America’s High School teachers and receiving UCLA’s Department of Education’s Distinguished Teaching Award. Morrell received his Ph.D. in Language, Literacy, and Culture from the University of California, Berkeley and was the recipient of the Outstanding Dissertation award.

Na’ilah Nasir

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Na’ilah Suad Nasir is the H. Michael and Jeanne Williams Chair of African American Studies, and holds the Birgeneau Chair in Educational Disparities in the Graduate School of Education at the University of California, Berkeley. Her program of research focuses on issues of race, culture, and schooling. She is the author of Racialized Identities: Race and achievement for African-American youth, published by Stanford University Press in 2011. She has also published over 30 articles in scholarly journals. She received a teaching award from the African American Student Development Office in 2011, and she strives to integrate her scholarly work with her commitment to community and engaged scholarship.

Nasir’s research centers on how issues of culture and race influence the learning, achievement, and educational trajectories of African American and other non-dominant students in urban school and community settings. She is interested in the intertwining of social and cultural contexts (cultural practices, institutions, communities, societies) and the learning and educational trajectories of individuals, especially in connection with inequity in educational outcomes. Specific studies have focused on the nature of mathematical thinking and learning for African American students in practices outside of school, such as basketball and dominoes; relations between racial/ ethnic identity and mathematics learning and achievement in a diverse urban high school; the nature of connection and disconnection for African American high school students (and the role the institutional structures of the school played in these processes); racial/ethnic identities and stereotypes of African American students. She is also interested in marginalized students’ experiences of teaching and learning in juvenile hall schools.

Professor Nasir was the recipient of the Spencer Dissertation Fellowship in 1998, and the Spencer Postdoctoral Fellowship in 2002. From 2000 to 2008, she was an Assistant Professor in the School of Education at Stanford University, where she won the St. Claire Drake Teaching Award in 2007. In 2006, she won the Early Career Researcher Award from Division G of the American Educational Research Association. Her work has been published in Anthropology and Education Quarterly, the American Educational Research Journal, and Educational Researcher.

Sonia Nieto

Sonia.Nieto.1(1)Educator, researcher, writer, and teacher, Sonia Nieto is Professor Emerita of Language, Literacy, and Culture, School of Education, University of Massachusetts, Amherst. She has taught students from elementary school through doctoral studies and her research focuses on multicultural education, teacher education, and the education of Latinos, immigrants, and other students of culturally and linguistically diverse backgrounds. She has written many journal articles and book chapters and several books on these topics including most recently Affirming Diversity: The Sociopolitical Context of Multicultural Education (6th ed, 2012, with Patty Bode), The Light in Their Eyes: Creating Multicultural Learning Communities (2nd edition, 2010), Language, Culture, and Teaching: Critical Perspectives (2nd ed, 2010), and Finding Joy in Teaching Students of Diverse Backgrounds. She serves on several regional and national advisory boards that focus on educational equity and social justice, and she has received many awards for her scholarship, teaching, and advocacy, including four honorary doctorates. She was selected as a Fellow of the American Educational Research Association and as a Laureate for Kappa Delta Pi in 2011, and in 2012 she served as the Wits-Claude Distinguished Scholar at the University of the Witwatersrand, Johannesburg, South Africa. She is married to Angel Nieto, a former teacher, poet, and children’s book writer, and they have three daughters and twelve grandchildren.

Pedro Noguera (Board Chair)

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Pedro Noguera is the Peter L. Agnew Professor of Education at New York University.  Dr. Noguera is a sociologist whose scholarship and research focuses on the ways in which schools are influenced by social and economic conditions, as well as by demographic trends in local, regional and global contexts.  Dr. Noguera holds faculty appointments in the departments of Teaching and Learning and Humanities and Social Sciences at the Steinhardt School of Culture, Education and Development.  He also serves as an affiliated faculty member in NYU’s Department of Sociology.  Dr. Noguera is the Executive Director of the Metropolitan Center for Urban Education and the co-Director of the Institute for the Study of Globalization and Education in Metropolitan Settings (IGEMS).  From 2008 – 2011, he was an appointee of the Governor of New York to the State University of New York (SUNY) Board of Trustees.

Dr. Noguera has published over 150 research articles, monographs and research reports on topics such as urban school reform, conditions that promote student achievement, the role of education in community development, youth violence, and race and ethnic relations in American society.  His work has appeared in multiple major research journals.  Dr. Noguera is the author of The Imperatives of Power: Political Change and the Social Basis of Regime Support in Grenada (Peter Lang Publishers, 1997), City Schools and the American Dream  (Teachers College Press, 2003), Unfinished Business: Closing the Achievement Gap in Our Nation’s Schools (Josey Bass, 2006), The Trouble With Black Boys…and Other Reflections on Race, Equity and the Future of Public Education (Wiley and Sons, 2008), and Creating the Opportunity to Learn: Moving from Research to Practice to Close the Achievement Gap with A. Wade Boykin (ASCD, 2011).

Tapan Parikh

tapanTapan Parikh is an Assistant Professor at the School of Information at the University of California, Berkeley. Tapan’s research interests include human-computer interaction (HCI), mobile computing, voice user interfaces and information systems for microfinance, smallholder agriculture and global health. For the past ten years, Tapan has been designing, developing and deploying information systems in the rural developing world – initially in India, and now also in Latin America and Africa. Tapan’s dissertation project, CAM, was the first integrated mobile phone framework for rural data collection, specifically adapted for device, user and infrastructure constraints. While in India, Tapan co-founded ekgaon technologies (www.ekgaon.com), a management and technology company serving rural communities. He holds a Sc.B. degree in Molecular Modeling with Honors from Brown University, and M.S. and Ph.D. degrees in Computer Science from the University of Washington, where he won the William Chan award for best Ph.D. dissertation. Tapan was also named Technology Review magazine’s Humanitarian of the Year in 2007, for his work bringing accessible mobile data services to microfinance groups in rural India.

David Rehkopf, Sc.D.

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Dr. Rehkopf’s research seeks to better understand the importance of the influence of family economic resources on the development of adolescent and early adult obesity and the effects of obesity on economic resources in younger adults entering or transitioning within labor markets. Differentiating between the relative causal importance of these pathways has important implications for the types of population level policies that could be recommended to have affects on decreasing disparities in obesity and potentially mortality more generally. He is approaching this question through both the use of quasi-experimental analysis of the effects of economic policy changes on obesity, as well as examining these questions in several longitudinal datasets that contain economic, psychological and biological data over time. Secondly, he is collaborating on work to understand the scenarios in which an individual’s economic resources affect food preferences that may lead to differential levels of obesity.

David Stovall

david-stovallDavid Stovall is Associate Professor of Educational Policy Studies and African-American Studies at the University of Illinois at Chicago.  His scholarship investigates Critical Race Theory, concepts of social justice in education, the relationship between housing and education, and the relationship between schools and community stakeholders. In the attempt to bring theory to action, he has spent the last ten years working with com munity organizations and schools to develop curriculum that address issues of social justice. He also works with a collective of college professors in California, Arizona, and New York who teach high school courses in addition to their duties and responsibilities as university faculty.  “I’ve been working with this group for eight years.  The idea is to provide historically underserved schools with college access through their interactions with us.  We’ve been enrolling the students that take classes with us in our respective universities to get early college credit.” He is a member of the Greater Lawndale/Little Village School of Social Justice High School design team, which opened in the Fall of 2005, where he also serves as a volunteer social studies teacher. Professor Stovall is a founding member of Chicago Grassroots Curriculum Taskforce, a local collective of school and community-based educators with the specific goal of disseminating and creating K-16 curriculum for Chicago residents and future teachers, and a member of I-SEEED (Institute for Sustainable Economic and Educational Development), a national/international collective of youth, K-16 educators, and community activists aimed at developing sustainable economic and educational plans for historically marginalized, under-resourced and disinvested communities.  A Chicago native, Professor Stovall’s motivation for going into the field was the combination of family members, neighbors, and members of community organizations that supported him in doing educational justice work without fear of persecution

James Wiley

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James Wiley is currently a Professor at UCSF School of Medicine – conducting research on the transformation of primary care to safety-net populations, focusing on the patient-centered medical home model. He is also engaged in studies of patient decision making in cancer (with Dan Dohan and his team) and in stable coronary artery disease (with colleagues Adams Dudley and Grace Lin). He has begun to study the impacts of austerity programs in Southern Europe on the health of populations living there. With colleagues Alexander Sarris (University of Athens) and John Kyriopoulos (Greek National School of Public Health), Dr. Wiley has proposed to link comprehensive surveys of health and medical care with computable general equilibrium models of the Greek economy.