All posts by shenasan

Call for AERA Division G Student Committee Members

We are currently looking for five graduate students to join the Division G Graduate Student Executive Committee. The Graduate Student Executive Committee is in charge of outreaching and engaging graduate student members in the division. Our division is committed to the examination of multiple contexts in education. Such examinations take under consideration social, cultural, political, discourse, and economic influences. Division G advocates for research that examines the educational processes of teaching and learning, languages and literacies, policy, politics, praxis, and community education within social contexts. These complex views of education provide a context in which to shed light on the ways in which significant social and technological change shapes our educational research, policy, and practices. We encourage graduate students to apply who are interested in the ways in which the new knowledge economies operate to include and exclude, embrace and marginalize, offer access and create barriers for learning in formal and informal contexts. We are looking for graduate students to join all of our subcommittees (Student Outreach & Technology, Campus Liaisons, and Mentoring).

Being on the Division G Graduate Student Executive Committee is a great way to network with other graduate students in diverse institutions interested in Social Contexts of Education. It is also a great opportunity to collaborate with Division G officers and shape graduate student events at the AERA Annual Meeting.

Interested applicants should submit a complete application (details outlined below) to by July 19, 2017 11:59 PM PST.

Complete Application Includes:

  • Current CV
  • One-page statement (no more than 550 words)
    • Include your AERA member number on the application
    • Include your ‘year in program’ information (During the 2017-2018 school year what year of your program will you be in? Also, include your anticipated graduation year.)
    • Describe your specific skills, prior experiences, and ability to execute tasks in alignment with the Division and the Graduate Student Executive Committee goals.

Please email your CV and 1-page statement to by July 19, 2017 11:59 PM PST.


  • Plan AERA events for undergraduate and graduate students in Division G
  • Co-lead a subcommittee in either Student Outreach & Technology, Campus Liaisons, or Mentoring
  • Assist in composing and editing committee records and documentation


  • Must be a current Division G member at time of application
  • Must be able to make a 2-year commitment to the Division G Graduate Student Executive Committee. (e.g., if you are planning to go on the market in academic year 2017-2018 or graduate in December 2018, you would likely not be eligible to be on the committee for two years)
  • Must be available for one hour conference-call (via Skype or other technological platform) meetings at least twice a month
  • Must be able to dedicate time outside of the monthly meetings to accomplish the work of the Student Outreach & Technology, Mentoring, or Campus Liaison subcommittees
  • Must be willing to work with other student members at different institutions across the country (via Skype or other technological platforms)


Sub-committee Descriptions

Student Outreach & Technology

  • Create and manage social media content for Division G (Twitter, Facebook, WordPress Blog, etc.)
  • Produce and publicize webinar conversations between faculty and graduate students for use in all kinds of educational settings and marketing materials associated with those events
  • Compose and manage AERA Division G Student Survey and distill results for Division G audience and end-of-year report
  • Facilitate learning opportunities that pertain to the annual meeting, Division G foci areas, etc.
  • Develop an online space for Division G graduate students to offer feedback, network, and share their research interests


  • Develop a mentor/mentee forum for faculty members and graduate students to establish long-term mentor/mentee relationships between faculty members and graduate students
  • Communicate with other Div-G mentoring liaisons to organize, plan, and execute at least one event at the annual AERA conference

Campus Liaison

  • Expand the campus liaison program to represent Division G and support students in international institutions
  • Support campus liaisons at various institutions in their programmatic efforts to plan, organize, and execute Division G affiliated events
  • Collaborate with executive committee members and campus liaisons to innovate ways to increase the reach and impact of the Division G campus liaison program


We look forward to hearing from you!

AERA in San Antonio Webinar

Our graduate student panelists talk about their work and AERA experiences. They give tips on how to make the most of our time at the annual meeting and in San Antonio. And in order to have a better understanding of the sociopolitical climate of our host city, our panelists also discuss its history and social context.

To hear more about our guests’ work, be sure to attend their presentations during the annual meeting. Here are their schedules:

Vanessa Sansone 

Ramon Griffin

Call for Papers for a Symposium: Advancing Rural Health – An Interdisciplinary Conversation

Screen Shot 2017-02-28 at 8.58.57 AM.png

As part of a Provost Initiative at The University of Alabama, we are seeking both ABD and early career panelists who can participate in a symposium highlighting research and new perspectives for understanding rural health issues and concerns among diverse populations.

Participants will meet with faculty and students in their disciplinary departments in the morning before participating in afternoon panel discussions on March 29th. Selected participants may also opt to stay and participate in a full-day event sponsored by the Rural Health Institute on the following day.

As the university plans to hire 400 new faculty over five years, including individuals whose research addresses rural health, this is an unique opportunity to present, network, and engage in conversation. Meals, transportation, and lodging expenses will be provided.

Dates: March 28-30, 2017
Location: The University of Alabama, Tuscaloosa, AL

To apply: Please send a 200-word abstract and 2-page curriculum vitae and/or resume to Dr. Hilary Green, no later than March 1, 2017.

Today’s Webinar


For additional information on our panelists or to read their publications, please visit their faculty website:

Dr. Marcelle Haddix |  Syracuse University

  • Haddix, M. (2015). Preparing community-engaged teachers. Theory Into Practice, 54(1), 63– 70.
  • Haddix, M. (2014). Preparing teachers to teach “other people’s children” while homeschooling your own: One black woman scholar’s story. In P. Martens & B. Kabuto (Eds.), Learning from and with children: Insights and reflections from parent- researchers. New York, NY: Taylor & Francis.
  • Haddix, M. (2013). Creating spaces for Black girlhood through hip-hop feminist pedagogy. Journal of Adolescent & Adult Literacy, 57(1), 78-80.

Dr. Dafina-Lazarus (D-L) Stewart | Bowling Green State University

  • Stewart, D.-L. (2016). Invention and representation: Crafting an online scholarly identity. In M. Gasman (Ed.), Academics going public: How to speak and write beyond academe [Kindle edition available]. New York, NY: Routledge.
  • Stewart, D.-L., Brazelton, G. B., Renn, K. A. (Eds.). (2015). Lesbian, gay, bisexual, trans*, and queer students in higher education: An appreciative inquiry. New Directions for Student Services, no. 152. San Francisco, CA: Jossey-Bass.
  • Stewart, D. L. (2015). Know your role: Black college students, racial identity, and performance. International Journal of Qualitative Studies in Education, 28(2), 238-258. [published first online, May 2014]. DOI: 10.1080/09518398.2014.916000

Dr. Chezare A. Warren | Michigan State University

  • Warren, C. A., Douglas, T. R. M., & Howard, T. C. (2016). In Their Own Words: Erasing Deficits and Exploring What Works to Improve K–12 and Postsecondary Black Male School Achievement. Teachers College Record, 118(6), n6.
  • Warren, C. A. (2016). “We Learn Through Our Struggles”: Nuancing Notions of Urban Black Male Academic Preparation for Postsecondary Success. Teachers College Record, 118, 060307.
  • Warren, C. A., & Hotchkins, B. K. (2015). Teacher Education and the Enduring Significance of “False Empathy”. The Urban Review, 47(2), 266-292.

Today’s Webinar


For additional information on our panelists or to read their publications, please visit their faculty website:

Dr. Pauline Lipman | University of Illinois at Chicago

  • Lipman, P. (2011). The new political economy of urban education: Neoliberalism, race, and the right to the city. New York: Routledge.
  • Lipman, P. (2004). High Stakes Education: Inequality, Globalization, and Urban School Reform. New York: Routledge.
  • Lipman, P. (in press). The power of venture philanthropy to remake urban education—A perfect mix of disinvestment, wealth accumulation, and economic crisis. In A. E. Ginsberg, Ed. Between Charity and Justice:  The Many Faces of Philanthropy in Urban Education. Palgrave, forthcoming.

Dr. Dolores Delgado Bernal | University of Utah

  • Delgado Bernal, D., Burciaga, R., & Flores Carmona, J. (Eds.) (2015) Chicana/Latina Testimonios as Pedagogical, Methodological, and Activist Approaches to Social Justice. New York: Routledge. Published, 12/28/2015.
  • Delgado Bernal, D., Burciaga, R., Flores Carmona, J. (Eds.) (2012). Special Issue, Chicana/Latina Testimonios: Methodologies, Pedagogies, and Political Urgency. Equity and Excellence in Education, 45(3). Published, 08/2012.
  • Delgado Bernal & Elenes, C. A. (2011). Chicana Feminist Theorizing: Methodologies, Pedagogies, and Practices. In R.R. Valencia, (Ed.) Chicano School Failure and Success: Present, Past, and Future (3rd Edition). New York: Routledge. Published, 01/2011.

Dr. Daniel Solorzano | University of California, Los Angeles

  • Acevedo-Gil, N, Santos, R., Alonso, L., & Solorzano, D. (2015). “Latinas/os in Community College Developmental Education: Increasing Moments of Academic and Interpersonal Validation.” Journal of Hispanic Higher Education, 14, 101–127.
  • Solorzano, D. (2013). “Critical Race Theory’s Intellectual Roots: My Email Epistolary with Derrick Bell.” In Lynn & A. Dixson, (Eds.), Critical Race Theory in Education Handbook (pp. 48-68). New York: Routledge.
  • Solorzano, D. & Perez Huber, L. (2012). “Microaggressions, Racial.” In J. Banks (Ed.), Encyclopedia of Diversity in Education (pp. 1489-92). Thousand Oaks, CA: Sage Publications.

Division G Inaugural Webinar



For additional information on our panelists or to read their publications, please visit their faculty website:

Dr. Terrance L. Green from the University of Texas at Austin

  • Green, T. & Gooden, M. (2016). The shaping of policy: Exploring the context, contradictions, and contours of privilege in Milliken v. Bradley I and its progeny 40 years later. Teachers College Record, 118(3).
  • Green, T. (2016). From positivism to critical theory: School-community relations toward community equity literacy. International Journal of Qualitative Studies in Education.

Dr. Michelle Purdy from Washington University in St. Louis

  • Purdy, Michelle A. “Blurring Public and Private: The Pragmatic Desegregation Politics of an Elite Private School in Atlanta.” History of Education Quarterly 56, no. 1 (Feb 2016): 61-89.
  • Purdy, Michelle A. “Courageous Navigation: African American Students at an Elite Private School in the South, 1967-1972.” The Journal of African American History, Special Issue: “African American Education, Civil Rights, and Black Power,” 100, no. 4 (Fall 2015): 610-635.

Dr. Timothy San Pedro from The Ohio University

  • San Pedro, T. (2014). Internal and Environmental Safety Zones: Navigating Expansions and Contractions of Identity Between Indigenous and Colonial Paradigms, Pedagogies and Classrooms. Journal of American Indian Education, 53, (3).
  • Grande, Sandy; San Pedro, Timothy & Windchief, Hawk (In Press). 21st Century Indigenous Identity Location: Remembrance, Reclamation, and Regeneration. In D. Koslow & L. Salett (Eds.). Multicultural Perspectives on Race, Ethnicity and Identity. Washington, D.C.: NASW Press.