All posts by silvianog

Division G Award Winners!

Dear Division G Colleagues:

It is with pleasure that I announce the winners of the 2014 Division G Awards.  Our congratulations to these outstanding scholars!! And a special thanks to those who nominated colleagues for awards, those who constituted the different award committees, and those exceptional and worthy nominees who, unfortunately, did not receive the award.  The awardees are as follows:

A.  Distinguished Dissertation AwardEe-Seul Yoon (The University of British Columbia)


Title:  Being chosen and performing choice: Young people engaging in imaginative and constrained secondary school practices in Vancouver, BC, Canada

Nominated by: Jo-Anne Dillabough (UBC)

Chair of the committee: Mollie Blackburn (The Ohio State University):

The aim of this dissertation was to understand the experience of school choice through the eyes of young people in Vancouver, a topic we understand to be timely and significant. The submission is well written and theoretically-integrated with a well-chosen and well-explained set of theoretical constructs. Moreover, its methods of analysis were clearly articulated. What really distinguishes this dissertation, though, is the connections it makes to larger social contexts, particularly howglobal/local forms of capital are created and leveraged. For these reasons, we selected this nomination as the recipient of this year’s award.


B.  Early Career AwardThomas M. Philip (University of California, Los Angeles)


Nominated by: Marjorie Faulstich-Orellana (UCLA)

Chair of the committee: Eliane Rubinstein-Avila (University of Arizona): Although all nominees this year were deserving of awards for their scholarship, mentoring and service, Thomas Philip’s work on bridging the iGeneration, technology, race and pedagogy, stood out. Dr. Philip’s achievements—especially for a scholar in the very early stage of his career—are truly extraordinary.

C.  Distinguished Contribution to Social Contexts in Education – Lifetime Achievement Award:  Kris Gutiérrez (University of Colorado, Boulder)


Nominated by:  Joanne Larson (University of Rochester)

Chair of the committee: Angela Calabrese Barton (Michigan State University)

Prof. Gutiérrez’ work on pedagogy, culture, and equity has forwarded conceptual, methodological, and practical innovations for work with youth and communities marginalized by systemic inequalities, including importantly migrant and immigrant youth, Latina/o and African American youth.

D.  Henry T. Trueba Award for Research Leading to the Transformation of the Social Contexts of Education:  Kris Gutiérrez (University of Colorado, Boulder)

Nominated by Barbara Rogoff (University of California, Santa Cruz)

Chair of the committee: Norma González (University of Arizona)

Professor Trueba’s deep commitment to the conditions of immigrant and urban students as well as English Learners, have been the focus of Professor Gutiérrez’ work.  The committee recognizes her exemplary and distinguished contributions to the transformation of the social contexts of education in her selection as the award winner.

E.  Mentoring AwardDavid Bloome (The Ohio State University)


Alfredo Artiles (Arizona State University)


Dr. Bloome was nominated by Caroline Clark (The Ohio State University).

Dr. Artiles was co-nominated by Aydin Bal (University of Wisconsin, Madison), Wendy Peia Oakes (Arizona State University), Kathleen King-Thorius (Indiana University), Amanda L. Sullivan (University of Minnesota), Silvia Noguerón-Liu (University of Georgia), & Federico R. Waitoller (University of Illinois, Chicago)

Chair of the committee: Cynthia Lewis (University of Minnesota)

Dr. Alfredo Artiles’scholarship examines the ways cultural practices and ideologies of difference mediate school responses to students’ abilities and needs. His nominators describe him as an “invaluable role model” and someone who exemplifies “the highest quality research and teaching standards.”  As his nomination letter points out,  “Dr. Artiles embodies for his students a model of a life-long learner, and his enthusiasm to learn is contagious.”

Dr. David Bloome’s international reputation is based on 30 years of groundbreaking scholarship focusing on how people use spoken and written language to maintain social relationships, construct knowledge, and create communities, social institutions, and shared histories and futures. Dr. Bloome has been an inspiring mentor to graduate students, colleagues, and early career scholars across the nation.  As a former student commented: “ . . . he was always there to pick me up, lift me up, and to remind me that there is glory in how we serve one another as professionals and as human beings.  He is one of the most remarkable leaders, scholars, researchers, and friends that I will ever know.”

Please note: the presentation of the above awards will take place at the Division G Business Meeting, to be held on Friday April 4 from 6:15 to 7:45 pm at the Convention Center, 100 Level, 120C.   Please encourage your colleagues, friends and relatives to attend the meeting and celebrate with the award winners.

Keynote at DivG Business Meeting: Shaun R. Harper

This note is to remind Division G members and other colleagues of the forthcoming Keynote Address by Dr. Shaun R. Harper (University of Pennsylvania) at the Division’s Business Meeting, to be held on Friday April 4, 2014 from 6:15pm to7:45pm at the Philadelphia Convention Center, 100 Level, 120C. 

We anticipate Dr. Harper’s address will begin around 6:30pm.  The title of his talk is as follows:


Our People vs. The Academy: Scholars of Color and the Competing Expectations of Social Contexts

Shaun Harper founded and serves as Executive Director of the Center for the Study of Race and Equity in Education at Penn GSE, an interdisciplinary research institute that unites University of Pennsylvania scholars who do research on race and important topics pertaining to equity in education. A prolific author, Dr. Harper has published more than 80 peer-reviewed journal articles and other academic publications. His 11 books include Advancing Black Male Student Success from Preschool through Ph.D. (2014), Student Engagement in Higher Education (2009, 2014), and College Men and Masculinities (2010).  Professor Harper’s research has received several awards for his outstanding contributions to research, including the Division G Early Career Award in 2010, and at the forthcoming meeting, AERA’s Relating Research to Practice Award: Interpretive Scholarship.

Understanding social class in education: A symposium in honor of Jean Anyon

Sun, April 6, 8:15 to 10:15am, Convention Center, 100 Level, 114

Please join us for a special symposium in honor of Professor Jean Anyon (CUNY).  The format will feature brief presentations by our outstanding participants, and open time for attendees to reflect on Jean’s personal and professional contributions (see attachment).


Chair:  Luis C. Moll (University of Arizona)


  • Michelle Fine (CUNY)
  • Kathleen Nolan (Princeton University)
  • Joyce King (Georgia State University)
  • Wendy Luttrell (CUNY)
  • Pedro Noguera (New York University)

Call for papers: Interrogating Whiteness and Relinquishing Power

Interrogating Whiteness and Relinquishing Power: White Faculty’s Commitment to Racial Consciousness in STEM Classrooms 

Co-Edited by

Nicole M. Russell, PhD

Chayla M. Haynes, PhD

Floyd Cobb, PhD

The book seeks to link issues of inclusion to teacher excellence (P-20) by illuminating the critical influence that racial consciousness has on the behaviors of White faculty in the classroom (Haynes, 2013). We use the term faculty here as an umbrella term that incorporates and describes both those who teach in secondary and postsecondary education. This is an issue of significant importance across the P-20 pipeline, given the growing racial diversity among students and the saturation of White faculty (over 80% at both the college and K-12 levels) (Feistritzer, 2011) in the U.S. education system. Unlike their counterparts, White faculty report feeling less prepared to address issues of race that emerge in their classrooms, and are even less likely to interrogate how whiteness influences their classroom teaching (Bell, Washington, Weinstein, & Love, 1997; Galman, Pica-Smith, & Rosenberger, 2010; Gordon, 2005; Leonardo, 2009; Skrla, Scheurich, Garcia, & Nolly, 2004: Yoon, 2010).

This text serves as a much needed disruptive intervention to expose faculty, in particular those who are White, to how racial consciousness aids in the identification of the persistent patterns of racism inherent in classroom teaching (Haynes, 2013). This text also functions as an analytical tool by scaffolding exemplary examples to inspire readers in how to engage in complex and difficult work of assessing their own racial consciousness and teacher effectiveness.

Seeking White STEM Equity Scholars to Submit a Manuscript for Section II: 

We invite scholars who support national goals related to increasing racial minorities’ participation in STEM, diversifying the STEM labor force, and enhancing the sociopolitical and economic capital of this population. While we recognize that developing a racial consciousness is critical to all strands of education, we encourage faculty who teach in STEM departments (i.e. mathematics, science, and engineering) as well as faculty who teach in STEM education (training pre-service teachers seeking licensure in secondary mathematics and science).

This book will have three sections and each chapter will follow a similar format by opening with a powerful vignette which illustrates the “ah ha” moment about social inequity that has subsequently and most significantly influenced their scholarship and teaching. To that aim, Section I of the book draws upon wisdom of seasoned White scholars from interdisciplinary contexts who will discuss issues of equity as they draw from personal evidence about how they have addressed social injustice throughout their academic careers, particularly in their classrooms. Section II, calls upon up and coming White faculty who specifically teach in the STEM system and who want to advance scholarship and teaching regarding STEM equity. Lastly, Section III invites STEM equity scholars of color to respond to and talk back (hooks, 1989) to themes, constructs, and ideas that emerge from the narratives of the White scholars in Section II.

Specific Call for Section II 

Scholars interested in submitting a manuscript for Section II should craft a 500 word abstract (maximum) of forthcoming scholarly work. Manuscripts should be 12-point type, Times New Roman, and with standard margins (1″ on all sides). Abstracts should be prepared according to the guidelines in the Publication Manual of the American Psychological Association, Sixth Edition and include a well composed title that clearly informs the reader about the content.

Guiding Chapter Questions

The questions below should be used to guide the organization of the final chapter draft. Authors are not relegated to a traditional chapter format and we encourage authors to use creative dialogue, narrative, or any other style that is appropriate to the tone of the chapter. 

● How do you identify racially; how did you come to understand what being White meant?

● How has being White shaped your life experiences (e.g., personal relationships, life choices, educational experiences/pathways, belief system, values, self-standards/expectations, etc.)?

● How, if at all, are issues of race and racism (including but not limited to power and privilege) explored in your classroom?

● In what ways might your race influence how your students’ perceive you?

● In what ways does your students’ races influence your classroom teaching?

● To what extent is the institution of higher education and by extension its faculty, responsible for the advancement of social change?

Please submit queries about abstract preparation or abstracts to Dr. Nicole M. Russell by March 30th via email: Please use “Interrogating Whiteness Abstract” for a subject in your email. Notice to authors regarding the status of their submission will be sent by April 30, 2014.


Bell, L.A., Washington, S.,Weinstein, G., & Love, B. (1997). Knowing ourselves as instructors. In M. Adams, L.A. Bell,

& P.Griffin (Eds.), Teaching for diversity and social justice (pp. 299-310). New York: Routledge.

Feistritzer, C. E (2011). Profiles of teachers in the U.S., 2011. Washington, DC: National Center for Education


Galman, S., Pica-Smith, C., & Rosenberger, C. (2010). Aggressive and tender navigations: Teacher educators confront

whiteness in their practice. Journal of Teacher Education, 6(3), 225-236.

Gordan, S. P. (2005). Making meaning of whiteness: A pedagogical approach for multicultural education. Journal of 

Physical Therapy Education, 19(1), 21-27.

Haynes, C. (2013). Restrictive and expansive views of equality: A grounded theory study that 

explores the influence of racial consciousness on the behaviors of White faculty in the classroom. (Doctoral dissertation). ProQuest Dissertation Database.

Leonardo, Z. (2009). Race, whiteness, and education. New York: Routledge.

Skrla, L., Scheurich, J. J., Garcia, J., & Nolly, G. (2004). Equity audits: A practical leadership tool for developing

equitable and excellent schools. Educational Administration Quarterly40(1), 133-161.

Yoon, I. H. (2012). The paradoxical nature of whiteness-at-work in the daily life of schools and

teacher communities. Race Ethnicity and Education, 15(5), 587-613.

Div K Event: “Out in the Community: Conversations with Students, Educators and School Leaders in Philadelphia”

On Wednesday April 2, 3:30–5:30 pm, Division K and Drexel University School of Education will co-host, “Out in the Community: Conversations with Students, Educators and School Leaders in Philadelphia.”

This off-site session, to be held at the Academy of Natural Sciences, offers AERA members an opportunity to look at schooling, reform and innovation through the eyes and experiences of school leaders and educators on the ground in Philadelphia. We are so pleased that Superintendent William Hite has graciously agreed to join us; we look forward to learning about his work and his vision for the Philadelphia schools.

Another highlight of this session will be student literary performances, as well as the opportunity to explore the Academy of Natural Sciences of Drexel University, the oldest natural sciences institution in the Western Hemisphere. A reception will follow the program.  

3:30-4:15     Academy of Natural Sciences (Museum) exploration

4:15-5:30     Formal programing featuring:

Philadelphia Schools Superintendent, Dr. William Hite

Panel discussion—education organization reps (Philadelphia Education Fund,

Philadelphia Federation of Teachers, Parents United for Public Education,

After School Activities Partnership)

Student literary performances 

5:30-7:00     Reception (includes 1 drink ticket)

Continued opportunity to dialogue with education organization reps

To register, select the “Events” tab, and then look for session #OSV5. You can add this to your existing AERA registration, or include it if you are about to register for the meeting. We are only charging $10 for round trip transportation and refreshments.

Beginning at 2:45 p.m., continuous shuttle bus service will be provided from the Convention Center, the 12th Street bus lane, which is located on 12th Street between Arch and Race Streets.  

Special Issue: Rethinking Language at School, edited by Kellie Rolstad, now available online

Dear Division G Members:

We would like to make you aware that select articles in the current IMRJ Special Issue mentioned below are available online free of charge at

Some library subscriptions to IMRJ may not be immediately updated with the current issue.

Jeff MacSwan & Alfredo Artiles, IMRJ Editors


Special Issue: Rethinking Language at School

International Multilingual Research Journal, 8(1)

Rethinking Language at School
Kellie Rolstad
DOI: 10.1080/19313152.2014.852423

Decontextualized Language: A Problem, Not a Solution
James Paul Gee
DOI: 10.1080/19313152.2014.852424

Multiculturalism Permitted in English Only
Donaldo Macedo & Lilia I. Bartolomé
DOI: 10.1080/19313152.2014.852426

The Common Core State Standards and the Great Divide
Terrence G. Wiley & Kellie Rolstad
DOI: 10.1080/19313152.2014.852428

Acquiring Academic Language Practices in Prison in Aztlán: Fake It Until You Make It
Christian Faltis
DOI: 10.1080/19313152.2014.852429

The Language of Ideas and the Language of Display: Reconceptualizing “Academic Language” in Linguistically Diverse Classrooms
George C. Bunch
DOI: 10.1080/19313152.2014.852431

UC Berkeley- Assistant Professor in Urban Education

Assistant Professor   –    URBAN EDUCATION

The Graduate School of Education at the University of California, Berkeley, seeks applicants at the Assistant Professor level for a tenure-track position in Urban Education to begin in the 2014-2015 academic year, anticipated start date of July 1, 2014. We seek applicants who bring social science perspectives and training to the critical understanding of urban education, and who would be excited to join an interdisciplinary group of scholars whose research centers on the challenges and promises of education in urban settings. The San Francisco Bay Area presents an ideal opportunity for cutting edge empirical research and innovation that will advance educational diversity and equity.  The successful candidate will have a primary affiliation with the Social and Cultural Studies in Education (SCS) program, which focuses on social foundations themes in education, such as school and social stratification, racial inequality, and education and social change. Moreover, urban education is a matter of broad interest in the Graduate School of Education, and the successful candidate can expect to collaborate with faculty and students throughout the School and across the campus.  The individual will teach and advise doctoral students in SCS, and will also contribute as appropriate to the GSE’s highly-regarded undergraduate minor and/or its innovative programs of professional education.  For more information on the SCS program, please visit:


Candidates must have an earned doctoral degree in education or closely related fields (for example, sociology, anthropology, ethnic studies, or political science). The doctoral degree must be completed by date of hire. Applications must include a curriculum vitae; a detailed letter or statement of interests and qualifications; up to three samples of academic writing; and the names and contact information of three references, by December 2, 2013. All letters will be treated as confidential per University of California policy and California state law. Please arrange for letters of recommendation to be uploaded directly by recommenders. Please refer potential referees, including when letters are provided via a third party (i.e., dossier service or career center), to the UC Berkeley statement of confidentiality:


To apply, please submit all materials electronically to the following URL:


The University of California is an Equal Opportunity, Affirmative Action employer. We are interested in candidates who will contribute to diversity and equal opportunity in higher education through their teaching, research, and service. UC Berkeley is committed to addressing the family needs of faculty, including dual-career couples and single parents. For more information see


Chapman University – Assistant/Associate Professor of Leadership Studies


 Chapman University is seeking applications for a Tenure Track, Assistant or Associate Professor of Leadership Studies in the College of Educational Studies (CES). Chapman University, located in the heart of Orange County, California, offers traditional undergraduate programs in the arts and sciences and select pre-professional and graduate programs. Ranked in the top tier of western universities by U.S. News and World Report, Chapman has gained national recognition with its commitment to excellence through research and innovative teaching. More information about the College of Educational Studies is available at The CES holds a respected position among the major academic units and offered the University’s first Ph.D. program seven years ago. The CES faculty work collaboratively on campus and beyond. The Ph.D. program consists of four emphasis areas: Culture and Curricular Studies, Disability Studies, School Psychology and Leadership Studies. CES faculty maintain a significant presence in the local community, at national and international conferences and in their professional organizations and publications. 


 Required Qualifications • An earned doctorate in Leadership Studies or related area • Expertise in leadership in higher education and/or women in leadership • Active and promising record of scholarly activity and research • Strong interpersonal and communication and collaboration skills • Recent experience teaching graduate courses • Active involvement in national professional organizations • Experience advising and mentoring of graduate student scholarship and research • Global perspectives, connections, and leadership experience • Leadership experience among diverse populations.

Preferred Qualifications

• Expertise in qualitative methodology, particularly case study methods and/or expertise in mixed method and/or program evaluation research.

Responsibilities include: • Teach core and elective classes in the Ph.D., Leadership Studies emphasis and MLD, Masters in Leadership Development • Develop new courses for leadership programs, particularly courses in global leadership, leadership and diversity, women in leadership, and leadership in higher education • Serve on and chair Ph.D. proposal and dissertation committees; chair masters capstones • Advise graduate students at the doctoral and master’s degree levels • Implement an active research agenda, including research and writing that leads to publication in high quality peer-reviewed sources, grant writing and project coordination, and presentations at local/state/national/international conferences. • Provide service to the College of Educational Studies, university and broader communities, including committee assignments, assistance to local stakeholders such as community councils, and active participation in state and national professional organizations.

Review of applications begins immediately. Applicants should address their qualifications and fit for this position, including your stance on leadership, in a letter to the Search Committee. The application should also include a curriculum vita, names and contact information for three references, a statement of your research methodology(ies) and agenda, including external funding, and a statement of your pedagogical philosophy, copies of recent publications and relevant transcripts. Electronic submissions are preferred. Completed applications, including the curriculum vita, should be sent to: Attn: Jennifer Bennett College of Educational Studies – Reeves Hall Chapman University One University Drive Orange, CA 92866 Email: