American Indian Issues in Education 2009-2010
DCEC 2009 - 2010 Year-Long Theme: American Indian Issues in Education, Celebrating 40 Years of the American Indian Leadership Program at Penn State
Forty members of the College of Education's staff took a day-long professional development trip to the grounds of the Carlisle Industrial Indian School in Carlisle, PA. Staff received a guided tour of the school and graveyard where children who died at the school were buried. The trip was organized by the DCEC and supported by Dean Monk's office as an opportunity to build awareness about the historical and contemporary educational issues for American Indians.
American Indians in Children's Literature: Pitfalls and Possibilities
Dr. Debbie Reese, April 23, 2010
In this provocative lecture, Dr. Debbie Reese of the University of Ilinois at Urbana Champaign invited the College of Education community to consider portrayals of American Indians in popular, classic, and award-winning books written for children. Dr. Reese also authors a popular blog on this topic: http://americanindiansinchildrensliterature.blogspot.com/.
Theater as Pedagogy: A Workshop by Teatro Chicana
March 24, 2010
Drawing on music, comedy and drama, members of Teatro Chicano presented a workshop for College of Education students, faculty and staff, demonstrating uses of drama for exploring history, social conflict and modes of interaction in classroom settings.
Resources Table for American Indian Issues in Education
As part of our year-long focus, on December 7, 2010, the DCEC hosted a table in the atrium of Chambers providing displays and resources detailing information and support for considering and addressing American Indian issues in education.
Listening to the Voices of Immigrant Parents in Early Childhood Education
Dr. Joseph Tobin, December 9, 2009
Joseph Tobin is the leader of the Children Crossing Borders Project, a study of approaches to working with the children of recent immigrants in preschools in five countries. In this project, an interdisciplinary team of researchers from England, France, Germany, Italy, and the U.S. are studying the perspectives of immigrant parents and staff members on what should happen in preschools serving children of recent immigrants. The research method is a version of the video-cued multivocal ethnographic approach Tobin employed in his Preschool in Three Cultures studies. In this talk Professor Tobin showed clips from videos his team made in preschool classrooms in each country and present examples of practitioner, immigrant parent, and child reflections on these videos. He used these examples to demonstrate the challenges of listening to the voices of immigrant parents, to point out tensions between a dedication to progressive practices and a concern for cultural responsiveness, and to suggest some ways to resolve these tensions through a process of parent-staff cultural negotiation.
Please see the following pdf articles for a sample of Dr. Tobin's work:
Joseph Tobin, Angela Arzubiaga, and Susanna Mantovani, “Entering into dialogue with immigrant parents.” Early Childhood Matters, Number 108, June, 2007, 34-38.
Joseph Tobin and Yeh Hsueh, “The Poetics and Pleasures of Video Ethnography of Education.” In R. Goldman (Ed).Video Research in the Learning Sciences. NY: Lawrence Erlbaum Associates. 2007.
Che, Y., Hayashi, A., and Tobin, J. "Lessons from China and Japan for Preschool Practice in the United States."Educational Perspectives, 40, 1, 7-12. 2007.
Joseph Tobin, “Quality in Early Childhood Education: An Anthropologist’s Perspective,” Early Education and Development, 16(4) 422-434. 2005.
Joseph Tobin, M. Karasawa, and Y. Hsueh, “Komatsudani Then And Now: Continuity and Change in a Japanese Preschool.” Contemporary Issues in Early Childhood.
Girls’ Education and Women’s Leadership: A conversation with May Rihani
April 24, 2009
May Rihani is the Senior Vice President and Director, Global Learning Group. and Director, Center for Gender Equity, Academy for Educational Development. May Rihani also serves on the Global Advisory Committee for the United Nations Girls’ Education Initiative. Ms. Rihani’s extensive work in girls’ education includes research, policy assessments, innovative program design, systems analysis, and management of country programs. She has planned, designed, and managed cross-cutting gender programs and girls’ education and women’s leadership programs. She has presented lessons learned, best practices, and strategies on girls’ education at a large number of international conferences and symposia addressing education for all. Ms. Rihani has written a number of publications on the importance of enrolling and keeping girls in school, including, Keeping the Promise: Five Benefits of Girls’ Secondary Education (AED, 2006), Learning for the 21st Century: Strategies for Girls’ Education in the Middle East and North Africa (UNICEF, 1993), Strategies to Promote Girls’ Education: Policies and Programs That Work (UNICEF, 1992), and Development as if Women Mattered (Overseas Development Council, 1978).
Fourth Annual College of Education Cycle-Thon, April 26, 2009
Cylcle-Thon benefits SCOPE, a four-week academic intensive summer program for high school sophomores from multicultural backgrounds interested in education, held at University Park.