In conjunction with the annual NAME conference, we offer our popular Preconference Institutes. The institutes

are designed to provide participants with opportunities for in-depth and hands-on exploration into current issues

impacting the field of multicultural education. These institutes require separate registration (see page 13) and will

be conducted on Wednesday, October 31, 2007.

University

8:30 am – 11:30 am

This presentation provides a unique approach to creating

equitable schools by addressing disproportionality and equity

in educational systems from a historical perspective. Audience

members will engage in critical dialogue focused on developing

innovative multi-cultural approaches to tailoring solutions on a

multi-systemic level.

Tamara Wallace, Gaston Dembele, and Sandra Moore, Radford

University

8:30 am – 11:30 am

This institute will focus on historical and present-day

migration/immigration issues to demonstrate teaching

approaches that promote caring and compassion through two

forms of perspective-taking: the “thinking-feeling spiral”

(Skolnick, Dulberg, & Maestre, 2004) and critical literacy skills.

Attendees will participate in interactive perspective-taking

lessons using multi-aged literature (print and multimedia texts).

University of Wisconsin; Linda McCarthy, University of

Massachusetts; and other prominent authors and editors of

various publications.

This preconference is designed to assist anyone interested

in publishing in professional journals or other related

publications in the field of multicultural education. The

authors and scholars in the field will walk participants

through the necessary steps for publishing your work as well

as offer helpful tips for choosing the appropriate publication.

This institute is one of our most popular sessions!

Paterson University

1:00 pm – 4:00 pm

This is a workshop/professional development session for

teachers with a focus on “radical” math and media methods

through the lens of multiculturalism. We will explore tools

and in-depth dialogue and hands-on activities for teachers

to incorporate in their daily lessons. The plan is for teachers

to produce something that they can take with them to use in

their classrooms. The format is participatory - each participant

will work in pairs, triads, and collaborate with presenters in an

attempt to build a critical learning community.

Georgetown Day School – Washington, DC

1:00 pm – 4:00 pm

How do you define social class? Is it just about money, or are

there other issues that contribute to our class identity? This

half-day workshop will explore definitions and interpretations

of social class along with activities for discussing the topic

with students, colleagues, and parents. We will review current

research data and discuss resources for both K-12 and college/

university educators. We will also consider how social class

impacts other social identifiers such as race and gender.

Donna Gollnick, NCATE; and Tina Marshall-Bradley, Claflin

University

8:30 am - 4:30 pm

This institute is designed to clarify the diversity requirements

in the standards of the National Council for Accreditation of

Teacher Education (NCATE) and share strategies for addressing

those components of the national standards. The session

will emphasize the integration of diversity throughout

the teacher education curriculum and field experiences.

In addition, participants will explore the development of

diversity proficiencies and related performance assessments

to determine that candidates actually know the concepts

imbedded in diversity and are able to teach ALL students.

8:30 am - 4:30 pm

Drawing upon the extensive primary sources and visual history

educators will enhance their understanding of the

Holocaust and identify effective ways to apply that learning

to their current curriculum in a way that is relevant and

meaningful for today's students.

8:30 am - 4:30 pm

This session allows participants to personally experience

strategies for teaching for social justice in elementary

classrooms using children’s literature, music and games

to respond to issues of exclusion, teasing and prejudice.

Appropriate for those who work with elementary age students

or prepare teachers to teach. Parents are welcome.

8:30 am - 4:30 pm

This intermediate to advanced pre-conference workshop is

designed to help educators identify and deconstruct their own

white privilege and in so doing more deeply commit themselves

to anti-racist teaching and critical multicultural education.

This institute is very participatory and requires attendees to

take risks and be open to self reflection. There will be ample

opportunity for participants to apply the content presented

and thus folks are invited to bring experiences from their

educational environments. The workshop is geared toward E-

12 educators, administrators and staff but is also accessible to

folks from higher education, community education and social

services.

Education Network (GLSEN)

8:30 am - 4:30 pm

The GLSEN Educator Training is for teachers, counselors and

administrators interested in gaining additional tools and

resources to aid in developing affirming and supportive learning

environments for lesbian, gay, bisexual and transgender

students. Participants will “experience” a variety of training

activities. Best practices for implementing such concepts will be

explored.

Maurianne Adams, University of Massachusetts Amherst

8:30 am - 4:30 pm

This preconference will examine the dynamics of Christian

privilege and oppression of minority religious groups and

non-believers as constructed and maintained on three distinct

levels: individual, institutional, and societal. A historical and

legal lecturette will be presented and participants will engage in

interactive learning modules.

8:30 am - 4:30 pm

The greatest danger that the educational equity advocated

by multicultural education faces, comes from educators

who ostensibly support its goals, but whose work—cultural

plunges, food fairs, etc.—reflect a compassionate conservative

consciousness rather than social justice. This session focuses

on preparing teachers, not for celebrating diversity, but for

achieving social justice in schools and society.

and Ronald Rochon, Buffalo State College

8:30 am - 4:30 pm

African American youth in both general and special education

are experiencing incomplete school success throughout the

United States. Many administrators and teachers lack a cultural

context in understanding how to teach to the promise of

African American learners. This “Reality Teaching” Institute will

engage participants in the delivery of culturally responsive

pedagogy in core subject areas.