NAME's 2025 WEBINAR SERIES, Vol. 4:
Saturday, May 17 at 1pm ET
(12n CT/ 11:00am MT/ 10:00am PT/ 7:00am HT)
Systems of U.S. settler colonial privilege erase colonial fascism by promoting a founding myth of a nation that broke free from a European oppressor (Britain). The anti-Critical Race Theory movement in the U.S. is based in this mythology, erasing the fact that this nation is a continuation of European colonialism where one group of European colonists kicked out another with the expressed purpose of continuing its colonial crimes.
"The British king has endeavored to prevent the population of these states [from] raising the conditions of new appropriations of lands." –Declaration of Independence, 1776
The University of Michigan's Dutch Program, exploits the freedom from Europe myth to teach CRT through the backdoor of an emotionally "separate" Netherlands. For example, we position the ground zero of U.S. slavery on the Dutch ship that brought the first enslaved people from Africa to the coast of Virginia with a letter signed by the ancestor of the current Dutch king.
In this workshop, Annemarie Toebosch will explain how we move the goalpost of historic guilt to create a classroom culture that bridges political divides. In a discussion of our Comparative Race Theory model, she will discuss strategies of teaching colonial fascism and its tentacles in the U.S. today.
Our Distinguished Speaker:
Annemarie Toebosch is Director of Dutch Studies (Teaching Professor) and affiliate faculty member in Judaic Studies at the University of Michigan. She teaches and writes within a Chomskyan-inspired model of political and academic activism that challenges colonial power structures in the Dutch-speaking world and beyond. Her writing includes publications in The Conversation and Truthout. She is a board member of the American Association for Netherlandic Studies and co-author of the report “Connecting language programs around student-informed anti-racist teaching.
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PREVIOUS SESSIONS in NAME's 2025 Webinar Series
Alabama–NAME invites You to a Webinar: MAY 1st
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In a time of educational mandates, a kindergarten teacher and literacy coach share their experiences of going beyond the mandates to create lessons that are culturally relevant for kindergarten students. They will highlight how they incorporated students’ diverse cultural backgrounds into their teaching to foster academic, social, and cultural awareness. By weaving in cultural understanding alongside academic content, they have been able to create an environment where all students feel recognized, respected, and empowered. Through this approach, they have seen students develop a strong sense of identity, empathy for others, and a solid foundation for success in school and beyond.
Kyanna Samuel is in her fifth year
of education and has taught kindergarten
all five years. .
Jennipher Frazier has been in
education for 21 years and
is in her eleventh year
as an elementaryLiteracy Coach.
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NAME's March 22nd webinar session looked into the contemporary issues impacting our work across all levels of education.
March 22nd at 1pm EST
Our distinguished speakers on the March 22nd Webinar:
Sheryl Croft is a Native Atlantean, educated during Jim Crow in the segregated south. Currently, Dr. Croft is Professor of Educational Leadership in the Bagwell College of Education of Kennesaw State University,
Tiffany D. Pogue, PhD (she/her/hers) serves as the Assistant Vice President of Academic Affairs and an Associate Professor of Teacher Education at Albany State University.
Vincent Willis is an Associate Professor of Interdisciplinary Social Sciences in New College with a joint appointment in Gender and Race Studies at the University of Alabama in Tuscaloosa, Alabama.
Miyoshi Juergensen is an Assistant Professor of Educational Leadership at the University of Alabama at Birmingham.
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From Empathy to Action: Empowering Students to Create Change
Through Reading, Writing and Research
Presenter: Christopher Hass, Ph.D.
Assistant Professor
College of Education, James Madison University
While an increasing number of educators have begun to think more carefully about the roles of identity and diversity in their teaching, it is essential that we do not stop there. Representation should be the floor, not the ceiling. In this session, we will explore an essential next step in justice-oriented teaching - how literacy instruction can be used to scaffold learners to work toward needed change in their communities. While a wealth of examples, resources, and places to begin will be offered within the context of k-5 education, the practices shared in this session could be adjusted for learners of any age.