We are pleased to offer the following break out sessions for our June 3 event.
We have created this program to be deliberately scaffolded. There is a session for people brand new to social justice education, other sessions for those just dipping their toes into this field, and even some sessions for veterans of this critical work. Regardless of your position on your social justice journey we hope to provide meaningful support to you.
Multipartiality: Critical Facilitation Connecting Personal Experiences to Structural Inequities
Creating inclusive environments requires educators to recognize and deal with the dominant narratives and power asymmetry present in every setting. This workshop will share the dialogue approach and necessary skills of inquiry, counter-narratives, and empathy needed to balance social power within groups; a process referred to as multipartiality.
Multipartiality is an intentional “push back” against the dominant narrative while simultaneously inviting and valuing the participation of members from the dominant group.
Dr. Karen Rice is an Associate Professor and Department Chair of the School of Social Work at Millersville University of PA. She is trained in Intergroup Dialogue and for the past 13 years has applied this model in youth programs she developed and within her courses she teaches. She also trains others in the dialogue process and how to facilitate dialogue to foster critical consciousness and effect positive social change.
Taking Responsibility for LGBTQ+ Students
Confused about how to best — legally, ethically, and professionally — support your LGBTQ+ students? Concerned about alienating parents and families? Committed to fulfilling your educational responsibility? Join Dr. Tiffany Wright (Millersville University Associate Professor of Leadership and Educational Law), Mr. Rich Askey (statewide President of PSEA), and Ms. Chantelle Delaney (SDoL teacher and LGBT student advocate) for a discussion of these important issues. There will be plenty of time to answer YOUR questions.
Dr. Tiffany Wright, an Associate Professor in the Educational Foundations Department at Millersville University for almost 10 years (teaching the school law class every spring), has served as an educator and school leader in various settings for 20 years, i.e. juvenile facilities, a comprehensive high school, and a career/technical high school. She is the Co-Director of the EdD Program in Educational Leadership jointly offered with Shippensburg University. In addition, she coordinates the Graduate Program in Leadership for Teaching and Learning which leads to principals’ certification. One of her research strands involves the workplace climate for LGBT educators, and she has given countless professional development sessions to educators on LGBT issues in schools.
Continuing the Conversation: How can Principles of Educational Psychology Support Equitable Teaching
Equitable teaching requires us to examine ourselves as individuals within society and as educators of future generations. In order to engage in these examinations, we need to understand psychological concepts associated with our actions and language. In the Summer of 2020, I offered a session in the inaugural Social Justice Summit focused on stereotype threat. As defined by Claude Steele, stereotype threat is a phenomenon of being in a situation or doing something to which a negative stereotype about identity is relevant. Stereotype threat has been found to be associated with lower levels of achievement for minority groups (APA, 2015). The workshop being proposed will engage participants in activities introducing them to the concept of restorative practice. Current research on restorative practices and identity development will be reviewed, focusing specifically on how that research can be used to foster equitable management practices in the classroom.
Dr. Deemer chairs the Gender Issues and Social Justice committee and is a member of the No Gap Achievement Task Force at Millersville University where she teaches courses that focus on how we utilize the research base in educational psychology to create optimal learning environments for all students. Her research interests focus on how we use motivational theories to understand and design learning environments that focus both teachers and students on mastery goals. Recent work has focused on how we can translate these ideas into the design and strategies used in online classrooms.