Lecture series providing national and international perspectives on youth, children, and education.
This series invites educational practitioners from national and international locations to have discussions with groups of RIC students about teaching diverse learners in different contexts.
The goals of this series are threefold:
1. Professional Discourse: Expanding RIC students’ worldviews about education and wellness through a discourse with culturally and linguistically diverse professionals around the world and nation.
2. Methods: Increasing awareness about teaching culturally and linguistically diverse students.
3. Modeling innovative uses of technology
Contributers to the Worldviews on Education Lecture Series include the
- FSEHD Diversity Committee
- College Lectures Committee
- Dialogue on Diversity Committee
Dr. Leigh Patel Stevens
Associate Professor of Education
Tuesday February 19, 2013
4:00-5:00 pm Alger Hall
A daughter of immigrants, Dr. Patel will talk about how society structures opportunities for some while blocking them for others, particularly in terms of culture and class. She will focus on her current research on the daily lives of immigrant youth, including analysis of migration status and its effects on work, school, family responsibilities, and aspirations for social mobility.
National and International Worldviews on Children, Youth and Education
Real-Time Lecture Series
4:00 – 5:00
Dr. Leigh Patel Stevens
Associate Professor of Education – Boston College
A daughter of immigrants, Dr. Patel will talk about how society structures opportunities for some while blocking them for others, particularly in terms of culture and class. She will focus on her current research on the daily lives of immigrant youth, including analysis of migration status and its effects work, school, family responsibilities, and aspirations for social mobility
Dr. Jacqueline Y Reese-Smith
Psychologist at MD Anderson Cancer Center, The University of Texas.
Dr. Reese-Smith will speak about promoting behavior change, and examine the types of issues that are present in counseling interventions along with diversity issues associated with health care systems.
Clarke Science 125
Dr. John H. Jackson
President and CEO of the Schott Foundation for Public Education
Race, Class and Indifference: Predictors of Educational Access and Outcomes
Dr. Jackson will speak about his work to promote diversity and democratic values by providing youth with leadership, academic, research, and advocacy skills to eliminate existing local and national civil rights and social justice disparities.
Dr. Charlene Desir
Founder - The Empowerment Network Global (T.E.N. Global) and Professor - NOVA Southeastern University
Decolonizing the Imagination: Creative Expressions of Haitian Youth Self Liberation.
Dr. Desir will speak about her work collaborating with youth and community members to build a community center in Saint Raphael, Haiti.
**Coming in September 2013**
Education Faculty from Beit Berl Academic College and Oranim College in Israel
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Youth Held at the Border
Publication Date: 2012-12-21
Illegal. Undocumented. Remedial. DREAMers. All of these labels have been applied to immigrant youth. Using a combination of engaging narrative and rigorous analysis, this book explores how immigrant youth are included in, and excluded from, various sectors of American society, including education. Instead of the land of opportunity, immigrant youth often encounter myriad new borders long after their physical journey to the United States is over. With an intimate storytelling style, the author invites readers to rethink assumptions about immigrant youth and what their often liminal positions reveal about the politics of inclusion in America. Book Features: Engaging case studies that capture the lived experiences of immigrant youth, from secondary school and beyond, a cohesive analysis of how immigration law, education, and health intertwine to shape possible life pathways, descriptions of educational practices that both support and disempower newcomer immigrant students, recommendations for interrupting day-to-day practices that privilege some, and disadvantage others.
Re/Constructing "The Adolescent"
Publication Date: 2005-01-01
"Contributors to Re/Constructing "the Adolescent" problematize the "social construction of the adolescent" through a critique of the discourses that position youths and an examination of how youths enact, contest and sometimes transform those same discourses. These studies, combining empirical research and semiotic analyses, offer a fresh perspective on young people in western societies today, at the level of everyday discourse, embodied through gesture and symbolic action, with material effects."--BOOK JACKET.Title Summary field provided by Blackwell North America, Inc. All Rights Reserved
Publication Date: 2007-01-18
'This is an excellent text. I particularly liked how the authors share examples of critical literacy throughout the book, especially with digital and multimedia texts. The concepts of deconstruction and reconstruction are especially good' - Peter McDermott, The SAGE Colleges 'I have no doubt that graduate students would find the text helpful as they build understanding and fluency in the enactment of critical literacy practices. To date no text that I am aware of treats critical literacy in a way that encompasses elementary through high school practice. The authors show an awareness of the kinds of questions neophytes will ask and concepts they struggle to make sense of in the context of their classroom and their community. In an era of federal literacy mandates and fast capitalism, this is a text that offers hope. Through realistic discussion of how text shapes us and is shaped by us, the book provides its readers concrete ways to engage in critical literacy practices with children from elementary through high school' - Cheryl A. Kreutter, St. John Fisher College Critical Literacy: Context, Research, and Practice explores the theorization and implementation of critical literacy practices. As a subset of literacy pedagogy, critical literacy is distinguished by its particular emphasis upon interacting critically with texts and situating texts within broader political, cultural, historical, and economic contexts. A key focus of this text is the praxis of critical literacy; that is, theory and practice informing each other. Comprised of chapters that make use of clear explanations of the tenets of critical literacy, the context of literacy pedagogy in the United States, and classroom examples, this text focuses on what can be learned about the theory of critical literacy from implementation and what practice can learn from theory.