10:15 - 11:00 a.m. | Concurrent Sessions - I Decolonizing the Curriculum in STEAM Meganne Masko, assistant professor, School of Engineering and Technology What do we mean when we talk about decolonizing science, technology, engineering, arts, and mathematics (STEAM) education? How do we do it? Where do we even start? This presentation focuses on the personal, philosophical and practical work associated with growing STEAM education into a more just, equitable, diverse, and liberated field. We’ll take our lessons from IUPUI’s music therapy program in the School of Engineering and Technology. These lessons including recognizing the racism inherent in current admission practices, addressing barriers to admission and retention, and co-constructing curricula with students to encourage learning as a liberatory practice. Normalizing Black Othermothering Practices in the Academy: Establishing and Maintaining Nurturing and Supportive Mentoring Relationships with Black Students at Predominantly White Colleges and Universities (PWIs) Ronda C. Henry Anthony, associate professor, School of Liberal Arts This presentation focuses on ways to integrate othermothering practices into new or existing student programs. Patricia Hill Collins describes othermothers as “women [and men] who assist bloodmothers by sharing mothering responsibilities” (2000: p. 178). Adapted for the academy, othermothering can be used as a foundational practice to combat racially hostile campus environments and to provide the kind of “above and beyond” mentoring that Black students expect and benefit from (Guiffrida 2004: p. 708). The goals of utilizing othermothering practices include better integration of Black students into predominantly white colleges and universities, and the development of holistic mentoring relationships that provide the advising, support, and advocacy many Black students need. Navigating Racism in Graduate School: Student Panel Moderator:Tabitha Hardy, Assistant Dean for Student Development and Academic Affairs Panelists: Jasmine Beecham, graduate student, School of Science;Nickie Coomer, graduate student, School of Education at IUPUI;Gayle Cosby, graduate student, School of Education at IUPUI;Ana Luis, graduate student, School of Education at IUPUI;Alan Tyson, graduate student, School of Engineering and Technology Graduate students in various fields will share their experience and scholarship in exploring racial identity and intersectionality in higher education. In this impactful panel, scholars will lend their unique perspectives and insight into how race and identity has shaped their graduate experience and research agenda. |
11:15 a.m. - 12:00 p.m. | Transforming the Curriculum: A Panel Discussion Moderator: Monica Medina, clinical associate professor, School of Education, IUPUI Panelists: Danny Carroll, graduate student, School of Social Work; Lasana Kazembe, assistant professor, School of Education, IUPUI; Jamie Levine Daniel, assistant profesor, Paul H.O'Neill School of Public and Environment Affairs; Andrea Tamburro, associate professor, School of Social Work Racism continues to persist in higher education, and traditional diversity initiatives that fail to focus on transformation fall short in many colleges and universities. The structural racism built into the fabric of our education system requires an antiracist model that moves us beyond simplistic notions of inclusion. The experts on this panel share their knowledge about antiracist pedagogies and share strategies that address systemic inequities in higher education. |
12:15 - 1:00 p.m. | Concurrent Sessions - II How Global Learning Contributes to the Anti-Racist Imperative in Higher Education Hilary Kahn, Associate Vice Chancellor for International Affairs at IUPUI Racism is local and global, and global learning is as much about the world beyond our borders as it is about how legacies of power and social injustice are anchored and embodied in localized settings. This presentation explores how anti-racist pedagogies inform global learning, and how global learning meaningfully contributes to the anti-racist imperative in classrooms, campuses, and communities throughout the United States and beyond. The Best Teaching Practices are also Antiracist Teaching Practices: General Tips with Specific Impact Tina Chen, lecturer, School of Science and Eva Pietri, assistant professor, School of Science When educators begin to consider antiracist teaching, major changes can seem overwhelming though important, and it can be difficult to know where to begin. To encourage sustainable change in teaching practices through manageable initial steps, we re-frame general best teaching practices through an antiracist lens. Specifically, we will discuss developing a warm climate through identity safety cues, increasing course and assignment structure, and providing multiple methods of engagement, with a focus on immediately practicable steps.
Decolonializing the Classroom: From Complicity to Equality Danny Carroll, graduate student, School of Social Work Colonialization and Western dominance have left a legacy of pervasive inequity and injustice across the globe, in the US, in our institutions of education, and in the classroom. This session will explore colonialization’s legacy in the classroom as well as steps educators can take to confront it. Special attention will be paid to course design and pedagogy. |
1:10 - 2:00 p.m. | Keynote Address Critical Consciousness Required: Toward Decolonizing and Emancipatory Frameworks for Anti-Racist Curriculum Tambra Jackson, Interim Dean of the IU School of Education at IUPUI, Professor of Urban Teacher Education, and Adjunct Professor of Africana Studies The connectedness of pedagogy and curriculum is sometimes overlooked in intuitional goals of anti-racist curriculum efforts. The development of critical consciousness is an important part of pedagogical practices necessary for implementing and sustaining anti-racist curriculum. This presentation explores the ways in which building critical consciousness is fundamental for instructors, administrators, and leaders who want to implement social justice and anti-racist curriculum. |