NEXT MEETING: tba
Purpose of this Study Group: The work of the group includes:
- encouraging scholarship about urban education and related issues;
- articulating the basis for a C&I urban education focus;
- serving as an advisory group for urban education initiatives;
- developing a shared knowledge base about urban education and urban life;
- helping each other with the meta-cognitive task of writing
See a summary of our progress for 2005-06 at the bottom of this page.
Members for the 2005-06 Academic Year
R. Deborah Davis
Bruce Long Peng
A. The list below includes readings (in order of attention) that we will be addressing in future group meetings. If you need a copy contact the person whose name is listed after the article.
1. Foster, M. (1989). "It's Cookin' Now": A Performance Analysis of the Speech Events of a Black Teacher in an Urban Community College. pp. 1-29. Language in Society. (Bruce)
2. Foster, M.(1992, Autumn). Socio-linguistics and the African American Community: Implications for Literacy. pp. 302-311. Theory Into Practice XXXI(4). (Bruce)
3. Foster, M. (1995). Talking That Talk: The Language of Control, Curriculum, and Critique. pp. 129-150. Linguistics and Education 7. (Bruce)
4. Foster, M. (2001). Pay Leon, Pay Leon, Paleontologist: Using Call-and-Response To Facilitate Language Mastery and Literacy Acquisition Among African American Students. Chapter 11. pp. 247-266 in S. Lanehart (Ed.). Sociocultural and Historical Perspectives on African American English. Reading, MA: John Benjaminus. ( (Bruce)
5. U. S. Department of Education (2002). Meeting the Highly Qualified Teachers Challenge: The Secretary's Annual Report. (Ginny)
6. (2006) Racial Inequity in Special Education from Taking Sides. (Ginny)
7. Howard, G. R. (1993). Whites in Multicultural Education: Rethinking Our Role. Phi Delta Kappan, p. 36-41. (Arcenia and Dennis).
8. Laird, T.F., Bridges, B.K., Holmes, M. S., Morelon, C. L., & Williams, J. M. (2004, November) African American and Hispanic Student Engagement at Minority Serving and Predominantly White Institutions. Paper presented at the Annual Meeting of the Association for the Study of HIgher Education. Kansas City, MO. (Ginny)
9. Pasch, S., Pasch, M., Johnson, R., Ilmer, S., Snyder, J., Stapleton, E., Hamilton, A., Mooradian, P. (1993). Reflections of Urban Education: A Tale of Three Cities. In M.J. O'Hair & S. J. Odell (Eds.). Diversity and Teaching: Teacher Education Yearbook I, under sponsorship of the Association of Teacher Education. Fort Worth, TX: Harcourt Brace Jovanovich College Publishers. (Pat)
B. The list below includes papers and proposals developed by members of this study group.
Ann, J. & Long Peng, B.
Fairbrother, A. & Russo, P. (2005). To Be an Ally: Resolving Three Problems of Teaching for Social Justice and Urban Education on a Non-Urban Campus. Paper presented at the Sociology of Education Annual Conference, Pacific Grove CA.
Long Peng, B. (2004). Issues in Assessing Authentic Learning: Examination of Student Responses on Authentic Learning.
Parsons, D. et al
Russo, P. (2004) What Does It Mean To Teach For Social Justice? It Means Working To End the Cycle of Oppression.
C. The list below includes reference information about literature we have discussed this year.
Allen, J. & Hermann-Wilmarth (2004, May/June) Cultural Construction Zones. Journal of Teacher Education 55(3), pp. 214-226.
Ayvazian, A. (1995, January-February). Interrupting the Cycle of Oppression: The Role of Allies as Agents of Change. Fellowship. Reprinted in P. Rothenberg (Ed.) Race, Class, and Gender in the United States, Sixth Edition (2004). Pp. 598-604.
Cazden, C. B. (1999). The Language of African American Students in Classroom Discourse. Chapter 2 in C. T. Adger, D. Christian, & O. Taylor (Eds.). Making the Connection: Language and Academic Achievement Among African American Students. Washington, DC: Delta Systems and Center for Applied Linguistics.
Correa, V. I., Hudson, R. F. & Hayes, M. T. (2004). Preparing the Early Childhood Special Educators to Serve Culturally and Linguistically Diverse Children and Families: Can a Multicultural Education course Make a Difference? Teacher Education and Special Education 27(4). Pp. 323-341.
Diller, B. (1999, May). Opening the Dialog: Using Culture As a Tool In Teaching Young African American Children. The Reading Teacher 52(8). Pp. 820-828. (Shirley)
Dingus, J. E. (?). Making and Breaking Ethnic Masks, Chapter Five in Becoming Multicultural Educators: Personal Journey Toward Professional Agency. Jossey-Bass, A Wiley Imprint.
Duncan-Andrade, J. M. R. (2005, March). Developing Social Justice Educators. Educational Leadership.62(6). Pp. 70-73. (Pat)
Howard, G. R. (2004) Whites in Multicultural Education: Rethinking Our Role. ENC Online. Pp. 1-14. http://www.enc.org
Joseph, P. B. & Efron, S. (2005, March) Seven Worlds of Moral Education. Phi Delta Kappan. 86(7) pp. 525-53. (Pat)
Kincheloe, J. L. (2004). Why a Book On Urban Education?, Chapter 1, in 19 Urban Questions: Teaching in the City. S. R. Steinberg & J. L. Kincheloe (Eds.) Pp. 1-27. New York: Peter Lang.
Marshall, P. L. (2002). Racial Identity and Challenges of Educating White Youths For Cultural Diversity. Multicultural Perspectives 4 (3) pp. 9-14.
Monroe, C. R. & Obidah, J. E. (2004, May/June). The Influence of Cultural Synchronization on a Teacher's Perceptions of Disruption: A Case Student of an African American Middle-School Classroom. Journal of Teacher Education 55(3), pp. 256-268.
Nile, L. N. & Straton, J. C. (2003, Summer) Beyond Guilt: How to Deal With Societal Racism. Multicultural Education, pp. 2-6. Reprinted in Annual Editions, pp 117-122.
Popham, W. J. (2005, March). Instructional Quality: Collecting Credible Evidence. Educational Leadership 62(6). Pp. 80-81.
Wattsjohnson, Y. M. (2003). End White Silence. Multicultural Perspectives, 5(3), p. 12-18.
What Kids Can Do, Inc (2005) Students As Allies in Improving Their Schools. Publication on the following website: www.whatkidscando.org
D. Summary of Progress for 2005-06:
Submitted a collaborative proposal for NAMEL: The NAME proposal response will be received by August 1--and the conference is early November, so we will have August, Sept, and Oct to plan our presentation, if accepted.
AERA proposals are due August 1. We are considering making a similar proposal to them, and will talk more about this when we meet again.
Arcenia is coordinating a group from SUNY Oswego to participate in a consortium of folks from Syracuse U, LeMoyne, OCC, Syr City School Dist, and Syracuse community to plan for Multi-cultural Education professional development in the Syracuse schools. She'll be at a planning meeting on 4/28/06; and Arcenia, R Deborah, Anne, Pat, Marcia Burrell, and Barb Beyerbach attended the larger meeting on 5/12/05.
Dennis is working on a digital-video research project; will be involved with Project SMART in June, and is traveling to Benin in July. His work with students and teachers in NYC via Edu 381 is going strong.
RDeborah, Barb B, Tania, and Arcenia have submitted an article to MCE: how students in Edu 380 come to make meaning of MCE. Approx 13 students have signed up for this year's Edu 381 in Syracuse. RD will also be assigned a quarter time to act as the SOE Student Diversity Recruitment Coordinator.
Barb G is working on some research with her Block III methods class students on homophobic bullying. She is also working on a paper for Education Forum.
Anne F presented a paper on Urban Edu at AERA with Pat; both also presented recently at a conference at D'Youville in Buffalo. Anne will be developing a paper on student resistance (in urban settings) from her dissertation work, to Educational Foundations.
Pat's work study students presented about our urban education opportunities at a transfer and freshman open houses and at Theme Day this spring.
Bruce did a QUEST presentation on how Delaware teachers have changed as a result of the Prof Devel that he and Jean have been doing. Last week, 44 Delaware kids, 10-15 parents, 5-10 teachers, were hosted by nearly 70 Block I pre-teachers as they visited Oswego's campus. Jean, Bonita, and Bruce are also doing some research with Edu 301 students regarding their views of urban schools.
Ginny will be teaching in the Living and Learning Community, "Urban Schools, Urban Life," where 19 students will take a block of Edu 100 (with an urban flavor!), Psych 100 (from an ex-urban resident); and His 203 (from an urbanization specialist). These 19 students will also all live in Funnell Hall and engage in some evening activities about urban education issues.
Shirley's Spe 304 students once again presented about working with kids with disabilities to the Delaware teachers in Syracuse.