The BU Wheelock Equity & Social Justice webinar series features academic and community experts in dialogue about a wide variety of topics related to equity and social justice. The series provides a context to current and future social justice and equity issues in education and human development and offers attendees tools to take action.<\/p>\n
All are welcome! Primarily designed for practitioners in education and human development, our webinars may also hold interest for parents, alumni, BU colleagues, and partners from the greater Boston community, as well as anyone else interested in equity and social justice issues.<\/p>\n
BU Wheelock Equity & Social Justice webinars are free and open to all. If you wish to request accommodations for a webinar (typically visual, ASL, closed captioning, etc.), contact <\/em>wheelockevents@bu.edu<\/a> <\/em>3 weeks before the webinar to discuss your needs.<\/em><\/p>\n Recordings of our webinars are available on our YouTube channel<\/a>. In this webinar, presenters will share findings from a longitudinal study of transgender and nonbinary adolescents with attention to participants\u2019 strengths and factors that promote resilience. Time at the end will be allocated to conversation between the presenters and attendees.<\/p>\n PRESENTERS: This Policy Forum is part of a series conducted by the Coalition for Career Development Center in collaboration with Wheelock College of Education and Human Development\u2019s Center for Future Readiness<\/p>\n Watch the Recording Here!<\/a><\/div>\n<\/div>\n<\/p>\n Heather Justice of Education Strategy Group and Kate Kreamer of Advance CTE will discuss a major cross-sector collaboration to design and implement new pathways in six communities around the country. Their work is part of the New Skills Ready Network, a JP Morgan Chase Foundation initiative.<\/p>\n Paul Perkins, president of Amatrol and founding CCD Center board member, will explore strategies for ensuring pathways lead to industry recognized credentials.<\/p>\n Participants are invited to stay for an optional 30-minute follow-up discussion from 5-5:30 pm.<\/p>\n This webinar is part of a series conducted by the Coalition for Career Development Center in collaboration with the Center for Future Readiness at BU Wheelock College of Education & Human Development.<\/p>\n Watch the Recording Here!<\/a><\/div>\n<\/div>\n\n <\/dt>\n<\/dl>\n January 28, 2021, 3 PM EST<\/em><\/p>\n Wheelock\u2019s College Access and Student Success programs and the Boston University Office of Undergraduate Admissions, working closely with community partners, utilize a partnership model to support college access for precollege students and student success for undergraduates who matriculate at Boston University. The model initiates when BU Admissions engages potential partners by describing BU\u2019s commitment to access and success and builds a pipeline with the organization\u2019s students through targeted information sessions, student interviews, and in some cases sponsored visits to campus. Once students matriculate at the University, Admissions connects admitted students to Wheelock College\u2019s Access and Student Success (CASS) office. CASS recruits and trains BU faculty and staff to serve as volunteer student mentors and actively supports them in this role. The scope of mentorship includes individual meetings and group activities designed to encourage students\u2019 participation in NSSE\u2019s High Impact Practices.<\/p>\n This workshop will provide the rationale, context, and preliminary outcomes of this low-cost model, which is both scalable and replicable<\/p>\n Watch the Recording Here!<\/a><\/div>\n<\/div>\n\n <\/p>\n February 4, 2021, 3 PM EST<\/em><\/strong><\/p>\n Teachers and researchers are contributing to a growing body of work focused on discerning authentic from inauthentic representations of Black, Indigenous, People of Color (BIPOC) and intersectional marginalized characters and stories in children\u2019s literature as well as empowering from disempowering narratives. Importantly, the current visibility of our nation\u2019s racial unrest serves as the backdrop for this work. Ongoing acts of violence against Black and Brown bodies have been laid bare as the United States\u2019 legacy of white supremacy is on full display.<\/p>\n How does this connect with children\u2019s literature? When we fill our classrooms with books we are presented with opportunities to choose well and choose wisely in order to, literally, change prevailing narratives about intersecting identities. These choices are consequential. They can also be relatively simple\u2014small, simple changes to the texts we use and the ways we use them can have a big impact on children\u2019s identity development and their relationships with complex social issues.<\/p>\n Language & literacy experts Dr. Laura Jim\u00e9nez<\/a> and Dr. Andrea Bien<\/a> invite you to the 2nd webinar in our series, as we move from analysis to pedagogy focusing on examples of integrating rich children\u2019s literature into elementary classroom teaching.<\/p>\n Watch the Recording Here<\/a><\/p>\n Catch part one here<\/a><\/p>\n <\/div>\n<\/div>\n\n <\/p>\n In this lively panel conversation with civic education leaders from across the country, we will share recent findings from the Civics and Equity Initiative listening tours and the report the State of Civic Education in Massachusetts and discuss community-based and policy pathways for creating equitable, engaging civic learning opportunities.<\/p>\n Panelists<\/strong> <\/p>\n In US Public Schools, nearly 5 million children are classified as English Learners and 14% of all English Learner students are also classified as having a disability. Students who are dually classified as ELs and also having a disability are entitled, by law, to receive both specific English language development instruction and also specific Special Education services in response to their disability.<\/span><\/p>\n Current research has suggested that issues of identification and assessment of ELs with learning disabilities has led to both over-and under-representation of ELs in Special Education due to misdiagnosis and even when ELs with learning disabilities are correctly identified many of these students are often deprived of the dual services to which they are legally entitled.<\/span><\/p>\n It is important to call to attention that these issues are largely due to a lack of meaningful collaboration between education stakeholders including, but not limited to, English Learner teachers, Special Education teachers, school psychologists, and parents.<\/span><\/p>\n In this session, we will bring together a group of education stakeholders who work collaboratively to support and advocate for the needs of students who are dually classified as English Learners and also having a disability.<\/span><\/p>\n Watch the recording!<\/a><\/p>\n <\/div>\n<\/div>\n\n <\/p>\n This session will feature a conversation about how to talk about differences such as race, sexual orientation, gender identity and expression, and disability with young children (up to age 8) and their families. We will explore how young children view differences and how to have important conversations with young children about bias, stereotypes, and respect for differences.<\/span><\/p>\n Eleonora Villegas-Reimers<\/a>, clinical professor, department chair for teaching & learning at BU Wheelock <\/span><\/p>\n Moderator: <\/em>Christina Dobbs<\/a>, assistant professor at BU Wheelock<\/span><\/p>\n<\/div>\n Watch the recording!<\/a><\/div>\n<\/div>\n\n <\/p>\n How well do you know your students? How well do you listen to your students?<\/span><\/p>\n Funds of knowledge methodology is an approach to instruction that leverages students’ home- and community-derived skills to advance curricular topics and build upon what students already know. In classrooms where diverse students are supported, the prospect of gathering funds of knowledge may be complicated by the fact that many teachers do not share the racial, cultural, and linguistic backgrounds of their students. This webinar will introduce active listening as one aspect of intercultural communication that serves as a useful strategy for tapping into diverse student funds of knowledge.<\/span><\/p>\n Jennifer Lacroix<\/a>, Instructor, researcher, and doctoral candidate at Boston University Wheelock College of Education & Human Development<\/span><\/p>\n Watch the recording!<\/a><\/p>\n<\/div>\n <\/div>\n<\/div>\n\n <\/p>\n We live in a complex and rapidly changing world. It is history that helps us make sense of how our world came to exist and consider ways to create a better society in the future. Yet, there has been a dramatic decline in the number of students majoring in history and it has long been reported as one of students\u2019 least favorite school subjects. While there are many factors influencing this, one of the main causes is that students do not see history as relevant to their lives or a subject with present-day applications. They may ask, how does learning history make the world better?<\/span><\/p>\n In their recent book, Teaching History for Justice: Centering Activism in Students’ Study of the Past<\/a>, Martell and Stevens argue that we need a major transformation in history education toward justice<\/a>. We do this by centering activism and movement building within the study of the past. We argue that the ultimate purpose of learning history should be to foster citizens who have a critical lens on the world around them, where they better understand who has and who has not had power over time and ways that we can build a fairer and more equitable society in the present.<\/span><\/p>\n Over the past two decades, there have been growing voices advocating that we teach students to \u201cthink like a historian\u201d or \u201cthink like a democratic citizen.\u201d We argue that a third type of thinking, \u201cthinking like an activist,\u201d must also be the focus of history classrooms. In the past, social change has only occurred when activists worked collectively to speak back to power and improve society. We must prepare all students to become that next generation of change agents.<\/span><\/p>\n Chris Martell<\/a> (Wheelock’11), Assistant Professor of Social Studies (University of Massachusetts Boston)<\/span> <\/div>\n<\/div>\n\n <\/p>\n June 3, 2021, 3pm<\/em><\/p>\n Join local and national researchers and policy experts as we discuss choice, equity, and opportunity for students with disabilities.<\/span><\/p>\n Twenty-nine states nationwide offer school choice, which allows parents to choose alternative education placements for their children outside of their assigned public school. Florida is home to one of the largest school choice programs in the nation, and has two scholarship programs dedicated to students with disabilities. The FL legislature recently passed a bill to expand these programs. With the expansion comes the need to best understand how families utilize private school choice to support their children with disabilities to find the best educational fit.<\/span><\/p>\n Together with colleagues from the University of Arkansas Department of Education Reform, CERES Institute for Children & Youth released Choices & Challenges: Florida Parents\u2019 Experiences with the State\u2019s McKay and Gardner Scholarship Programs for Students with Disabilities, sharing findings from a mixed-methods study of Florida parents<\/a>.<\/span><\/p>\n School choice can be thought of as a mechanism for promoting equity and opportunity for students with disabilities by enabling access to additional educational options to students. Choices and Challenges<\/a> raises important questions and considerations about the process of accessing and utilizing the Gardiner and McKay scholarships and provides parent recommendations for helping more families get the most out of the scholarship program.<\/span><\/p>\n PANELISTS:<\/span> Watch the recording!<\/a><\/div>\n<\/div>\n\n <\/p>\n June 18, 2021, 1- 3 p.m.<\/em><\/p>\n One-hour Ryan Symposium keynote will be followed by your choice of breakout sessions.<\/em><\/p>\n KEYNOTE SPEAKER (1-2 p.m.) America is afflicted with a \u201cculture of contempt,\u201d says Brooks. It is increasingly common for people to view those who disagree with them as worthless, instead of just misguided or incorrect. This is fomented by an \u201coutrage industrial complex\u201d in media and politics. Through ancient wisdom and cutting-edge behavioral science, Brooks provides a roadmap to the prosperity that comes when we choose to love one another\u2014gaining strength from our differences.<\/p>\n OPTIONAL DISCUSSION BREAKOUTS (2:10-3 p.m.)<\/span> <\/p>\n This webinar was not recorded per request of the speaker.<\/div>\n<\/div>\n\n <\/p>\n October 21, 2021, 3-4 p.m.<\/em><\/p>\n Following up on the popular webinar, Talking with Children and Families about Differences and Equity, this session will help adults name and address incidences of bias regarding race, sexual orientation, gender identity\/expression, and disability with young children (up to age 8). We will explore why it is important for adults to build their own awareness and skills for responding to bias and stereotypes as the first step in addressing these issues with children. We will address concerns that prevent us from explicitly addressing these topics with young children, and how to move past this hesitancy to directly talk with young children about stereotypes, bias, exclusion, and bullying based on differences. PANELISTS:<\/span>
\n<\/em><\/p>\nRecent Webinars<\/strong><\/em><\/h4>\n
10\/28\/22: Elevating the Voices of Transgender and Nonbinary Adolescents: Promoting Strengths and Resilience<\/h3>
\nMelissa K. Holt, PhD, BU Wheelock
\nJennifer Greif Green, PhD, BU Wheelock
\nAidan Kraus, EdM, BU Wheelock
\nWatch the Recording Here!<\/a><\/div>\n<\/div>\n\n\n
11\/3\/2022: Innovative Strategies to Support Career and Workforce Readiness for Individuals with Disabilities<\/h3>
12\/5\/2022: Designing and Implementing Career Pathway Strategies That Are Responsive to Industry Needs and Enable Social Mobility for All Youth and Young Adults<\/h3>
\nThe Honorable Luke Rhine, deputy assistant secretary education for the Office of Career, Technical, and Adult Education, will showcase the opportunities and challenges associated with helping communities create pathways into high-wage\/high-demand opportunities for all youth and young adults.<\/p>\nPast Webinars<\/strong><\/em><\/h4>\n
Click here for an archive of our 2020 webinars<\/a><\/em><\/h5>\n
1\/28\/2021: Using a Partnership Model to Support College Access and Student Success<\/h3>
2\/4\/2021: How to Use the Books You Choose: Elevating the Status of Marginalized Identities in Children\u2019s Literature through Classroom Teaching<\/h3>
\nHow to Use the Books You Choose: Elevating the Status of Marginalized Identities in Children\u2019s Literature through Classroom Teaching<\/strong><\/p>\n3\/11\/2021: Reimagining Civic Education For Equity<\/h3>
\nMarch 11, 2021, 3 PM EST<\/em>
\nThe moment in which we are all living has exposed us to just how fragile our civic institutions are, and to the deep-rooted inequities that run through them. Now is a vital time to reflect on how to build high-quality civic education for all students, one that focuses on real-world issues and engagement and fosters in students the desire and skills to be change agents in their communities and our collective society.<\/p>\n
\nHardin Coleman<\/a>, Professor and Dean Emeritus, Boston University Wheelock College of Education and Human Development
\nAriel Tichnor-Wagner<\/a>, Lecturer and Program Director of Educational Policy Studies, Boston University Wheelock College of Education and Human Development
\nKei Kawashima-Ginsberg<\/a>, Director of CIRCLE, Tufts University
\nVerne\u00e9 Green<\/a>, Executive Director, Mikva Challenge
\nReuben Henriques<\/a>, MA Department of Elementary and Secondary Education<\/div>\n<\/div>\n\n3\/18\/2021: Supporting English Learner with Disabilities: A Collaborative Approach to Education and Advocacy<\/h3>
Supporting English Learner with Disabilities: A Collaborative Approach to Education and Advocacy<\/strong><\/h4>\n
Date<\/span>: March 18, 2021, 4 PM EST<\/strong><\/em><\/h5>\n
\nCatalina Tang Yan<\/a> \u8d99\u5609\u84ee, Doctoral Candidate at Boston University School of Social Work<\/span>
\nNancy Harayama<\/a> (she\/hers), Lecturer and Special Education Program Director, BU Wheelock<\/span>
\nChristine Montecillo Leider<\/a> (she\/hers), Clinical Assistant Professor and Bilingual Education Program Director, BU Wheelock<\/span><\/div>\n<\/div>\n4\/7\/2021: Talking with Young Children and Families about Difference and Equity<\/h3>
Talking with Young Children and Families about Difference and Equity<\/strong>
\n<\/strong><\/h4>\nDate<\/span>: April 7, 2021, 3 PM EST<\/strong><\/em><\/h5>\n
4\/15\/2021: The Untapped Potential of Listening Over Speaking: A Funds of Knowledge Approach for Building Teacher-Student Relationships<\/h3>
The Untapped Potential of Listening Over Speaking: A Funds of Knowledge Approach for Building Teacher-Student Relationships<\/strong><\/h4>\n
Date<\/span>: April 15, 2021, 3 PM EST<\/strong><\/em><\/h5>\n
4\/29\/2021: Teaching History for Justice<\/h3>
Teaching History for Justice<\/strong><\/h4>\n
Date<\/span>: April 29, 2021, 5 PM EST<\/strong><\/em><\/h5>\n
\nWatch the recording!<\/a><\/p>\n<\/div>\n6\/3\/2021: Choices & Challenges: Learning from Parents\u2019 Experiences with School Choice for Students with Disabilities<\/h3>
Choices & Challenges: Learning from Parents\u2019 Experiences with School Choice for Students with Disabilities<\/strong><\/h4>\n
\nDr. Shannon Varga<\/a>, Research Assistant Professor, Boston University Wheelock College and Associate Director for Research & Evaluation, CERES Institute for Children & Youth<\/span>
\nDr. Albert Cheng<\/a>, Assistant Professor, Department of Education Reform, University of Arkansas College of Education and Health Professions<\/span>
\nDoug Tuthill,<\/a> President, Step Up for Students<\/span>
\nMeghan Whittaker<\/a>, Director for Policy and Advocacy, National Center for Learning Disabilities<\/span><\/p>\n6\/18\/2021: The Ryan Symposium: Reclaiming Civic Friendship<\/h3>
The Ryan Symposium: Reclaiming Civic Friendship<\/strong><\/h4>\n
\nArthur C. Brooks<\/a>, Author of Love Your Enemies: How Decent People Can Save America from the Culture of Contempt<\/p>\n
\nMODERATORS<\/span>
\n<\/em>Hardin Coleman<\/a> and\u00a0<\/a>Karen E. Bohlin,\u00a0<\/em>BU Center for Character and Social Responsibility (CCSR)<\/span><\/p>\n
\n\u2022 The Power of Story to Inspire Civic Friendship, Deborah Farmer Kris, CCSR<\/span>
\n\u2022 Civic Dialogue Practices That Promote Courage & Dignity in the Classroom & Beyond, Barbara Whitlock, Montrose School<\/span>
\n\u2022 Educating for American Democracy, Natacha Scott, iCivics<\/span><\/p>\n10\/21\/2021: Directly Addressing Bias and Stereotypes with Young Children and Families<\/h3>
Directly Addressing Bias and Stereotypes with Young Children and Families<\/strong><\/h4>\n
\n<\/em><\/p>\n
\nMelody Brazo, education consultant
\nEllie Friedland,<\/a> clinical associate professor at BU Wheelock<\/span>
\nEleonora Villegas-Reimers,<\/a> clinical professor, department chair for teaching & learning at BU Wheelock<\/span>
\nMODERATOR:<\/span>
\nChristina Dobbs,<\/a> assistant professor at BU Wheelock<\/span><\/p>\n