Centering racial justice and equity in the “new normal, the keynote highlights conceptions and tools teachers and school leaders need to address and meet the complex needs of students, especially students living below the poverty line, those whose first language is not English, those who are Black and Brown, and those who might experience outside of school challenges across the United States. Particular attention will be placed on student assets and teacher practices that support student academic and social success.  Issues of race and racial justice will be framed to help educators identify PreK-12 students experiences and educators’ mindsets and practices that prevent and support students’ opportunities to learn and succeed in the midst of COVID-19 and the Black Lives Matter Movement. 

Centering racial justice and equity in the “new normal, the keynote highlights conceptions and tools instructors and administrators need to address and meet the complex needs of racially diverse students across the United States. Particular attention will be placed on student assets and instructor practices that support student academic and social success.  Issues of race and racial justice will be framed to help educators identify students experiences and educators’ mindsets and practices that prevent and support students’ opportunities to learn and succeed in the midst of COVID-19, the Black Lives Matter Movement, and beyond. How do we build college, university and communities of racial justice to benefit our collective interests of racial justice and equity?

What is culturally responsive teaching, and how might culturally responsive practices meet the social and academic needs of students? The workshop highlights conceptions and tools teachers and school leaders need to address and meet the needs of all students, especially students living below the poverty line, those whose first language is not English, those who are Black and Brown, and those who might experience outside of school challenges across the United States. Particular attention will be placed on student assets and teacher practices that support students.  Instructional practices that are culturally responsive to the very humanity of students will be addressed for classroom and school transformation.

Students tend to succeed when mechanism are in place to support them. Opportunity gaps, particularly for Black and Brown students, those who live below the poverty line, Muslim students, those whose first language is not English, and those who have a learning disability can result in students’ lack of academic and social success.  Educators tend to have good intentions and work overtime to meet the needs of their students. However, due to pressures and critiques inside and outside of education, they may forget fundamental principles, practices, and imperatives that can propel or stifle learning opportunities in schools and classrooms. With an explicit focus on disrupting inequity inside and outside of education, this keynote will focus on five imperatives necessary to build and cultivate justice and equity in classrooms and schools.

Educators tend to have good intentions and work overtime to meet the needs of their students. However, due to pressures and critiques inside and outside of education, they may forget fundamental principles and practices that can propel or stifle learning opportunities in schools and classrooms. With an explicit focus on addressing educational equity, the presentation will focus on five imperatives necessary to build and cultivate justice in schools with students. Implications for restoration and effective classroom teaching will be considered.

What is culturally responsive teaching, and how might culturally responsive practices meet the social and academic needs of students? The session highlights conceptions and tools teachers and school leaders need to address and meet the needs of all students, especially students living below the poverty line, those whose first language is not English, those who are Black and Brown, and those who might experience outside of school challenges across the United States. Particular attention will be placed on student assets and teacher practices that support students.  Instructional practices that are culturally responsive to the very humanity of students will be addressed for classroom and school transformation.

Understanding educational experiences and outcomes of students in urban schools is essential as we work to create a more equitable and just society for all. However, while challenges in urban education persist, mechanisms, practices and resources necessary to design optimal learning opportunities for students in these spaces are inconsistent and sometimes divisive.  In this talk, Milner discusses issues in urban education that divide and unite us with particular attention placed on reforms in education (and society) that could improve the life chances of these students. Recommendations for district, school and classroom practices will be discussed.