Conveners: Dr. Vivian L. Gadsden, Walter T. Carter Professor of Child Development and Education, and Dr. H. Gerald Campano, Professor of Education, with Associate Dean Matthew Hartley.   Dr. Vivian Gadsden and Associate Dean Matthew Hartley will deliver welcoming remarks after which Dr. Gerald Campano will offer a context for the Forum and highlight the theme.

Our ten Senior Scholars will host informal lunch-time conversations with graduate students from various campuses. Graduate students will have the opportunity to sign up shortly. The locations will be announced later to participants.

"Views by Two" Dr. Stacey Lee, Professor of Education Policy Studies, University of Wisconsin. Dr. Fabienne Doucet, Associate Professor of Early Childhood and Urban Education, New York University. Ankhi Thakurta, doctoral student, and Wintre Foxworth Johnson, doctoral candidate, both from the Literacy, Culture and International Education (LCIE) Division, Reading/ Writing/ Literacy Program, will introduce Drs. Lee and Doucet respectively. Dr. Vivian Gadsden will moderate the session.   "National Emergency: Immigration, Xenophobia, and the Hegemony of Hate"   In this "Views by Two" conversation, Dr. Stacey Lee and Dr. Fabienne Doucet will share insights from their work with Asian and Black immigrants, arguing that while there is no unified immigrant experience, the grip of white supremacy on the United States produces recurring themes. They will offer suggestions for how educators can support and work strategically with immigrant students and their families, and how educators can bolster themselves for resisting the politics of divide-and-conquer.

A special opportunity for graduate students to take a break, enjoy beverages and snacks, and network with peers from other institutions.

Modero Company of South Philadelphia will perform traditional Indonesian dance.

Dr. Na'ilah Suad Nasir, President of the Spencer Foundation. Dean Pam Grossman, Chair of the Spencer Foundation Board of Directors, will introduce Dr. Nasir. "Creating Spaces of Love for Black Boys in Schools: Reflections on Teaching for Transgression." In this talk, Dr. Nasir explores the nature of teaching and learning in all-Black, all-male classroom spaces. Drawing on findings from a study of the African American Male Initiative in Oakland, Ca, she describes the pedagogical approach, the relationship between students and teachers, the preparation for teachers, and the curriculum of the initiatives’ signature program, the Manhood Development Program (MDP). She explores how the structure and processes within the MDP classes reframed the experience of school for Black boys, and created spaces of love which were transformative as learning and developmental spaces. The presence of loving spaces for Black boys was transgressive in disrupting the criminalization and devaluing of Black boys in schools, and also shifted the nature of the school environment through the creation of a new discourse and practices. 

Dr. Tarajean Yazzie-Mintz, Vice President for Program Initiatives, American Indian College Fund. Dr. H. Gerald Campano will introduce Dr. Yazzie-Mintz.    "On the Other Side of Invisibility: Community-Based Inquiry from within Indigenous Educational Contexts"  In this talk, Dr. Yazzie-Mintz examines a longstanding notion that Natives are invisible. On the other side of invisibility are vibrant Indigenous communities of educational practitioners engaged in collective inquiry to transform Native education from within tribal communities. But what is invisibility? Invisibility is how Native people, Native communities, and Native research are seen when looking from the mainstream—borne from the onslaught of research studies that include “insignificant” numbers of Native participants; the pervasive myths of Native communities as lost in the past; the co-optation of arts, science, literature, education, and inquiry in Native communities by non-Native artists, scientists, writers, educators, and researchers. However, going straight into what looks like a great void, from the mainstream side, gets us to the other side of invisibility. Reframing the inquiry stance from within tribal communities opens up the possibilities of seeing and understanding all the ways in which Indigenous and tribal communities are vibrant and empowered to address historical inequities, including invisibility. Standing on the other side of invisibility, we witness Native teachers, parents, community members, and their early learning partners engage in innovations in culture-based education and community transformation. These highly visible communities contribute knowledge from research and practice within early learning environments across Native communities—knowledge that strengthens early learning for all children.

Co-authors, co-researchers, and co-implementers: Joanne Larson, University of Rochester Joyce Duckles, University of Rochester George Moses, Northeast Area Development/ Freedom School/ Sankofa CommUniversity Robert Moses, Northeast Area Development/ Freedom School/ Sankofa CommUniversity Jeremy Smith, Northeast Area Development/Freedom School Kevin White, Rochester Housing Charities/ Sankofa CommUniversity Ryan van Alstyne, Rochester Housing Charities/ Sankofa CommUniversity Addie Sturgess, Sankofa CommUniversity/ ENGOAL/ Rochester Housing Charities Barbara Cole, Sankofa CommUniversity/ ENGOAL Pamela Lennon Blythe, Growing a Healthy Community/ ENGOAL/ Sankofa CommUniversity Vernice Murphy, Growing a Healthy Community/ ENGOAL   Building on more than a decade of collaboration, we will discuss how our work came to be, how we built trusting relationships over time and through difficulties, and how this collaboration has changed us and the community. Our expanding, intergenerational team will discuss our argument that limiting research and knowledge production to the academy dramatically reduces what humans can learn about ourselves and our world. By collaborating with community in authentic ways, what we learn, and how we learn it, expands in unexpected ways that, in turn, build knowledge that would not have been possible without the collaboration.

A special opportunity for graduate students to take a break, enjoy beverages and snacks, and network with peers from other institutions.

Dr. Alex Posecznick will announce the winner of the first "Ethnography in Education Book Award."

Drs.Vivian Gadsden and H. Gerald Campano will introduce and facilitate this panel of accomplished scholars: Dr. Katrina Bartow Jacobs, Dr. Ed Brockenbrough, Dr. Frederick Erickson, Dr. Maria Paula Ghiso, Dr. Kathleen Hall, Dr. Nancy Hornberger, Dr. Jie Park, and Dr. Krystal Strong.   This panel will include past conveners of the Forum in conversation with scholars representing different generations in our field, who have participated in the Forum at different points in its history. Panelists will offer short commentaries on a single issue they believe is critical for strengthening ethnographic research—to unravel important educational and social dynamics affecting diverse communities. The commentaries will be followed by a question-and-answer discussion among the panelists and with the audience.  The discussion is intended to encourage attendees to weigh the theme of the meeting in the context of persistent debates regarding knowledge and the use of knowledge to effect change and promote equity and social justice.