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X-ORIGINAL-URL:https://aacte.org/
X-WR-CALNAME:American Association of Colleges for Teacher Education
X-WR-CALDESC:Serving Learners
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UID:MEC-7a6a74cbe87bc60030a4bd041dd47b78@aacte.org
DTSTART:20240501T180000Z
DTEND:20240501T184500Z
DTSTAMP:20240403T195300Z
CREATED:20240403
LAST-MODIFIED:20241115
PRIORITY:5
TRANSP:OPAQUE
SUMMARY:Disrupting Injustice: Creating Classroom Communities for Everyone
DESCRIPTION:As people with power in schools, educators make instructional decisions that shape opportunities in classrooms for students to learn. An educator’s words and actions, especially related to the treatment of students and their ideas, are foundational for creating equitable learning communities in our classrooms and schools. In this AACTE Lunch & Learn, author and AACTE 2024 Gloria J. Ladson-Billings Outstanding Book Award winner David Stroupe, Ph.D., (University of Utah) will discuss the creation and growth of learning communities through a particular lens of inequity: epistemic injustice, a philosophical perspective that deals with inequities associated with knowledge and knowledge production practices. Using his award-winning book, “Growing and Sustaining Student-Centered Science Classrooms,” Stroupe will guide us in creating concrete examples from classrooms and will imagine how we can create more equitable learning spaces.\n \nSpeakers:\n\nDavid Stroupe, Ph.D.\nAssociate Professor\nSTEM Education, Teacher Education, & the Learning Sciences\nDirector of Research\nUsable STEM Research & Practice Hub\nUniversity of Utah\nDavid Stroupe is an associate professor of teacher education, STEM education, and the learning sciences at the University of Utah. He also serves as the director of research at the Usable STEM Research and Practice Hub. He has three overlapping areas of research interests anchored around ambitious and equitable teaching. First, he frames classrooms as science practice communities. Using lenses from Science, Technology, and Society (STS) and the History and Philosophy of Science (HPS), he examines how teachers and students disrupt epistemic injustice through the negotiation of power, knowledge, and epistemic agency. Second, he examines how beginning teachers learn from practice in and across their varied contexts. Third, he studies how teacher preparation programs can provide support and opportunities for beginning teachers to learn from practice. Stroupe has a background in biology and taught secondary life science for four years.\n\nNicholas Daniel Hartlep, Ph.D.\nEducation Studies Department Chair\nRobert Charles Billings Chair in Education\nBerea College\nCo-Chair, AACTE Committee on Research & Dissemination\nNicholas D. Hartlep (he/him/his) holds the Robert Charles Billings Endowed Chair in Education at Berea College, where he chairs the Education Studies Department. Hartlep’s research includes examinations of the model minority stereotype of Asian Americans, higher education leadership, teaching and transformation in urban educational settings, and the impact of neoliberalism on public P-20 education. He has published 26 books in the field of education over the course of his academic career, two of which were named Outstanding Books by the Society of Professors of Education. Hartlep has received multiple awards for his work, including the 2020 Emerging Leader Award from the American Association for Access, Equity and Diversity and the 2018 John Saltmarsh Award for Emerging Leaders in Civic Engagement from the American Association of State Colleges and Universities. He is currently writing “What Can Be Learned from Work Colleges? An Education That Works” (SUNY Press). His latest book is “Belonging in Higher Education: Perspectives and Lessons from Diverse Faculty” published by Routledge.\n
URL:https://aacte.org/calendar/disrupting-injustice-creating-classroom-communities-for-everyone-2/
CATEGORIES:Member Webinars
ATTACH;FMTTYPE=image/png:https://aacte.org/wp-content/uploads/2024/05/Lunch-and-Learn_Stroupe_Hartlep.png
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