11:30-4:30p.m. at Laney College
REGISTRATION FOR RAD PD IS NOW CLOSED.
RadPD will bring together educators from around the country in dialogue and skill-building. Workshops and speakers will focus on decolonization, healing, education for liberation in the classroom, and teacher organizing.
RadPD will highlight the tensions and trauma of working for social justice in schools situated within a colonial context. Through interactive workshops, attendees will understand how K-12 educators and organizers from across the country draw from an analysis of decolonization to disrupt traditional classrooms and instead work to foster radical healing. RadPD will provide the opportunity for participants to explore the relevance of these approaches for educators across content areas and grade levels in order to develop specific skills to take back to their local areas.
There is an additional $25 fee to participate in Rad PD. The $25 fee for RadPD includes a free copy of the 2015-2016 edition of Planning to Change the World: A Lesson Plan Book for Social Justice Teachers, co-published by the Education for Liberation Network and the New York Collective of Radical Educators.
RadPD will take place on Thursday, July 9th at Met West High School, 314 E 10th St, Oakland, CA 94606
Confirmed speakers and presenters include:
Allyson Tintiangco-Cubales (Keynote)
Associate Professor, Asian American Studies Department, San Francisco State University
Dr. Allyson Tintiangco-Cubales is an Associate Professor in the College of Ethnic Studies at San Francisco State University. She is also an affiliated faculty member in the doctorate program for Educational Leadership in SFSU’s School of Education and the current coordinator of the Master’s program in Asian American Studies. Tintiangco-Cubales has published several books and a wide array of articles that focus on the development of ethnic studies curriculum and community responsive pedagogy. Her research focuses on urban youth, community studies, critical performance pedagogy, motherscholaring, and Pinayism, a concept that she coined in 1995. She is also currently writing about Babaylan pedagogy and her life as a community-engaged-motherscholar-of-color. Amongst her many projects, she has led initiatives that have forwarded Youth Participatory Action Research (YPAR) and Teacher Participatory Action Research (TPAR), which she developed in 2010. Since 2007, she has served as a consultant with the San Francisco Unified School District on the development of ethnic studies curriculum for high school students.
Prior to joining the faculty at SFSU, Dr. Tintiangco-Cubales received her B.A. from the University of California at Berkeley and her Ph.D. in Education from UCLA. She worked as an Educational Opportunity Program (EOP) counselor and instructor at UC Berkeley’s Student Life Advising Services and the Re-entry Program. She also has extensive experience working with youth, teachers, public schools, and community-based organizations in the San Francisco Bay Area for over 20 years including Asian American Recovery Services, Filipino Mental Health Initiative, Bayshore Childcare Services, and Solar Richmond. Dr. Tintiangco-Cubales is currently on the Board of the Directors for the Filipino Community Center located in San Francisco’s Excelsior District, serves on the advisory board for Manilatown Heritage Foundation, and is on the board for Artists in Motion, Bay Area.
In addition to her responsibilities as a faculty member at SFSU, Tintiangco-Cubales is the founder and director of Pin@y Educational Partnerships (PEP), an ethnic studies educational pipeline that creates partnerships and projects that work toward social justice. Every year, PEP sends hundreds of students to college, graduate school, and credential programs. PEP is proud to have graduated a record number of doctorates over the past decade, all of which are serving our communities in social justice organizations and teaching in schools and colleges across the nation. As a result of her work with PEP, she has published three sourcebooks with lesson plans, units, and workshops that highlight the marriage between critical Filipina/o American Studies content and the practice of critical pedagogy.
Shawn Ginwright (Keynote)
Associate Professor, African Studies Department, San Francisco State University
Shawn Ginwright is a leading national expert on African American youth, youth activism, and youth development. He is an Associate Professor of Education in the Africana Studies Department and Senior Research Associate for the Cesar Chavez Institute for Public Policy at San Francisco State University. In 1989, Dr. Ginwright co-founded Leadership Excellence Inc. with his friend Daniel Walker. Leadership Excellence is an innovative youth development agency located in Oakland, California that trains African American youth to address pressing social and community problems. In 2002 he also created the Research Collaborative on Youth Activism, a network of scholars activist who study, advocate and support youth organizing efforts around the country. Dr. Ginwright currently serves on the Board of Directors for the California Endowment with oversight of a 3 billion dollar endowment to improve the health of California's underserved communities. Additionally, he serves on the Board of Directors for the Institute for Sustainable Economic, Educational and Environmental Design (ISEEED) in Oakland, CA. ISEEED is a research, community building, and advocacy organization that addresses the interconnected challenges of environmental sustainability, educational achievement, and workforce development.
In 2011, he was awarded the prestigious Fulbright Senior Specialist award from the State Department for his outstanding research and work with urban youth. He has advised the Ford Foundation, Spencer Foundation, and The Heinz Endowments on philanthropic strategies to support young people in urban communities. He also serves on the Advisory Board for the Center for Information & Research on Civic Learning (CIRCLE) at the Johnathan Tisch College of Citizenship and Public Service at Tuffs University.
In 1999, he received his Ph.D. from the University of California Berkeley. His research examines the ways in which youth in urban communities navigate through the constraints of poverty and struggle to create equality and justice in their schools and communities.
He is the author of “Black in School- Afrocentric Reform, Black Youth and the Promise of Hip-Hop Culture” and co-editor of” Beyond Resistance!: Youth Resistance and Community Change: New Democratic Possibilities for Practice and Policy for America's Youth” and in 2010 he published “Black Youth Rising, Activism and Radical Healing in Urban America”.
He has published extensively on issues related to urban youth in journals such as Social Problems, Social Justice, Urban Review, and New Directions in Youth Development. He is a highly sought speaker to national and international audiences.
Stephanie Cariaga and Amreen Karmali
Healing as Praxis: Strategies to Engage BodyMindSpirit in the Classroom and Beyond
People's Education Movement, Young Empowered Women and UCLA; People's Education Movement, Young Empowered Women, and City Middle School
Confronting Our Genetic Memory: Radical Healing through Tezcatlipoca
XITO Educational Consultant
"I'm not crazy!": The Role of Critical Community in Addressing Racial Battle Fatigue
Assistant Professor Education, Society and Culture
Decolonizing the Elementary Classroom: Possibilities in Practice
People's Education Movement, LAUSD, Asst. Professor CSUMB
Jessica Aguilar and Colin Ehara
Storytelling as Healing: Addressing Present and Historical Trauma through Autoethnography Narrative
People's Education Movement - Bay Area
Juana Tello and Artnelson Concordia
Organizing Youth as a Path to Healing and Liberation
Organizer, Causa Justa; Ethnic Studies Teacher on Special Assignment, SFUSD