Winona State University is committed to cultural diversity and understanding on campus, and to prepare all members of our community for successful living in a global society. The Office of Inclusion & Diversity offers a variety of programs and initiatives for students, faculty, staff and the community.
Race Relations – Winona State University and Winona Rochester Campus
Administrator, Faculty, Staff & Teacher Professional Development Seminar
Topic: Issues in Race Relations and Cultural Diversity
Date: Tuesday, September 11, 2012
Location: Winona State University - Kryzsko Commons – East Hall – Dining Rooms E, F, & G
Time: 11:30 a.m. – 1:00 p.m.
Speaker: Dr. James Loewen
Registration only through WSU Office of Continuing Education Department (if you are not seeking CEU’s, you may attend without registering through the OCED office)
Professor Loewen will suggest reasons why a diverse college community, including the student body, benefits everyone. He will review the literature on teacher expectations, hoping to persuade teachers to expect high performance from all students, including those who may not imply, by their behavior, that they are college material. He will suggest different ways to test students, so as to communicate those high expectations to them but also help them perform well.
Lies My Teacher Told Me: Everything Your High School History Textbook Got Wrong
Topic: Lies My Teacher Told Me: Everything Your High School History Textbook Got Wrong
Date: Tuesday, September 11, 2012
Location: Winona State University - Kryzsko Commons – East Hall
Time: 7:00 p.m.
Keynote Speaker: Dr. James Loewen
Free & Open to the Public
Co-Sponsored by: WSU Rochester, WSU Winona, WSU College of Education, Southeast Technical College & Anoka Ramsey Community College
High school students hate history. When they list their favorite subjects, history always comes in last. They consider it the most irrelevant of twenty-one school subjects; bo-o-o-oring is the adjective most often applied.
James Loewen spent two years at the Smithsonian Institute surveying twelve leading high school textbooks of American History. What he found was an embarrassing amalgam of bland optimism, blind patriotism, and misinformation pure and simple, weighing in at an average of four-and-a-half pounds and 888 pages.
In response, he has written Lies My Teacher Told Me, in part a telling critique of existing books but, more importantly, a wonderful retelling of American history as it should - and could - be taught to American students. Beginning with pre-Columbian American history and ranging over characters and events as diverse as Reconstruction, Helen Keller, the first Thanksgiving, and the My Lai massacre, Loewen supplies the conflict, suspense, unresolved drama, and connection with current-day issues so appallingly missing from textbook accounts. A treat to read and a serious critique of American education, Lies My Teacher Told Me is for anyone who has ever fallen asleep in history class.
James Loewen's gripping retelling of American history as it should, and could, be taught, Lies My Teacher Told Me, has sold more than 1,250,000 copies and continues to inspire K-16 teachers to get students to challenge, rather than memorize, their textbooks.
Jim Loewen taught race relations for twenty years at the University of Vermont. Previously he taught at predominantly black Tougaloo College in Mississippi. He now lives in Washington, D.C., continuing his research on how Americans remember their past. Lies Across America: What Our Historic Sites Get Wrong came out in 1999. The Gustavus Myers Foundation named his book, Sundown Towns, a "Distinguished Book of 2005." In 2010, Teachers College Press brought out Teaching What Really Happened, intended to give K-12 teachers (and prospective teachers) solutions to the problems pointed out in Loewen’s earlier works.
His other books include Mississippi: Conflict and Change (co-authored), which won the Lillian Smith Award for Best Southern Nonfiction but was rejected for public school text use by the State of Mississippi, leading to the path breaking First Amendment lawsuit, Loewen et al. v. Turnipseed, et al. He also wrote The Mississippi Chinese: Between Black and White, Social Science in the Courtroom, and The Truth About Columbus.
He has been an expert witness in more than 50 civil rights, voting rights, and employment cases. His awards include the First Annual Spivack Award of the American Sociological Association for "sociological research applied to the field of intergroup relations," the American Book Award (for Lies My Teacher Told Me), and the Oliver Cromwell Cox Award for Distinguished Anti-Racist Scholarship. He is also Distinguished Lecturer for the Organization of American Historians, Visiting Professor of Sociology at Catholic University in Washington, DC, and Visiting Professor of African-American Studies at the University of Illinois in Urbana/Champaign.
Dakota Cultural Sensitivity Program & Exhibit – Winona State University
Topic: Dakota Culture and Gender Roles, from Contact to Exile
Date: Wednesday, September 12, 2012
Location: Student Activity Center – Kryzsko Commons – Lower Hyphen
Time: 12:00 p.m. – 1:00 p.m.
Speakers: Dr. Colette Hyman, Winona State University History Professor
Free & Open to the Public
Co-Sponsored by: WSU Rochester, WSU Winona, WSU College of Education, Southeast Technical College & Anoka Ramsey Community College
This presentation will examine on gender roles among the Dakota in Minnesota, and on the different ways in which contact with Europeans and European-Americans, in its various phases, affected Dakota women and Dakota men.
Dr. Colette A. Hyman, Professor, History Department teaches history and women’s studies at Winona State University. She is the author of Staging Strikes: Workers’ Theatre and the American Labor Movement and Dakota Women's Work: Creativity, Culture, and Exile.
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1862 Exhibit
http://www.winonadakotaunityalliance.org/education/1862-exhibit/
Dates: Tuesday, September 11th through Thursday, September 13th 2012
Location: Kryzsko Commons – Student Activity Center – Lower Hyphen
Time: Opening to Close
In the late summer of 1862 a war raged across southern Minnesota between Dakota warriors, U.S. military, and immigrant settlers. In the end, hundreds were dead, and thousands more would lose their homes forever. The day after Christmas, 1862, thirty-eight Dakota men were hung in Mankato by order of Abraham Lincoln. It remains the largest mass execution in United States history. The bloodshed and its aftermath left deep wounds that have yet to heal.
The traveling exhibit, Commemorating Controversy: The Dakota – U.S. War of 1862, was produced by Gustavus Adolphus College students, in conjunction with the Nicollet County Historical Society. Twelve panels explore the war’s causes, voices, events, and long-lasting consequences.
The project was funded by Gustavus Adolphus College, Nicollet County Historical Society, Minnesota Humanities Center, Minnesota Historical Society, and the people of Minnesota through a grant funded by an appropriation to the Minnesota Historical Society from the Minnesota Arts and Cultural Heritage Fund.
“The whites were always trying to make the Indians give up their life and live like white men . . . If the Indians had tried to make the whites live like them, the whites would have resisted, and it was the same way with many Dakota.”
– Wambdi Tanka (Big Eagle)
“The [beliefs] and habits of the Indian must be eradicated; habits of industry and economy must be introduced in the place of idleness . . . the peaceful pursuit of home life must be substituted for the war-path, the chase, and the dance; and more than all, the hostility of the Indian opposed to this policy must be met on the threshold.”
- Redwood Indian Agent Thomas Galbraith
Administrator, Faculty, Staff & Teacher Professional Development Seminar
Topic: Building Relationships and Working with Tribal Communities, Leaders and Elders
Date: Thursday, September 13, 2012
Location: Winona State University - Kryzsko Commons – East Hall – Dining Rooms E, F, & G
Time: 11:30 a.m. – 1:00 p.m.
Speakers: Rick Thomas, Tribal Historical Preservation Office Director at Santee Sioux Nation
& Wyatt Thomas, Professor of History & Language, Nebraska Indian Community College
Registration through WSU Office of Continuing Education (if you are not seeking CEU’s, you may attend without registering through the OCED office)
Top of the Psyche: Topics to acknowledge: How we as Dakota view life, “Nagi” thoughts and interpret our spirit? Principals: 7 basic ways of guidance in our Dakota life; Natural vs. Unnatural ways of life, spiritual vs. emotional. The three major topics will guide participants into viewing the Dakota as a way of life, how we survive and live, living as common people, in a common community, with a lot of common sense.…..
Topic: Dakota Cultural Sensitivity: Impact of the 1862 Minnesota Uprising
Date: Thursday, September 13, 2012
Location: Stark Science Lab 120
Time: 7:00 p.m.
Speakers: Rick Thomas, Tribal Historic Preservation Officer Santee Sioux Nation & Wyatt Thomas, Professor of History & Language Santee Campus Nebraska Indian College
Free & Open to the Public
Co-Sponsored by: WSU Rochester, WSU Winona, WSU College of Education, Southeast Technical College & Anoka Ramsey Community College
In 1862, the exile Dakota that stem from the impact of the hangings, forced march to Fort Snelling, imprisonment at Davenport and finally the exile to Crow Creek will be explored utilizing the 7-Philosophies oriented in yesterday’s and today’s society from the Dakota perspective.
Rick Thomas is an enrolled member of the Santee Sioux Nation, located in Northeast Nebraska, on the Santee Sioux Reservation.
I’m a 100% disabled Viet Nam Veteran, wounded June of 1966, while serving in Viet Nam with the 101st Airborne Division, as a combat Infantry Soldier. Rick is co-founder of the Red Road Approach, which has been in existence for approximately 30 years, doing training throughout the United States and Canada, in the area of behavior health.
Rick has served on the Tribal Council for 9-years, 1 year as Tribal Chairman, 11 years on the Nebraska Indian Commission in the State of Nebraska, 1-term as mediator for the Nebraska Supreme Court, served as Great Plains Indian Gaming Commission President and worked as a clinical/Program Director for 8-years in Sgt. Bluff, Iowa.
National and International trainer for the past 30 years on the Red Road Approach:
Universities and Colleges throughout the US
Every community in the Aberdeen Area, in the past 25 years
National Indian Head Start Programs in Washington DC
National Indian Social Workers
National Indian Mental Health
63 different tribes and Nations
Rick is currently serving as the Santee Sioux Nation’s Tribal Historical Preservation Office Director, funded through the National Parks Service.
Mr. Thomas received a proclamation from the Governor of the State of South Dakota in 2009, as a lifelong achievement for promoting healing and training in the State of South Dakota, declared Rick Thomas Day, September 17th, 2009, with letter from Senator Thune acknowledging Mr. Thomas and the Red Road Approach.
My English name is Wyatt Thomas. My Dakota name is “Standing Nation’’ (keeper of everything mother earth gives us). I am from Santee Nebraska and I currently live in the Hobu district. I was born into the “Spirit Lake and Shooter’s Among the Leaves People.” I am an enrolled member of the Santee Sioux Nation of Nebraska and I am Dakota.
I currently work for the Nebraska Indian Community College in Santee Nebraska where I am currently the Division Head for the Native American Studies Department. I am an honorable discharged veteran. My previous job was a fill in on the Santee Sioux Nation’s Tribal Council. I also taught at the Santee Public High School. I practice my Dakota ways of life on a daily basis, because my mother always told me: “Son you were born a Dakota, so you need to live as a Dakota and because you will die as a Dakota.”
Hispanic Heritage Month – Winona State University
Administrator, Faculty, Staff & Teacher Professional Development Seminar
Topic: Transformative Leadership: A Holistic Approach Toward Achieving Campus Diversity
Date: Tuesday, September 25, 2012
Location: Winona State University - Kryzsko Commons – East Hall – Dining Rooms E, F, & G
Time: 11:30 a.m. – 1:00 p.m.
Speaker: Dr. Carlos Nevarez
Registration through WSU Office of Continuing Education (if you are not seeking CEU’s, you may attend without registering through the OCED office)
This workshop helps participants develop knowledge and skills in diversity leadership development through interactive and experiential learning. It offers participants insights to organizational strategies, techniques, and models that can increase diversity competence while working toward the development of a campus diversity plan.
Topic: Empowering Latinos to Achieve Educational Success: Early Childhood Education through College
Date: Tuesday, September 25, 2012
Location: Winona State University – Kryzsko Commons – East Hall
Time: 7:00 p.m.
Keynote Speaker: Dr. Carlos Nevarez
Free & Open to the Public
Co-Sponsored by: WSU Rochester, WSU Winona, WSU College of Education, Southeast Technical College & Anoka Ramsey Community College
This presentation provides a summary of successful practices used to guide Latino educational success from early childhood through college. Twenty-two steps to mentoring Latino students at all educational levels underscore this presentation. It aims to empower parents, teachers, counselors, community members, and administrators to guide educational success of Latinos, who now make up 50 million people, or about 16.5 % of the U.S. population.
Dr. Carlos Nevarez serves as an Associate Professor and Director of the Independent Doctoral Program in Educational Leadership at California State University, Sacramento. He received his doctorate in Educational Leadership & Policy Studies and Master’s in Counseling from Arizona State University and has focused much of his work on developing academic programs designed to cultivate transformational leaders. These programs include one master’s and two doctoral programs in educational leadership. His recent research and publications focus on addressing what type of leadership training is available for higher education leaders and its impact on leadership development.
He has taught numerous courses on the topic of leadership theory, diversity, research methods, and student affairs. He currently serves as the Chair of the American Educational Research Association (AERA) Special Interest Group: Multicultural/Multiethnic Education: Research, Theory, and Practice and was a Doctoral Fellow for the Kellogg Foundation. Dr. Nevarez has held a multiplicity of internships and fellowships with national organizations: Western Interstate Commission for Higher Education (WICHE); Education Commission of the States (ECS); National Science Foundation (NSF)/The Association for Institutional Research (AIR); and the National Institute on Drug Abuse (NIDA). He also serves as a consultant for the College Board and the Education Testing Service (ETS).
Disability Awareness Program – Winona State University
Administrator, Faculty, Staff & Teacher Professional Development Seminar
http://www.urbanschools.org/pdf/OPdisability.pdf
Topic: Dis/Abling the Academy: The Importance of Disability Studies and Universal Design for Learning for Building Inclusive Educational Communities
Date: Tuesday, October 2, 2012
Location: Winona State University - Kryzsko Commons – East Hall – Dining Rooms E, F, & G
Time: 11:30 a.m. – 1:00 p.m.
Speaker: Dr. Philip Ferguson
Registration through WSU Office of Continuing Education (if you are not seeking CEU’s, you may attend without registering through the OCED office)
What does it mean to be an “inclusive” campus that creates a welcoming and accessible environment for students, faculty and staff with disabilities? This seminar will explore the possible answers to that question by looking what it can mean to be disabled in today’s society and how that plays out in both the social and intellectual dimensions of college life. We will look specifically at the concepts and practices of including people with disabilities in all facets of academic life. Using the conceptual tools provided by the emerging field of Disability Studies, the seminar will encourage discussion of practical ways to promote intellectual and social accessibility on campus as well as physical access.
Topic: Getting Access: Expanding Notions of Accessibility to All Dimensions of Campus Life
Topic to Be Determined
Date: Tuesday, October 2, 2012
Location: Winona State University – Kryzsko Commons – East Hall
Time: 7:00 p.m.
Keynote Speaker: Dr. Philip Ferguson
Free & Open to the Public
Co-Sponsored by: WSU Rochester, WSU Winona, WSU College of Education, Southeast Technical College & Anoka Ramsey Community College
Access can and should mean much more than ramps and curb cuts (important as those can be). How do we help others “get” the breadth and depth of a fully developed concept of accessibility? This presentation will explore the multiple dimensions of accessibility and how they all contribute to the overall wellness of both individuals and society.
Dr. Philip Ferguson is a professor in the College of Educational Studies at Chapman University in Orange, California. He is the author of a book on history of institutions for people with severe intellectual disabilities in the 19th and early 20th century, Abandoned to their fate: Social policy and practice toward severely disabled people, 1820 to 1820 (Temple Univ. Press, 1994) and a review of the history of professional portrayals of families of disabled children, “Mapping the family: Disability studies and the exploration of the parental response to disability” that appears in the Handbook of Disability Studies (Sage, 2001) and Infusing Disability Studies Into the General Curriculum (National Institute for Urban School Improvement 2006). He is a past president of the Society for Disability Studies. His current research focuses on the history of special education in the early 20th century.
Administrator, Faculty, Staff & Teacher Professional Development Seminar
Topic: “LGBTQI Equity and 21st Century Higher Education: Pathways for Supportive and Empowering Campuses”
Date: Tuesday, October 9, 2012
Location: Winona State University - Kryzsko Commons – East Hall – Dining Rooms E, F, & G
Time: 11:30 a.m. – 1:00 p.m.
Speaker: Dr. Heather Hackman
Co-Sponsored by: WSU Rochester, WSU Winona, WSU College of Education, Southeast Technical College & Anoka Ramsey Community College
Registration only through WSU Office of Continuing Education Department (if you are not seeking CEU’s, you may attend without registering through the OCED office)
This session begins with a discussion of the current challenges for LGBTQI students on our campuses, outlines the overall campus impact of not attending to these issues, and then suggests strategic planning and policy implementation steps to take to make a campus an equitable and empowering place for LGBTQI students and their allies. The workshop is content driven but relies of participant interaction so please come with questions and ideas to share.
National Coming Out Day Evening Keynote
Topic: “A Queer Moment? A Critical Conversation about the Current Status of the LBGTQI Movement and Some Thoughts for the Decades to Come”
Date: Tuesday, October 9, 2012
Location: Winona State University - Kryzsko Commons – East Hall
Time: 7:00 p.m.
Keynote Speaker: Dr. Heather Hackman
Free & Open to the Public
Co-Sponsored by: WSU Rochester, WSU Winona, WSU College of Education, Southeast Technical College & Anoka Ramsey Community College
In this talk, Dr. Hackman uses an historical, political and intersectional lens to take a critical and yet appreciative look at the LGBTQI movement from its origins to the current “queer moment”. Using this framework, Dr. Hackman then shares some concrete suggestions for the assurance of a collaborative and intersectional 21st century movement that can more deeply address the needs of the LGBTQI community and its allies.
Dr. Hackman’s Bio
Dr. Heather Hackman has been teaching and training on social justice issues since 1992 and is currently a tenured professor in the Department of Human Relations and Multicultural Education at St. Cloud State University in St Cloud, Minnesota. She has taught courses in social justice and multicultural education (pre-service), race and racism, heterosexism and homophobia, social justice education (higher education leadership), oppression and social change, sexism and gender oppression, class oppression, and Jewish oppression. She received her doctorate in Social Justice Education from the University of Massachusetts at Amherst in 2000 and has been teaching at St. Cloud since that time. She consults nationally on issues of deep diversity, equity and social justice and has focused most of her recent training work on issues of racism and white privilege, gender oppression, heterosexism and homophobia, and classism. She has published in the area of social justice education theory and practice, racism in health care (with Stephen Nelson), and is currently working on two books, one addressing anti-racism professional development training for P-12 professionals and another (with Susan Raffo) examining racism as trauma and the identification of more complex pathways of healing and working toward racial justice. In 2009, she was awarded a Research Fellowship with the Great Place to Work Institute and has developed corporate training rubrics augmenting GPTWI’s frameworks. She has sat on the board of Minnesota NAME as president, the board of Rainbow Families, and has served on numerous committees committed to multicultural and social justice work.
American Education Week – November 12th – 16th, 2012
Administrator, Faculty, Staff, Teacher & Counselor Professional Development Seminar
Topic: “Retaining and Graduating Men of Color in Higher Education: Implications for Faculty, Staff, Administrators, Teachers and Counselors”
Date: Tuesday, November 13, 2012
Location: Winona State University - Kryzsko Commons – East Hall – Dining Rooms E, F, & G
Time: 11:30 a.m. – 1:00 p.m.
Speaker: Dr. Jonathan Luke Wood
This interactive workshop will examine current and emerging research trends on men of color in higher education. The presenter will highlight the role of psychosocial outcomes and institutional contexts in impacting the success of these men. Participants will be engaged in conversations around promising practices for retaining and graduating men of color.
Topic: “What’s Race Got to Do With It?: The Future of Education in America”
Date: Tuesday, November 13, 2012
Location: Winona State University
Time: 7:00 p.m. – East Hall – Kryzsko Commons
Keynote Speaker: Dr. Jonathan Luke Wood
Free & Open to the Public
Co-Sponsored by: WSU Rochester, WSU Winona, WSU College of Education, Southeast Technical College & Mankato State University
This presentation will trace the application of critical race theory (CRT), from its origins in critical legal studies to its use as a predominant framework in education. Using examples from institutional, state, and federal policy, the presenter will illustrate how interest convergence (a core concept in CRT) has been a recurrent theme in educational progress for diverse communities.
BIO
J. Luke Wood, PhD, is Assistant Professor of Administration, Rehabilitation, and Postsecondary Education at San Diego State University (SDSU). Wood teaches courses on assessment, evaluation, and quantitative research in the master’s program in student affairs and in the doctoral program in community college leadership. Dr. Wood is Co-Director of the Minority Male Community College Collaborative (M2C3), a national project of the Interwork Institute at SDSU that partner with community colleges across the United States to enhance access, achievement, and success among minority male community college students. He is also the Co-Founder and Editor Emeritus of the Journal of African American Males in Education (JAAME), Chair of the Multicultural & Multiethnic Education (MME) special interest group of the American Educational Research Association (AERA), and Chair-Elect for the Council on Ethnic Participation (CEP) for the Association for the Study of Higher Education (ASHE).
Wood’s research focuses on factors impacting the success of Black (and other minority) male students in the community college. In particular, his research examines contributors (e.g., social, psychological, academic, environmental, institutional) to positive outcomes (e.g., persistence, achievement, attainment, transfer, labor market outcomes) for these men. Dr. Wood has authored nearly 50 publications, including 25 peer-reviewed journal articles and 12 book chapters, among other works. Wood is the co-author of two textbooks, Community College Leadership & Administration: Theory, Practice, and Change (2010, Peter Lang), and Leadership Theory in the Community College: Applying Theory to Practice (2013, Stylus). He is also co-editor of the books, Black Men in College: Implications for HBCU’s and Beyond (2012, Routledge), and Black Males in Postsecondary Education: Examining their Experiences in Diverse Institutional Contexts (2012, Information Age).
Dr. Wood is a former recipient of the Sally Casanova Pre-Doctoral Fellowship from which he served as research fellow at the Stanford Institute for Higher Education Research (SIHER), Stanford University. He has also served as a Young Academic Fellow for the Institute for Higher Education Policy and Lumina Foundation. His scholarship and professional practice have been lauded through awards and honors, including: the National Association for Student Personnel Administrator’s Newly Published Research Award from the Knowledge Community on Men and Masculinities; the Mildred Garcia Award for Exemplary Scholarship (ASHE-CEP); the ASU Alumni Association Outstanding Graduate Award, the ASU Fulton College Dean’s Excellence Award for Graduate Research, the Sacramento Observer’s the Top 30 under 30 Award, the ASU Fulton College Robert H. Fenske Fellowship for Higher & Postsecondary Education (ASU Fulton College); and the International Society for the Exploration of Teaching and Learning Distinguished Fellows Presentation Co-Award.
Wood received his PhD (2010) in Educational Leadership & Policy Studies with an emphasis in Higher Education from Arizona State University (ASU). He also holds a master’s degree in Higher Education Leadership with a concentration in Student Affairs and a bachelor’s degree in Black History and Politics from California State University, Sacramento. Luke is a member of Alpha Phi Alpha Fraternity Incorporated.
Native American Heritage Month – Winona State University
Administrator, Faculty, Staff & Teacher Professional Development Seminar
Date: Tuesday, November 27, 2012
Location: Winona State University - Kryzsko Commons – East Hall – Dining Rooms E, F, & G
Time: 11:30 a.m. – 1:00 p.m.
Speaker: Dr. Kay McGowan & Ms. Fay Givens
Registration through WSU Office of Continuing Education (if you are not seeking CEU’s, you may attend without registering through the OCED office)
Topic: Chain of Sorrow: The Indian Schools, The Survivors Story
Date: Tuesday, November 27, 2012
Location: Winona State University – Kryzsko Commons – East Hall
Time: 7:00 p.m.
Keynote Speaker: Dr. Kay McGowan & Ms. Fay Givens
Free & Open to the Public
Co-Sponsored by: WSU Rochester, WSU Winona, WSU College of Education, Southeast Technical College & Anoka Ramsey Community College
Ms. Fay Givens and Dr. Kay McGowan, twin sisters of Choctaw-Cherokee heritage who have long been advocates for the rights of this country's first inhabitants.
Givens is director of American Indian Services Inc., a nonprofit service agency for Native Americans in Lincoln Park. McGowan, who holds a Ph.D. in cultural anthropology from Wayne State, is a professor at Eastern Michigan University. Both have worked with the United Nations in an attempt to strengthen the rights of indigenous people in countries throughout the world.
Topic: We Are the People We Have Been Waiting For
Date: Tuesday, January 22, 2013
Location: Kryzsko Commons – East Hall
Time: 7:00 p.m.
Keynote Speaker: Mr. Charles McDew, Chairman of the Student Non-Violent Coordinating Committee (SNCC) 1961-1964 - http://charlesmcdew.com/
Free & Open to the Public
Co-Sponsored by: WSU Rochester, WSU Winona, WSU College of Education, Southeast Technical College & Target Corporation
Topic: Human Relations Training for Professionals - Administrator, Faculty, Staff, Teachers and Counselor Professional Development Workshop (This workshop is also open to WSU students)
Date: Wednesday, January 23, 2013
Location: Dining Rooms E, F & G Kryzsko Commons
Time: 11:30 a.m. – 1:00 p.m.
Keynote Speaker: Mr. Charles McDew, Chairman of the Student Non-Violent Coordinating Committee (SNCC) 1961-1964 - http://charlesmcdew.com/
Free & Open to the Public
Co-Sponsored by: WSU Rochester, WSU Winona, WSU College of Education, Southeast Technical College & Target Corporation
Charles McDew has devoted his life to issues of social and political change, to the empowerment and development of local black leadership, to civil and human rights, and to the fight against racism. An activist as well as a theoretician, he led his first demonstration in the eighth grade, to protest violations of the religious freedom of Amish students in his hometown of Massillon, Ohio.
Mr. McDew’s career as an activist expanded in scope while he was a freshman at South Carolina State College in Orangeburg, South Carolina. Inevitably involved in the newborn sit-in movement, he was elected as student leader by his fellow demonstrators. Influenced by Rabbi Hillel’s dictum, “If I am not for myself, who will be for me? If I am only for myself, what am I? And if not now, when?,” Mr. McDew participated in the founding of the Student Non-Violent Coordinating Committee (SNCC) in 1960. Described by fellow SNCC activist Bob Moses as a “black by birth, a Jew by choice and a revolutionary by necessity,” Mr. McDew was elected as Chairman of SNCC in 1961 and served in that capacity until 1964.
California Congressman Tom Hayden characterized Mr. McDew as a “combination of intellectual and jock, possessed of an absolutely arrogant fearlessness.” Under Mr. McDew’s leadership, SNCC expanded its community organizing activities, penetrating into those parts of the South deemed too dangerous for organizers by traditional civil rights programs. With its commitment to developing and empowering local leadership and challenging racist laws and practices, SNCC’s field secretaries led the way in desegregating local facilities, operating freedom schools and registering voters. In one of the most extraordinary and sustained displays of courage and resolve in the history of American activism, SNCC field workers endured years of savage and continuous repression to challenge the most racist state in the Union, Mississippi. Their activities culminated in the Mississippi Freedom Summer of 1964, and the Mississippi Freedom Democratic Party challenge to the party establishment at the Democratic National Convention in Atlantic City in 1964. The SNCC policy of developing local leadership bears fruit today in the increasing number of black elected officials all over the Deep South, whose entry into political life was inaugurated by SNCC’s presence in their communities.
Since that time, Mr. McDew has been active in organizations for social and political change, working as a teacher and as a labor organizer, managing anti-poverty programs in Washington, D.C., serving as community organizer and catalyst for change in Boston and San Francisco, as well as other communities. He has appeared on countless radio and television programs as a speaker against racism. He continues to be involved in programs for social and political change designed to develop local leadership and break down racial and cultural barriers.
Mr. McDew recently retired from Metropolitan State University, Minneapolis, MN, where his classes in the history of the civil rights movement, African-American history, and classes in social and cultural awareness are always oversubscribed.
Black History Month Program
Topic: The Obama Effect: Beyond Trayvon Martin - Where Do We Go From Here?
Date: Monday, February 18, 2013
Location: WSU-Rochester/Rochester Community and Technical College - Coffman (CF) 206/208
Time: 3:30 p.m.
Keynote Speaker: Dr. Ibram Rogers -
http://www.ibram.org/#
Free & Open to the Public
Co-Sponsored by: WSU Rochester, WSU Winona, WSU College of Education, Southeast Technical College & Target Corporation
Dr. Rogers will delve into a discussion of the complexities of racial progress. African Americans feel racial progress in the age of President Obama, but have been reminded of the lack of progress in the age of Trayvon Martin. He will discuss the paradox of racial progress with racism still defining our era.
Topic: The White Studies Saga: Scientific Racism Before Black Studies - Administrator, Faculty, Staff, Teachers and Counselor Professional Development Workshop (This workshop is also open to WSU students and community members)
Date: Tuesday, February 19, 2013
Location: Winona State University - Dining Rooms E, F, & G – Kryzsko Commons
Time: 11:30 a.m. – 1:00 p.m.
Keynote Speaker: Dr. Ibram Rogers -
http://www.ibram.org/#
Free & Open to the Public
Co-Sponsored by: WSU Rochester, WSU Winona, WSU College of Education, Southeast Technical College & Target Corporation
Dr. Rogers will take listeners through the history of racist ideas espoused by scholars from 1660 to 1960. He will demonstrate how those ideas changed over time, but stayed consistent in maintaining a racial hierarchy based on religion, phenotypic features, evolution, and culture. It was these racist ideas that students confronted in the 1960s when they called for Black Studies.
Topic: The Black Campus Movement: Black Students and the Racial Reconstitution of Higher Education, 1965-1972
Date: Tuesday, February 19, 2013
Location: Winona State University - East Hall – Kryzsko Commons
Time: 7:00 p.m.
Keynote Speaker: Dr. Ibram Rogers -
http://www.ibram.org/#
Free & Open to the Public
Co-Sponsored by: WSU Rochester, WSU Winona, WSU College of Education, Southeast Technical College & Target Corporation
Dr. Rogers will discuss the central thesis of his new book. He argues that this mass social movement, in which upwards of hundreds of thousands of students in 49 states, including Minnesota, changed the racial constitution or the ideals of higher education. These new ideals are now encapsulated in one word - diversity. This new higher education was forced onto academics by a relatively unknown phase of black student activism.
Speaker Bio
Dr. Ibram H. Rogers is an assistant professor in the Department of Africana Studies at the University at Albany - SUNY. He began his career as an assistant professor of African American history at SUNY College at Oneonta. Advised by Ama Mazama, he earned his doctoral degree in African American Studies from Temple University in 2010. A native of Queens, New York, and Manassas, Virginia, he earned his undergraduate degrees from Florida A&M University.
His research and teaching interests include African American history, American social history, the racial history of higher education, history of Africana Studies, civil rights and black power studies, student activism, the Long Sixties, black social and political thought, and American intellectual history. He has forthcoming or published ten essays on the Black Campus Movement, black power, and intellectual history in books and referred academic journals, including The Journal of African American History, Journal of Social History, Journal of Black Studies, Journal of African American Studies, and The Sixties: A Journal of History, Politics and Culture.
Dr. Rogers is the author of the award-winning book, The Black Campus Movement: Black Students and the Racial Reconstitution of Higher Education, 1965-1972. It was published in March as part of Palgrave Macmillan’s Contemporary Black History Series, edited by Tufts historian Peniel Joseph and Fairfield historian Yohuru Williams. It earned the Diopian Institute for Scholarly Advancement’s 2012 Scholarly Book Award.
Dr. Rogers earned several research grants and fellowships to complete this book and other essays. During the 2010-2011 academic year, he resided at the Rutgers Center for Historical Analysis as a post-doctoral fellow in a yearlong seminar entitled, “Narratives of Power New Articulations of Race, Gender, Sexuality & Class.” Over the winter break, from December 2010 to February 2011, he resided at The John W. Kluge Center at the Library of Congress as the American Historical Association’s 2010-2011 J. Franklin Jameson Fellow in American History. In the summer of 2011, he lived in Chicago as a short-term fellow in African American Studies through the Black Metropolis Research Consortium. He has also earned travel grants or fellowships to visit the archives at the Lyndon B. Johnson Library & Museum, University of Chicago, Wayne State, Emory, Duke, Michigan Tech, UCLA, Washington University, Wake Forest, and the historical societies of Kentucky and Southern California. He is an active conference presenter and regular speaker on college campuses. He contributes a blog to Diverse: Issues in Higher Education titled, “From Uni-versity to Multi-versity.”
#Currently, Dr. Rogers is primarily working on two book projects. He is editing a collection of essays on the black power movement in New York, entitled Malcolm's Children: A History of Black Power in New York. Along with historian Stefan Bradley, he is editing another collection of essays entitled, Showing Up and Showing Out: Black Student Activism in the Late 1960s. He is also working on a trilogy on the origin of Black Studies in America. The first installment is entitled, The White Studies Saga: Scientific Racism Before Black Studies.
Topic: The Culture of Education - Administrator, Faculty, Staff, Teachers and Counselor Professional Development Workshop (This workshop is also open to WSU students and community members)
Date: Thursday, March 14, 2013
Location: Winona State University - Kryzsko Commons – Dining Rooms C & D
Time: 11:30 a.m. – 1:00 p.m.
Keynote Speaker: Chanda Smith Baker, President & CEO, Pillsbury United Communities
http://www.puc-mn.org/AboutUs/tabid/108/Default.aspx
Free & Open to the Public
Co-Sponsored by: WSU Rochester, WSU Winona, WSU College of Education, Southeast Technical College & Target Corporation
This session will be a discussion on what we must do to change the existing culture in our educational system. We will examine the challenges and strengths of students of color and low-income students and strategies that to move them to-and-thru college as well as dissect the African American Leadership Forum’s “5 Education Gaps” report. http://www.headwatersfoundation.org/sites/default/files/publications/crisisinourcommunity.pdf
BIO
Ms. Smith Baker is a results-driven nonprofit leader with fifteen years of nonprofit and community experience in urban, low-income communities. She is also a proactive and visionary leader who wins ardent and loyal community support, develops key collations and builds crucial relationships. Ms. Smith Baker brings her passion for social justice, her penchant for innovation and her reputation for top performance to her role of President and CEO. She has a Master’s degree from Concordia University and is a graduate of the University of Michigan’s Executive Leadership Institute.
Prior to assuming her new role, Ms. Smith Baker provided dynamic and thoughtful leadership at PUC for ten years in a variety of demanding positions, including Chief Learning Officer, Vice President for Strategic Partnerships, Director of Government and Community Relations, and Oak Park Center Director.
Topic: White Teachers and Diverse Classrooms, A Guide to Building Inclusive Schools, Promoting High Expectations, and Eliminating Racism - Administrator, Faculty, Staff, Teachers and Counselor Professional Development Workshop (This workshop is also open to WSU students)
Date: Tuesday, March 26, 2013
Location: Dining Rooms E, F, & G – Kryzsko Commons
Time: 11:30 a.m. – 1:00 p.m.
Keynote Speaker: Julie Landsman - http://www.jlandsman.com/index.html
Free & Open to the Public
Co-Sponsored by: WSU Rochester, WSU Winona, WSU College of Education, Southeast Technical College & Target Corporation
BIO
Julie Landsman is a writer and consultant in education, diversity, literacy and creative writing. She taught in the Minneapolis public schools for 25 years. Her latest book,
Growing Up White: A Veteran Teacher Reflects on Racism has just been released by Rowman and Littlefield.
Basic Needs: A Year With Street Kids in a City School, and
A White Teacher Talks About Race, also published by Rowman Education, are memoirs about her days in Minneapolis Public Schools. She has co-edited with Professor Chance Lewis from UNC Charlotte:
White Teachers/Diverse Classrooms Stylus Press published this book and accompanying DVD. A second edition of this book was published in April 2011. She and Professor Lewis have led numerous workshops throughout the country. Julie has edited two books for young people:
From Darkness to Light, and
Welcome to Your Life, with David Haynes. Her book,
Diversity Days, a collection of activities to guide teachers in creating a community of voices in their classrooms is available from Rowman.
Tips for Creating a Manageable Classroom published by Milkweed Editions is given to all new teachers in both St. Paul and Minneapolis and in other districts in the US
Julie has been an adjunct professor in a number of colleges and Universities in Minnesota. She has taught urban education, multicultural education and literacy at Carleton College, Metro State University, Hamline University and St. Thomas University. She has taught Creative Writing at the Loft Literary Center. She has given talks and conferences for school districts and colleges throughout the country. She has also conducted workshops for schools and school districts in the United States and internationally. Julie has been a featured speaker on White Privilege in many venues, including Bangkok Thailand, March 2006, conference for NESA (Near East South Asian Schools Association). Julie has run numerous workshops at the White Privilege Conference. She is a frequent contributor to Educational Leadership magazine.
Julie has published poetry and fiction in magazines throughout the United States. Her poem, "Laos on the Radio" appeared in the February, 2004 issue of Paj Ntaub, a magazine centering on Hmong experience and culture. It has now been anthologized. Her short story "Suspension" recently won the New Letters Award in Fiction. She received honorable mention for her memoir "Perspective" from New Millennium. She collaborated with on a collaborative poetry/image project with photographer Bill Cottman. Julie has worked with Homewood Gallery and photographer Earcie Allen on a story telling/photography project centered on the women of north Minneapolis and the stories they have to tell. Julie is currently editing an anthology, Going Deeper, for Stylus Press on conversations about race, writing a novel, and working on her painting and drawing.
Topic: "Multicultural/Anti-Racist Educators in a 21st Century Globalized Society: Taking on the Resisters, Listening to the Critical Challengers, and Preaching to the Choir" - Administrator, Faculty, Staff, Teachers and Counselor Professional Development Workshop (This workshop is also open to WSU students)
Date: Tuesday, April 2, 2013
Location: Dining Rooms E, F, & G – Kryzsko Commons
Time: 11:30 a.m. – 1:00 p.m.
Keynote Speaker: Dr. John D. Palmer
Open to the Public
Co-Sponsored by: WSU Rochester, WSU Winona, WSU College of Education, Southeast Technical College, Rochester Community and Technical College & Target Corporation
Throughout the years multicultural education has encountered its fair share of critics and resisters. Moreover, even though the main goal of multicultural education is based upon the belief of total school reform that creates greater equity and opportunity for all students; multicultural policies have remained on the periphery of the school curriculum and pedagogy. With the election of President Barack Obama, the rapid racial demographic shifts that clearly illustrates signs that the United States will no longer be majority White within the next two decades, and the fear of losing constitutional rights and control of the country, teaching multiculturalism has encountered new forms of resistance.
In this presentation, Palmer first addresses where these forms of resistance originated from and how he, as a professor in the field of social and cultural foundations of education, have managed to teach anti-racist/anti-oppression at a predominantly white and economically privileged university in the United States. Specifically, the culturally responsive pedagogy outlined in this presentation is partially supported by the research data collected through the sponsorship of WPC.
Topic: Karate Chops, Geishas, Nerds, & the Asian Invasion: Reflections of a Corean Adopted American
Date: Tuesday, April 2, 2013
Location: Dining Rooms E, F, & G – Kryzsko Commons
Time: 7:00 p.m.
Keynote Speaker: Dr. John D. Palmer
Open to the Public
Co-Sponsored by: WSU Rochester, WSU Winona, WSU College of Education, Southeast Technical College, Rochester Community and Technical College & Target Corporation
Many Americans strongly believe that Asian Americans are the "model minority" and thus do not suffer from racial discrimination and oppression. Moreover, Asian Americans are not typically considered "real" Americans due mainly to being depicted in the media as the forever foreigner (i.e., speaks English with a strong "Asian" accent, masters of martial arts, submissive and exotic women, unaccustomed to "American" culture, and overall a basic "nerd"). By taking a closer look at these stereotypes, I hope to show how these stereotypes have caused not only anguish within the Asian American community, but have also upheld the belief that Asian Americans are second-class citizens.
Through an in-depth investigation into the stereotypical portrayals of Asians and Asian Americans in the American mainstream media and the impact these stereotypes have had upon my life as a Corean Adopted American growing up in a predominantly white and culturally white environment, I hope to inform the audience how stereotypes damage and limit one's identity. More importantly, I intend to provide the audience with a "model" in which we can self-empower our identities and ultimately challenge oppression that stems from these stereotypes.
Topic: The Art of Noise: The value of Arts to the Community and Education
Date: Monday, April 15, 2013
Location: Winona State University, Kryzsko Commons – Student Activity Center
Time: Presentation 1: 10:00 a.m. & Presentation 2: 2:00 p.m.
Keynote Speaker: Mr. Donald Walker
Art Exhibit: 9:00 a.m. until 5:00 p.m.
Free & Open to the Public
Co-Sponsored by: WSU Rochester, WSU Winona, Southeast Technical College, Rochester Community and Technical College & Target Corporation
The Art of Noise: The Value of the Arts to the Community and Education
In a society established on a democratic process, individuals believe that they can impact the world around them. They believe that a common goal--the betterment of their existence--can be achieved. And they realize that, while every human being perceives reality in a way that is unique to them, respect of differences is the only way true and lasting unity can be attained.
The visual arts are an important and effective tool through which students, from an early age, can begin to understand and participate democratic process. With the encouragement of art education, students not only learn how to manipulate traditional and modern tools and mediums in the creative process, but also learn to use their individual works as representations of themselves, their beliefs and the society around them. Additionally, art education is a guide to help students examine what stands behind the work of fellow artists and how different messages can still contribute to a common good.
BIO
Donald Walker began his distinguished career as the first African-American artist to work for the Minneapolis Star Tribune. Since leaving the newspaper in 1982, Donald has emerged as a much sought after portrait artist, having had the honor of painting portraits for well-known personalities such as the late Coretta Scott King, Dennis Green, Dave Winfield, former NBA stars B. J. Armstrong and Patrick Ewing, and actresses Denise Nichols and Beverly Todd.
Donald's work has been exhibited across the country and included in private collections. His artwork has graced the hallways of the Regent Beverly Wilshire Hotel in Beverly Hills and been seen in corporate offices throughout the Twin Cities including Target Corporation, 3M, US Bank, American Medical Association, Minnesota Vikings, Deluxe Corporation and Pillsbury.
Donald has graciously lent his talents to help raise funds for organizations such as Vidal Sassoon’s Esquire Boys Club, Bill Cosby’s Home Run for Kids, March of Dimes, American Medical Association; Trent Tucker's All 4 Kids Foundation and the Minnesota Cystic Fibrosis Foundation. He also is the author and illustrator of “We Can Learn Together,” which was used as a teaching tool by Minneapolis Public Schools.
Topic: Walking through the forest in higher education: The journey of African American males in K-12 & American Colleges and Universities. Administrator, Faculty, Staff, Teachers and Counselor Professional Development Workshop (This workshop is also open to WSU students)
Date: Tuesday, April 16, 2013
Location: Dining Rooms E, F, & G – Kryzsko Commons
Time: 11:30 a.m. – 1:00 p.m.
Keynote Speaker: Dr. Robert W. Simmons III
Open to the Public
Co-Sponsored by: WSU Rochester, WSU Winona, WSU College of Education, Southeast Technical College & Target Corporation
African American males have long been discussed as "at-risk" or other pejorative terms that somehow suggest that they are limited in their intellectual abilities. While extant literature exposes the systemic challenges this group of young people face in K-12 and higher education, it is the intention of this presentation to move beyond the challenges. As such, using Dr. Simmons research on African American males in elite private schools and universities we will explore a emerging framework designed to ensure their success in higher education. Built on theoretical frameworks such as double consciousness (WEB DuBois), cultural flexibility (Prudence Carter), and communal notions of resilience theory (Robert Simmons and others), this presentation will be solutions based.
Bio
A native of Detroit, Michigan, Dr. Robert W. Simmons III is the director of the Center for Innovation in Urban Education at Loyola University Maryland as well as an assistant professor of urban education in the School of Education with a joint appoint in the African and African American Studies program. Additionally, Robert is a member of the nationally recognized social justice collaborative Edchange (edchange.com), and a columnist for the The Village Celebration ( http://www.thevillagecelebration.com). A former middle school science teacher in the Detroit Public Schools, his teaching & administrative career in Detroit, Minnesota, & the Dominican Republic, included being nominated twice as the Walt Disney National Teacher of the Year and once for the Whitney and Elizabeth MacMillan Foundation
Outstanding Educator Award. Robert has been a fellow with the Woodrow Wilson Fellowship Foundation where he conducted environmental research in the rainforest of Costa Rica, and participated in the Japan Fulbright Memorial Fund. As a contributing author to the highly acclaimed books, White Teachers/Diverse Classrooms: A Guide to Building Inclusive Schools, Promoting High Expectations, and Eliminating Racism (2006), and White Teachers/Diverse Classrooms: Creating Inclusive Schools,
Building on Students' Diversity, and Providing True Educational Equity (2011), much of his work explores the experiences of African American boys in public and Catholic schools, the teaching practices of African American male teachers utilizing hip hop in classrooms, urban education, and the role of race in understanding the social context of schooling.
Having been nationally recognized for his research as an emerging scholar in the field of service learning in urban schools, Robert is the author of over 20 book chapters and articles in various outlets including Educational Leadership, the Journal of African American Males in Education, and Urban Education. Additionally, Robert’s first book, Learning To Talk About Race: Alleviating the Fear, is scheduled for release in the spring of 2013. Robert’s second book, Interrupting the School to Prison Pipeline in an
Urban Jesuit High School: The Academic Journey of African American Males, pays homage to his hometown of Detroit as he explores the ways that African American males in the city author a counternarrative to the story of failure wrongly attributed to far too many African American men in Detroit.
The author and evaluator of over $1.5 million in grants, Dr. Simmons most recent grant focuses on the development of virtual science labs and their implementation in grades 6-12. Funded by the National Institutes of Health through a $1.3 million grant, the Mind Project also explored the ways in which teachers and students utilize this technology and enhance student self-efficacy in STEM areas. As a consultant to well over 50 schools, having delivered numerous lectures throughout the United States and Europe on his research, Dr. Simmons is a highly sought after speaker. Aside from lectures on his research and commentary on race and education (K-12 and higher education), Robert is a renowned motivational speaker who openly shares his life experiences in Detroit during the height of the crack cocaine epidemic, the mental incarceration he experienced for much of his life due to the physical incarceration of his father, and the significant challenges he faced leaving his childhood home in a neighborhood where drugs and drug dealers were the norm to being one of the few African American students at an elite Jesuit high school.
