Attend the Justice as Praxis in Education: A Call to Action Lunch Lectures

The Justice as Praxis in Education: A Call to Action Lunch Lecture is a Spencer Foundation grant-funded event hosted by Sakeena Everett, an assistant professor in the Department of Language and Literacy Education, and Tamara Moten, a doctoral student in the Department of Language and Literacy Education.

The conference will convene expert justice-oriented university researchers, K-12 practitioners, K-university students, and parents around theorizing justice imperatives, promoting pedagogical justice as praxis projects, and doing methodological justice.

Featuring Gloria Ladson-Billings

Join Gloria Ladson-Billings, professor emerita and former Kellner Family Distinguished Professor at the University of Wisconsin-Madison, on Saturday, Jan. 23. She is the current president of the National Academy of Education and served as president of the American Educational Research Association from 2005-2006. Additionally, she is a 2020-2021 Hagler Institute Fellow at Texas A&M University and a Fellow in the American Academy of Arts & Sciences.

Ladson-Billings’ research examines the pedagogical practices of teachers who are successful with African American students. She also investigates critical race theory applications to education.

Featuring Betina Hsieh

Join Betina Hsieh, professor and director of teacher education at the University of La Verne, on Sunday, Jan. 24. At the heart of Hsieh’s work is the exploration of how people shape what they do and the choices they make as educators. She is deeply committed to creating more equitable spaces as a teacher educator to promote the success, sustenance, and empowerment of teacher candidates from marginalized subgroups both through their teacher training and as they enter classroom spaces.

Hsieh’s current research interests include identity-informed mentoring in teacher education spaces, the emergence and development of teachers and teacher educators, professional identity, Asian American MotherScholars, and the experiences of teachers of color.

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