2600 Tolman Hall #6000
Berkeley, CA 94720
Events at the EDP Library
Lora Bartlett, Associate Professor of Education at UC Santa Cruz, will speak on her book Migrant Teachers: How American Schools Import Labor.
Tuesday, February 25, 2014
Migrant Teachers investigates an overlooked trend in U.S. public schools today: the growing dependence on overseas trained teachers, as federal mandates require K-12 schools to employ qualified teachers or risk funding cuts. A narrowly technocratic view of teachers as subject specialists has led districts to look abroad, Lora Bartlett argues, resulting in transient teaching professionals with little opportunity to connect meaningfully with students.
Highly recruited by inner-city school districts that struggle to retain educators, approximately 90,000 teachers from the Philippines, India and other countries came to the United States between 2002 and 2008. From administrators’ perspective, these instructors are excellent employees—well educated and able to teach shortage subjects like math, science and special education. Because they depend on the school system for their visas, they are cooperative with authority. But all of this comes at a price. As Bartlett shows, American schools are failing to reap the possible benefits of the global labor market. Framing teachers as stopgap, low status workers, schools may cultivate a high turnover, low investment workforce that undermines the conditions needed for good teaching and learning. Bartlett calls on schools to provide better support to both overseas-trained teachers and their American counterparts.
Professor Bartlett earned her PhD in Education from the UC Berkeley Graduate School of Education's Policy Organization Measurement and Evaluation program. She was also a post-doctoral scholar at Berkeley's Sloan Center for Work & Family Research.
Copies of the book will be available for purchase from University Press Books.
A wine and cheese reception follows the book talk.
Professor Mike Rose, UCLA, Graduate School of Education and Information Studies speaks December 6, 2012 at the EDP Library, on his book Back to School - Why Everyone Deserves a Second Chance at Education.
Sponsored by The Haas Institute for a Fair and Inclusive Society, Education Policy Cluster.
Dr. Lesley Bartlett, Teachers College, Columbia University speaks on Additive Schooling in Subtractive Times: Bilingual Education and Dominican Youth in the Heights. Dr. Lesley Bartlett and co-author Ofelia García, document the unusually successful efforts of one New York City high school to educate Dominican immigrant youth, at a time when Latino immigrants constitute a growing and vulnerable population in the nation's secondary schools. Based on four and a half years of qualitative research, the book examines the schooling of teens in the Dominican Republic, the social and linguistic challenges the immigrant teens face in Washington Heights, and how Gregorio Luperon High School works with the community to respond to those challenges.
Meira Levinson (Harvard University Professor) and Lawrence Blum (University of Massachusetts Boston Professor) speak on their new books, No Citizen Left Behind and High Schools, Race and America's Future. 10/11, 4:15.
September 13, 2012. Paul Tough speaks at the EDP Library about his book, How Children Succeed.
March 2012. Kevin Kumashiro spoke about his book,
Bad Teacher! How Blaming Teachers Distorts the Bigger Picture, on Wednesday, March 7th.
GSE Professor Alan Schoenfeld spoke on his new book, How We Think: A Theory of Goal-Oriented Decision Making and its Educational Applications.
April 2011. GSE Professors Jabari Mahiri and Derek Van Rheenen spoke on their new book, Out of Bounds: When Scholarship Athletes Become Athletic Scholars.
Out of Bounds explores the lives of exceptional men and women athletes who later became outstanding academic scholars. Through qualitative research, the book explores the intersection of athletics and academics and reflects on differences in race, gender and social class. Through the provocative and surprising narratives of gifted athletes who became prolific scholars, this book offers new ways of thinking about the connections, contradictions, and possibilities of sports and schools.
January 2011. W. Norton Grubb and Lynda Tredway discussed their new book:
Leading from the Inside Out.
November 2010. Dr. Lissa Soep discussed her new book: Drop That Knowledge: Youth Radio Stories.
Dr. Lissa Soep is Research Director and Senior Producer at Youth Radio, a unique, Peabody Award—winning organization that produces distinctive content for outlets from National Public Radio to YouTube. Young people come to Youth Radio, headquartered in Oakland, California, from under resourced public schools and neighborhoods in order to produce media that will transform both their own lives and the world around them.
November 2010. John Willinksy spoke on "Open Access and Other Intellectual Properties of Learning"
Professor Willinsky is the Khosla Family Professor of Education at Stanford University and Director of the Public Knowledge Project. Much of his published work is available on the Public Knowledge Project's website, which also hosts open source software and PKP's journal.
October 2010. Jeff Duncan-Andrade discussed his book: The Art of Critical Pedagogy: Possibilities for Moving from Theory to Practice in Urban Schools.
Jeff Duncan-Andrade, UCB Ph.D, is an Associate Professor at San Francisco State University in the School of Education as well as in the College of Ethnic Studies, Raza Studies. Dr. Duncan-Andrade is an Urban Teacher Educator Network Fellow and a recipient of the “Scholars for the Dream” Award from the National Council of Teachers of English.
October 2010. Jennifer Seibel Trainor discussed her book: Rethinking Racism: Emotion, Persuasion, and Literacy Education in an All-White High School.
Jennifer Seibel Trainor is an associate professor in the graduate program in composition studies at San Francisco State University. Her research on racism, whiteness, and literacy has been published in CCC, as well as in Research in the Teaching of English.
"Rethinking Racism surprises, amazes, and indeed teaches, most of all how to read culture, not as some flattened and easily indexed set of categories, but as something as complex and necessarily elusive as humans themselves."—Catherine Prendergast, author of Literacy and Racial Justice: The Politics of Learning after Brown v Board of Education.
September 2010. Jason Marsh, editor-in-chief of Greater Good, UC Berkeley’s Greater Good Science Center’s online magazine, and UCB psychology Professor, Rodolfo Mendoza-Denton, spoke on their book, Are We Born Racist?on September 30, 2010, 4-5 pm, at the EDP Library.
Claude Steele, one of the country's leading researchers on prejudice, said this about the book:
Revolutionary insight follows revolutionary insight in this broadly accessible book, accumulating to nothing less than a paradigm shift that will change how we think about everything from how prejudice affects our own lives to how laws and institutional practice can be used to reduce its ill effects. And it does it all with a brevity that I hope will insure what it deserves most: to be broadly read.
April 2010. Professor Hiebert discussed: "Changing Readers, Changing Texts"
Professor Hiebert, Adjunct Professor, Graduate School of Education, UC Berkeley, will speak on her research concerning California students and their reading textbooks. Over the past 25 years, the two largest U.S. states - California and Texas - have used textbooks as a major arm in their reading reform initiatives. Mandates have concentrated on the texts of beginning reading instruction. From a 1989 mandate that texts acceptable for state-wide adoption needed to be "authentic" and of literary quality, California moved to a 2002 mandate that acceptable texts needed to be decodable. The manner in which decodable was defined in this mandate (and in the Texas mandate) took a unique form, where the phoneme was the unit of text creation.
November 2009. Professor Alison Gopnik discussed her book: The Philosophical Baby: What Children's Minds Tell Us About Truth, Love, and the Meaning of Life.
Professor Gopnik of the UCB Psychology Department will be discussing her new book The Philosophical Baby in which she explores the groundbreaking new psychological, neuroscientific, and philosophical understanding of very young children. If you've ever had, been, or known a baby -- this will be relevant, informative and thought provoking.
"After convincing us that the seemingly familiar human child is actually wrapped in mystery, Alison Gopnik offers a compelling and convincing portrait of the opening years of life. This is scientific writing of the highest order." --Howard Gardner
September 2009. Professor Grubb of the Graduate School of Education will be discussing his new book The Money Myth: School Resources, Outcomes, and Equity. This book comes at a critical time, and Professor Grubb will explain his findings and share his research and writing processes.
W. Norton Grubb argues that how much we spend is less important than how we spend it. For decades, Grubb says, school spending has inexorably risen, while student achievement has stayed relatively stagnant. Maybe it's time to look at which expenditures actually improve education, he argues, and which are a waste.
March 2009. Professor Stephen Hinshaw discussed his book: The Triple Bind: Saving Our Teenage Girls from Today's Pressures.
Societal expectations, cultural trends, and conflicting messages are creating what psychologist and researcher Stephen Hinshaw calls “the Triple Bind.” Girls are now expected to excel at “girl skills,” achieve “boy goals,” and be models of female perfection, 100 percent of the time. The Triple Bind is putting more and more girls at risk for aggression, eating disorders, depression, and even suicide.
"Highly readable, fascinating account of the lives of contemporary young women ... In probing chapters that deftly synthesize sobering statistics, case anecdotes, and personal observation, Hinshaw makes a strong case that teen girls are in crisis ... This balanced, thorough, compassionate title is required reading for parents, teachers, and teens of both sexes."