Thursday, March 24, 2016

The Centennial Conference on Democracy and Education

April 7-8, 2016
Washington, D.C.

The Thurgood Marshall Center for Service and Heritage
1816 12th St NW, Washington, DC 20009
(First Day Location: See map below)

Welcome/Opening General Session
Leonard Waks, JDS President and Conference Director
AG Rud, JDS President Elect and Program Director

Concurrent Session 1
Interactive Symposium, Sponsored by AERA Division B
Revolutionizing and Decolonizing “Democracy”
in Transcultural Contexts:
Reflections on East/West Dialogues
William Schubert, University of Illinois, Chicago
Namrata Sharma, Independent Scholar
Ming Fang He, Georgia Southern University
Gonzalo Obelleiro, DePaul University
Dinny Risri Aletheiani, Yale University & Arizona State University
Jason Goulah, DePaul University
Discussant: Jim Garrison, Virginia Polytechnic Institute and State University
Chair: Isabel Nuñez, Concordia University Chicago

Conference Room 1
Presentation: What the #FergusonSyllabus
Taught Me about Teaching
Marcia Chatelain, Georgetown University

Conference Room 2
Public Philosophy Workshop:
Following Dewey‘s Example Today
Eric Weber, University of Mississippi
Steven Fesmire, Green Mountain College

Keynote General Session 1
Creating Schools for Democracy
Deborah Meier

Roundtable and Poster Session

Gymnasium (Box Lunch Provided)
Roundtable 1
Beyond learning to learn? On Democracy and Education and “Dewey’s Modern Authority”
Stefano Oliverio, University of Naples
“Democracy and the Industrial Imagination in American Education” (The Living Ideas in D&E)
Steven Fesmire, Green Mountain College
Connected Learning: Technologies for Democracy and Education in the 21st Century
Craig Cunningham, National-Louis University

Roundtable 2
Reconstructing the educational discourse in and through Democracy and Education
Maura Striano, University of Naples
Community (Re)Making: Mindful Curricular Enactment’s Democratic Modes of Being
Margaret Macintyre Latta & Leyton Schnellert, University of
British Columbia Okanagan; Kim Ondrik & Murray Sasges,
Vernon Community School
Democracy and Education as a primary text for an Educational Psychology course?
Ron Sheese and Grace Xinfu Zhang, York University, Toronto

Roundtable 3
Celebrating Dewey: Remembering Historical Contributions and Imagining New Possibilities for Curriculum Development
Daniel Castner, Bellarmine University
The Enduring Significance of Dewey‘s Democracy & Education for 21st Century Education
Lance Mason, Indiana University – Kokomo
Growth into Citizenship: John Dewey’s Philosophy and Pluralist Contexts in East Africa
Jane Blanken-Webb and Katariina Holma, University of Eastern Finland

Roundtable 4
Democracy and Education in the 21st century: Interest as web of trails
Michael Glassman, The Ohio State University
Deepening Democracy, Re-envisioning Public Education: Four Pathways towards Engaging a Broad and Diverse ‘Public’
Ruthanne Kurth-Schai, Macalester College
Designing a Dewey School for 2016
David Nicholson and students, Stevenson University

Roundtable 5
A Pragmatic Approach to Utopia
Barbara Morgan-Fleming, Texas Tech University
Can Dewey’s Pedagogy Be Realized Through Competency-Based Education?
Jessica Horohov, University of Kentucky
Deweyan Democracy and Schools: Why Hasn’t It Happened? How Would Dewey the Pragmatist Respond Today?
Aaron Schutz, University of Wisconsin – Milwaukee

The soul of democracy: taking Dewey’s invitationfor a step back
Priscila Carmargo-Ramalho, Teachers College, Columbia University
Dewey and the Undergraduate Scholar. Experimentations with Comic Books, Art, School Kids, Graphic Novels, Parties, and much more.
Cristina Cammarano and Timothy Stock and students, Salisbury University
Curriculum Ideology Balance for a Critical Learner Centered Environment (CLCE): Recitation and Self-Activity
Aaron Griffen, Sierra High School, Colorado Springs, Colorado
100 years of Democracy and Education in China
Grace Xinfu Zhang and Ron Sheese, York University, Toronto
Championing Deweyan and Freirean Education in an Ideologically Social Efficiency Educational Climate
Elena Venegas, Baylor University

Concurrent Session 2

Panel, Sponsored by AERA Division G
The Power in Dewey: Considerations of Race, Economics and Engagement
Dewey and White Supremacy
Timothy J. Lensmire, University of Minnesota
Democracy requires voice: Enabling young people to make a difference
Dana Mitra, Ph.D., Penn State University
What we are about: The development of researcher positionality toward educative meaning for black youth
Brian D. Lozenski, Macalester College
Power, democracy, and the struggle over urban schools: How is Dewey relevant today?
Jessica Shiller, Towson University
Looking behind the curtain: Using an economic lens to promote an active and engaged citizenry and a more equitable democracy
Anand Marri, Teachers College, Columbia University

Conference Room 1
Journal Session: Teacher Education and Practice
Teacher Education for a Democratic Society: Dewey‘s Democracy and Education Revisited
Democracy and Education Revisited: Dewey’s Legacy for Democratizing Teacher Education in an Era of Neoliberalism
Patrick M. Jenlink (Organizer), Stephen F. Austin State University
There is Honor Among Thieves: (Re)teaching Dewey‘s Democratic Ideal in the Neoliberal Era
Mary Catherine Breen, Stephen F. Austin State University
Preparing Teachers for Democratic Schooling: The Potential (and Pitfalls) of Recent Trends in Teacher Preparation
Donna Breault, Missouri State University
Dewey and Democracy, and the Question of the Experience, Engagement and Perceptions of Pre-service Teachers: Examining the Neoliberal Context in Relation to the Influence of Non-formal Education on Formal Education
Paul R. Carr, Université du Québec en Outaouais
Dewey’s Conception of Growth in Democracy and Education: Supporting Teacher Growth, Problem Solving Together
Cara Furman, University of Maine, Farmington
Dewey’s Educational Values for Teacher Practice in the 21st Century
Charles L. Lowery, Ohio University
Dewey’s The Nature of Method and The Nature of Subject Matter as Applied to Teacher Development and Curricular Understanding
Chance Mays, Mt. Enterprise Independent School District
Dewey, Democracy, and Teacher Education: What do people in a democracy need to learn and how do teachers need to be educated?
Elizabeth Meadows, Roosevelt University
Democracy and Education and Reconstructing Teacher Education so Experience Matters
Peter Nelsen, Appalachian State University
Democracy for All? John Dewey, Teacher Education, and Young Children with Disabilities
Leigh M. O’Brien, State University of New York at Geneseo
From a Pedagogical/Teaching Community to a Democratic One Borrowing from Dewey: Theory and Practice related to an Education for Democracy Movement
Gina Thésée, University of Quebec à Montreal

Conference Room 2
Journal session: Journal of Curriculum Studies
Rethinking John Dewey‘s Democracy and Education on its Centennial
The Peculiar Status of Democracy and Education
Robert Boostrom, University of Southern Indiana
On Moral Education Through Deliberative Communication
Tomas Englund, Örebro University, Sweden
Exploring an East-West Epistemological Convergence of
Embodied Democracy through Cultural Humanism in Confucius-Makiguchi-Dewey
Ming Fang He, Georgia Southern University
Rethinking Dewey‘s Democracy: Shifting from a Process of Participation to an Institution of Association
Lynda Stone, The University of North Carolina – Chapel Hill
The Importance of Cultivating Democratic Habits in Schools: Enduring Lessons from Democracy and Education
Carmen James, Teachers College, Columbia University

Historic Lounge
Democratizing Work in Education
A Working Session with Harry Boyte and Kathleen Knight-Abowitz

Concurrent Session 3

Workshop: Ethics, Aims, and the Political Classroom
Paula McAvoy, Center for Ethics & Education, University of Wisconsin - Madison
Diana Hess, Center for Ethics & Education, University of Wisconsin - Madison
Ayo Magwood, Maret School

Conference Room 1
Workshop: Dewey and Philosophy for Children
Megan Laverty, Teachers College, Columbia University
Maughn Gregory, Montclair State University

Conference Room 2
Panel: Dewey‘s Democracy and Education in the Classroom
 Combining the Personal and the Historical
Jon Acheson , Park School of Baltimore
Teaching Mathematics with Democracy in Mind
Marshall Gordon , Park School of Baltimore
An Ounce of Experience‘: Connecting the World to Student Learning
Patti Porcarelli , Park School of Baltimore
On the Virtues of Naiveté
Lou Rosenblatt , Park School of Baltimore (Retired)

Historic Lounge
Journal session: Educational Theory
Democracy and Education and the Curriculum Wars
 “Reconstructing Social Justice Education: Critical Pedagogy and Deweyan Democratic Education”
Peter Nelsen, Appalachian State University
“Deweyan Democratic Agency and School Math: Beyond Constructivism and Critique”
Kurt Stemhagen, Virginia Commonwealth University
“Democratizing Children’s Computation: Learning Computational Science as Aesthetic Experience”
Amy Voss Farris, Vanderbilt University
Pratim Sengupta, University of Calgary
Chair: Leonard J. Waks, Temple University

5:00pm-6:15 pm
Concurrent Session 4

Panel: Dewey and Issues-Centered Education
Walter Parker, University of Washington
Nel Noddings, Teachers College, Columbia University
Ronald Evans, San Diego State University
Diana Hess, University of Wisconsin – Madison
William Gaudelli , Teachers College, Columbia University
Moderator: Gregg Jorgensen , Western Illinois University

Conference Room 1
Interactive Symposium, Sponsored by AERA Division B
Education for a Democratic and Diverse Public:
Toward a Praxis of Ikedean Dialogue for Value Creation and Harmonious Coexistence
Melissa Bradford, DePaul University
Tameka Carter-Richardson , DePaul University
Rhonda Stern, DePaul University
Kendrick Johnson, DePaul University
Discussant: William Ayers , Former Division B VP,
Deinstitutionalized Activist/Scholar
Chair: Pamela Konkol, Concordia University Chicago

Conference Room 2
Panel: Learning from Youth Participatory Action Research
How to Facilitate Democratic Education (Urban Research Based Action Network)
 Building Sociopolitical Analysis Skills Through
Participatory Action Research
Dana Wright, Connecticut College
Examples of students’ experiences in learning climate science: A YPAR guide for science teachers
Deb Morrison, TREE Educational Services
The Role of Ethnodrama/Drama in Youth-led Organizing and Data Analysis
Sarah Hobson, SUNY Cortland
Minority youth responses to the lack of diversity in selective enrollment high schools in the south
Sophia Rodriguez, College of Charleston
The Social Justice Education Project: Transforming Second Sight into Critical Consciousness through YPAR
Julio Cammarota, Iowa State University

Historic Lounge
Journal session: Educational Philosophy and Theory
Dewey‘s Democracy and Education in an Era of Globalization
Empathy and Imagination in Education
Andrea English, University of Edinburgh
Why Should Scholars Keep Coming Back to John Dewey?
Mordechai Gordon, Quinnipiac University
Globalization, Democracy, and Social Movements: Activism as the Point
Kathy Hytten, University of North Carolina – Greensboro
Complexity and Reductionism in Educational Philosophy – John Dewey’s Critical Approach in “Democracy and Education” Reconsidered
Jim Garrison, Virginia Polytechnic Institute and State University

Wine and Cheese Reception

April 7 First Day Only Location: The Thurgood Marshall Center for Service and Heritage is located at 1816 12th Street between “S” and “T” Streets in Northwest Washington, D.C., just a few blocks from the U Street – African-American Civil War Museum – Cardozo Metro Station (Green and Yellow Lines).

FRIDAY, April 8
Walter E. Washington Convention Center (the site of AERA 2016)
Level One, Rooms 103A and 103B

Concurrent Session 5
Convention Center, Level One, Room 103A
Panel, Sponsored by the AERA Dewey Studies SIG
Centennial Reflections
Deron Boyles, Georgia State University
Jim Garrison, Virginia Polytechnic Institute and State University
William Wraga, University of Georgia
Peter Hlebowitsh, University of Alabama
Discussant: Craig Cunningham, National-Louis University
Chair: Susan Meyer, Independent Scholar

Convention Center, Level One, Room 103B
Presentation/Workshop: Dewey and the Role of the Arts in Education and Culture
Jeff Poulin, Americans for the Arts

Concurrent Session 6
Convention Center, Level One, Room 103A
Panel, Sponsored by AERA Division F
Democracy and Education in History and Social Studies Education
Wayne Urban, Moderator, University of Alabama
“Lab High: Where New Ideas Meet Encouragement”
Sharon Pierson, Ramapo College
Dewey and the Institute of Child Study, Toronto
Theodore Christou, Queen‘s University, Ontario
“Democracy and Education as a Founding Document for Social Studies”
Benjamin M. Jacobs, George Washington University
“Dewey: Historic Film Footage”
Craig Kridel, University of South Carolina
Discussant: Susan F. Semel, The City College of New York

Convention Center, Level One, Room 103B
Panel, Sponsored by AERA Philosophical Studies of Education SIG
Agency and Activism: Reframing Teaching through Dewey’s Democracy and Education
“First Among Equals: The Roles of Teachers in Educational Publics”
Kathleen Knight Abowitz, Miami University
“The Politics of Civic Agency and Education for Democracy”
Harry Boyte, Augsburg College
Margaret Finders, Augsburg College
“Using Dewey to Support Agency and Activism in Teachers”
Sarah M. Stitzlein, University of Cincinnati
“Teacher Intelligence in the Face of Fidelity”
Doris A. Santoro, Bowdoin College
Session Chair: Terri S. Wilson, University of Colorado -Boulder

Keynote General Session 2
Convention Center, Level One, Room 103A
Dewey Lives! Big Picture, the Met, and College Unbound
Dennis Littky, Big Picture Learning and College Unbound
John Dewey Society Lifetime Achievement Award Winner
We Were the Lucky Ones: Students from the Progressive
Schools of the 1930s Speak Out
Jane Roland Martin, Emerita, University of Massachusetts
John Dewey Society Lifetime Achievement Award Winner

The Centennial Conference ends

John Dewey Society Annual Meeting begins
Convention Center, Level One, Room 103A

The Centennial Conference is co-sponsored by the following organizations:
AERA Division B, AERA Division F, AERA Division G, AERA Dewey Studies SIG, and the AERA Philosophical Studies SIG. 

In particular we thank these individuals from our co-sponsors and affiliated groups: Donna Breault, Gregg Jorgensen, Pamela Konkol, Elizabeth Moje, Isabel Nuñez, Susan Semel, Wayne Urban, Bryan Warnick, and Terri Wilson.

The following individuals took the lead in developing parts of this program: Michele Moses (program sessions) and Katherine Jo (journal sessions).
Shannon Gleason assisted with final editing.

Finally, we thank Paula McAvoy for guidance in preparing our grant to the Spencer Foundation.

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