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JAMES BANKS | Faculty
James A. Banks delivered the 29th Faculty Lecture, "Democracy, Diversity and Social Justice: Education in a Global Age'"...
CME LECTURE | Audrey Osler
24th CME Symposium, "Citizenship, Multiculturalism and Minority Education in Britain: a Question of Civil Rights or Human Rights?" ...
Center for
Multicultural Education
Symposium Lecture Series
Through the Symposium Lecture Series speakers are invited to the University to engage in discussion on issues related to racial, ethnic, and cultural diversity and education. These lectures are well-attended by the College of Education faculty, teachers, and school administrators.
25th Symposium Lecture
Learning a New Land: Immigrant Students in American Society
Marcelo M. Suarez-Orozco, New YorkUniversity
One child in five in America is the child of immigrants, and their numbers increase each year. Very few will return to the country they barely remember. Who are they, and what America do they know?
Based on an extraordinary interdisciplinary study that followed 400 newly arrived children from the Caribbean, China, Central America, and Mexico for five years, the Suarez-Orozcos provide a compelling account of the lives, dreams, and frustrations of these youngest immigrants. Richly told portraits of high and low achievers are packed with unexpected ironies. When they arrive, most children are full of optimism and a respect for education. But poor neighborhoods and dull — often dangerous — schools can corrode hopes. The vast majority learn English, but it is the English of video games and the neighborhood, not that of standardized tests.
October 24, 2008
24rd Symposium Lecture
Citizenship, Multiculturalism and Minority Education in Britain: a Question of Civil Rights or Human Rights?
Audrey Osler
Professor of Education and Director of the Centre for Citizenship and Human Rights Education at the University of Leeds, UK
October 26, 2007
23rd Symposium Lecture
Contingencies of Identity and Schooling in a Diverse Society:
Toward Reducing Inequality of Outcomes
Claude M. Steele
Director of the Center for Advanced Study in the Behavioral Sciences and Lucie Stern Professor in the Social Sciences at Stanford University
November 3rd, 2006
Claude M. Steele is director of the Center for Advanced Study in the Behavioral Sciences and Lucie Stern Professor in the Social Sciences at Stanford University. His research interests are how people cope with self-image threats; how group stereotypes can influence intellectual performance; and addictive behaviors. Professor Steele is a recipient of 
numerous awards, including the Gordon Allport Intergroup Relations Prize and the Distinguished Scientific Career Awards from both the American Psychological Association and American Psychological Society. He has received honorary doctorates from Yale, Princeton, and the University of Chicago. He is a member of the National Academy of Education and the National Academy of Sciences. His papers have been published in numerous scholarly journals such as American Psychologist, Harvard Educational Review, and the Journal of Personality and Social Psychology.
22nd Symposium Lecture
It's not a Conspiracy, it's Worse than That: a Critical Race Perspective on Racism and Education Policy
David Gillborn
Head of Policy Studies & Director of the Health & Education Research
Unit,
University of London, Institute of Education
Founding Editor of the international journal, Race, Ethnicity & Education
November 9, 2005
David
Gillborn is
Head of Policy Studies & Director of the Health & Education Research Unit at the Univeristy of London, Institute of Education. He holds a doctoratein Sociology at the University of Nottingham (1987), and worked as a Research Fellow in Education 
at the University of Sheffield before joining the Institute in 1992. Dr. Gillborn is the Founding Editor of Race, Ethnicity & Education, a refereed international journal dedicated to the study of race, racism and ethnicity in education contexts. The journal provides a vital forum for scholarly debate and critical research that is fast establishing itself as a leading publication in its field. In addition, Dr. Gillborn is also involved in several other journals and is an editoria board member of both the International Journal of Inclusive Education and Qualitative Research. Dr. Gillborn's profound scholarship includes Rationing Education: Policy, Practice, Reform & Equity (2000), and Racism and Antiracism in Real Schools: Theory, Policy, Practice (1995).
21st Symposium Lecture
Critical Perspectives on Diversity, Research, and Education
Professor Zeus Leonardo
2005 - 2006 Acting Director for the Center
October 28, 2005
Prof. Zeus Leonardo is an Associate Professor of
social and multicultural foundations in the College of Education at California
State University, Long Beach. His books include Ideology, Discourse, and
School 
Reform (2003), Critical Pedagogy and Race (Editor, 2005),
and Charting New Terrains of Chicano(a)/Latino(a) Education (Co-Editor,
2000). Professor Leonardo has published numerous articles and book chapters
on critical education and social theory with special attention to issues of
race, class and gender.
20th Symposium Lecture
Science and Technology in a Multicultural and Postcolonial World:
New Issues and Challenges
Professor Sandra Harding
Professor of Education and Women's Studies
University of California, Los Angeles
July 14, 2005
Sandra Harding is Professor of Education and Women's Studies at
the University of California, Los Angeles. Professor Harding taught for
over twenty years at the 
University of Delaware before joining UCLA in
1996. At UCLA, she served as the director of the Center for the Study
of Women for five years. Professor Harding has written numerous books
and articles on the subjects of feminist epistemology, feminist research
and methods, and scientific knowledge. Her books include: Is Science Multicultural?
(1998); Whose Science? Whose Knowledge? Thinking from Women's Lives (1991);
and The Science Question in Feminism (1986). She has also served as an
editor and co-editor for several journals, including Feminism and Methodology:
Social Science Issues, and Signs: Journal of Women in Culture and Society.
The 19th Symposium Lecture
What if We Leave All the Children Behind?The Challenge of Teaching in the New Millennium
Gloria Ladson-Billings
Kellner Family Professor in Urban Education
University of Wisconsin-Madison
October 22, 2004
The 18th Symposium Lecture
Expanding the Borders of the Nation: Ethnic Diversity and Citizenship Education in Japan
Stephen Murphy-Shigematsu
Professor of Education
University of Tokyo
January, 28, 2004
The 17th Symposium Lecture
The Development of Biliteracy in Children: The Mediating Roles of Language Ideologies
Luis Moll
Professor of Education
University of Arizona
October 25, 2002
The 16th Symposium Lecture
Will Anybody Know Who I Am?
On Witness, Justice and Respect
Sara Lawrence-Lightfoot
Professor
of Education
Harvard University
November 9, 2001
Sara Lawrence-Lightfoot is the Emily Hargroves Fisher Professor of Education in the Graduate School of Education at Harvard University and a highly acclaimed educator and researcher. Since joining the faculty at Harvard in 1972, her research has focused on the culture of schools, the patterns and structures of classroom life, the relationship between adult developmental themes and teachers' work, and socialization within families, communities and schools.
She is a prolific author of numerous articles, monographs, chapters and several books: Worlds Apart: Relationships Between Families and Schools (1978), Beyond Bias: Perspectives on Classrooms (1979) (with Jean Carew), and The Good High School: Portraits of Character and Culture (1983), which received the 1984 Outstanding Book Award from the American Educational Research Association. Her book, Balm in Gilead: Journey of a Healer (1988), which won the 1988 Christopher Award, was followed by I've Known Rivers: Lives of Loss and Liberation (1994), and The Art and Science of Portraiture (1997) (with Jessica Hoffmann Davis), which documents her pioneering approach to social science methodology. In her most recent work, Respect: An Exploration (1999), Sara Lawrence-Lightfoot reaches deep into human experience to find the essence of this powerful quality.
In addition to her teaching, research, and writing, she sits on numerous professional committees and boards of directors including: The National Academy of Education, The Boston Globe, Bright Horizons, and the John D. and Catherine T. MacArthur Foundation. In 1984 she was the recipient of the prestigious MacArthur Prize Award, in 1993 she was awarded Harvard's George Ledlie Prize, and in 1995 she became a Spencer Senior Scholar. She is the recipient of twenty honorary degrees from colleges and universities in the United States and Canada and was awarded the Emily Hargroves Fisher Endowed Chair at Harvard University in 1998.
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The 15th Symposium Lecture
Becoming Good American Schools: The Struggle for Civic Virtue in Education Reform
Jeannie Oakes
Professor of Education
Director of Institute for Democracy, Education & Access
University of California, Los Angeles
October 19, 2001
Jeannie Oakes is Professor of Education and Associate Dean in the Graduate School of Education and Information Studies at the University of California, Los Angeles. Professor Oakes also directs UCLA's Institute for Democracy, Education & Access (IDEA), which brings UCLA's research capacity and commitment to bear on what may be the most pressing public issue in Los Angeles and in California today: bringing neighbors together to address the critical problems of public education across the many communities of Los Angeles. Through a program of multidisciplinary scholarship and activities, IDEA addresses the relatiionship between educational access and the broader political economy in diverse Los Angeles.
Oakes studied how tracking and ability grouping created within-school segregation, and inequalities in students' opportunities to learn. Oakes' recent research follows the progress of educators who are attempting to eliminate schooling inequalities and build more democratic school communities. this work is reported in Beyond the Technicalities of School Reform: Lessons from Detracking Schools, in Creating New Educational Communities, the 94th Yearbook of the National Society for the Study of Education, and in her latest book, Becoming Good American Schools: The Struggle for Civic Virtue in Education Reform.
In 1986, she received a Distinguished Achievement Award from the Educatiional Press Association of America, The American Educational Research Association awarded her its Early Career Award in 1990, and its Palmer O. Johnson Award for Outstanding Research Article in 1997. In 1996, the Southern Christian Leadership Conference presented her with the Ralph David Abernathy Award for Public Service, and she received the National Association for Multicultural Education's Multicultural Research Award in 1998. This past February, she was awarded the Margaret B. Lindsey Award for Distinguished Research in Teacher Education by the American Association of Colleges for Teacher Education.
Jeannie Oakes also directs UCLA's Center X-where Research and Practice Intersect for urban School Professionals. Center X links three major UCLA professional education programs: the pre-service Teacher Education program, the Professional Development programs for practicing educators, and School-University partnerships working to increase the diversity of California students who attend colleges and universities. Oakes' research program at the Center investigates teacher development aimed at social justice for urban schools serving low-income students of color. Her 1999 book, Teaching to Change the World explores the educational foundations, values, and approaches to teaching that are at the core of Center X.
Center for Multicultural Education
