Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

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the expanding canon teaching multicultural literature
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Reader Response: Pat Mora and James Welch Reader Response: Keith Gilyard and Mourning Dove Inquiry: Rudolfo Anaya and James Baldwin Inquiry: Tomás Rivera and Esmeralda Santiago Cultural Studies: Ishmael Reed and Graciela Limón Cultural Studies: N. Scott Momaday and Russell Leong Critical Pedagogy: Octavia E. Butler and Ruthanne Lum McCunn Critical Pedagogy: Abiodun Oyewole and Lawson Fusao Inada
About This Workshop

Teaching Multicultural Literature
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REFLECTION - Interactive Forum

Explore two poems using four approaches.


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Workshop Contributors


Jorge Luis Arredondo is currently the assistant principal for first-year students at Charles Henry Milby High School in the Houston Independent School District. Arredondo also served as an English teacher at Milby High School and is the founder and chair of Milby's La Raza Student Alliance, an organization that promotes the cultural and educational experience of Latinas and Latinos in the greater Houston area. A member of the National Council of Teachers of English (NCTE), Arredondo is active in the organization's efforts to increase diversity in and public support for English/language arts curricula and instruction.

Sandra Childs is a social studies and language arts teacher at Franklin High School in Portland, Oregon. Childs is involved in Portland Area Rethinking Schools (PARS) as a local educator activist. She is also Franklin's Literacy Leader and a member of her district's Language Arts Content Team. In addition, Childs has written several articles for the national educator activist journal Rethinking Schools (www.rethinkingschools.org).

Greg Hirst currently teaches English and Spanish language classes at Wolf Point High School on the Fort Peck Reservation in northeastern Montana. Wolf Point High School is a multicultural community, including students of Dakota (Sioux), Assiniboine, German, and Norwegian ancestry. Hirst, a Blackfeet tribal member, has also taught for 17 years at community colleges and public schools on both the Blackfeet and Fort Peck Reservations in Montana.

Bobbi Ciriza Houtchens is a teacher at Arroyo Valley High School in San Bernadino, California. She has over 30 years experience teaching in the classroom. Houtchens serves on the editorial board for the Recovery of Hispanic Heritage Literacy Project, a Rockefeller grant project at the University of Houston. She edited The Best for Our Children: Critical Perspectives on Literacy for Latino Students, by Maria De La Luz Reyes. Houtchens has participated in several Annenberg Media professional development workshop series on the language arts and is an active member of the National Council of Teachers of English (NCTE).

Alfredo Celedon Lujan is currently a teacher of English at Monte del Sol Charter School in Santa Fe, New Mexico. The school's mission is "to graduate students with the skills, desire and vision to become community leaders." Lujan is a member of the New Mexico Council of Teachers of English and the National Council of Teachers of English (NCTE); he currently sits on NCTE's Secondary Section Steering Committee. Previously, Lujan was a member of the Early Adolescent/Language Arts Committee with the National Board for Professional Teaching Standards, as well as the Chair of NCTE's Committee on Racism and Bias.

Betty Tillman Samb has been a language arts educator for over 35 years. She has taught a range of courses, from ethnic and European literature to theater and drama. While serving as the head of the English department at Raoul Wallenberg Traditional High School in San Francisco, she mentored beginning language arts educators. Tillman Samb holds a master's degree in Theater and Communications from the University of New Orleans.

Cathie Wright-Lewis, a high school English teacher and mentor for new teachers at Benjamin Banneker Academy, is a 20-year veteran of New York City's Board of Education. She is also a poet, a tutor, and an active community member in the Brownsville section of Brooklyn. The transformations of Brownsville, a predominantly African American community, inspired Wright-Lewis to teach and to write Maurya's Seed: Why Hope Lives Behind Project Walls.

Bo Wu is an English teacher at Murry Bergtraum High School in New York City and a member of the Manhattan High School Instructional Technology Team. Since 1996, Wu has been experimenting with and implementing various ways of using technology in her teaching. She has developed many original ELA lessons and units focusing on various literary works, all of which are published on her own Web site, http://www.litstudies.com.


Dale Allender is Associate Executive Director of the National Council of Teachers of English (NCTE). He has taught middle school, high school, adult literacy, and coursework in teacher education and English at Grinnell College and Coe College. Allender has been a research assistant at the Wisconsin Black Historical Society, a National Endowment for the Humanities Fellow for the study of Native American literature, and a board member for the Recovering the U.S. Hispanic Literary Heritage High School Project. His publications include two edited volumes, entitled Trends and Issues in the Teaching of Secondary English 1999 and Trends and Issues in the Teaching of Secondary English 2000; the essay "Literary Guerillas, Canon Keepers, and Empire Institutions: A Black Teacher's Narrative," for Ishmael Reed's KONCH Magazine and several articles on teaching myth and multicultural literature. His keynote addresses and presentations include "Performance Theory in the Teaching of Myth and Folklore" at the University of Southern Mississippi; "The Myth Ritual Theory and the Art of Storytelling" at City College, New York; and several guest lectures at New York University, the University of Wisconsin-Madison, the University of Iowa, and Drake University. Currently Allender serves on several educational television advisory boards, including Cable in the Classroom's National Education Advisory Board, MediaRights.org, William Greaves Productions, and several Annenberg Media-funded professional development series for the English language arts.

Beverly Chin, Ph.D., is Professor of English and Director of the English Teaching Program at the University of Montana in Missoula. She has served as President of the National Council of Teachers of English (NCTE), Director of the Montana Writing Project, and Director of Composition at the University of Montana in Missoula. She is also a member of the Board of Directors of the National Board for Professional Teaching Standards.

Linda Christensen, author of Reading, Writing and Rising Up: Teaching About Social Justice and the Power of the Written Word, taught Language Arts for over 20 years at Jefferson High School in Portland, Oregon. She is a member of the Rethinking Schools editorial board, Director of the Portland Writing Project, a founding member of the National Coalition of Education Activists, and Language Arts Coordinator for Portland Public Schools. Christensen also has been a keynote speaker for many organizations, including the National Council of Teachers of English (NCTE), the National Association of Multicultural Educators, and the International Conference for the Teaching of English. Her research and teaching have been granted numerous awards, including the Fred Heschinger Award for Use of Research in Teaching and Writing, from the National Writing Project/National Council of Teachers of English.

William W. Cook is Professor of English and African and Afro-American Studies at Dartmouth College in New Hampshire. His principle areas of research and teaching include classical oratory, African American oratory, modern American and British poetry, American drama, African American literature, and American culture. Cook has also published numerous works, including poetry and critical papers.

Jamal Cooks, Ph.D., is Assistant Professor of Literacy Education in Secondary Education at San Francisco State University. He teaches a variety of classes, including the state-required reading course and Issues in Teaching Culturally and Linguistically Diverse Students. Cooks has received many awards and grants, including the National Council of Teachers of English (NCTE) Grant-in-Aid, and a Spencer Mini-Grant Award from the University of Michigan.

Barbara M. Flores, Ph.D., is currently a professor in the Department of Language, Literacy and Culture in the College of Education at California State University, San Bernardino. She has been a teacher and educator/researcher/writer for the last 23 years. Her areas of expertise are in first- and second-language acquisition, literacy/bi-literacy development, and collaborative action research. Flores is the creator and co-author of the Piñata series published by Celebration Press, which targets beginning readers. It is the first original Spanish series in the United States and includes over 200 titles.

Brenda M. Greene is Professor of English and Executive Director of the Center for Black Literature at Medgar Evers College of the City University of New York. Greene served as coordinator of the National Black Writers Conferences (NBWC) at Medgar Evers and is Director of the 2003 NBWC. In addition to serving as Director of the Center, Greene coordinates the English B.A. program and teaches composition and literature. Her research interests are in the areas of the literature of women of color, multicultural literature, and English studies, and she has written a number of essays in these fields. Greene is the co-editor of Defining Ourselves: Black Writers of the Nineties, by Peter Lang Publishers, and Rethinking American Literature, published by the National Council of Teachers of English (NCTE).

Jerome C. Harste, Ph.D., is currently Chair of the Diversity Task Force within the National Council of Teachers of English (NCTE). He is also Distinguished Professor of Language Education at Indiana University, where he holds the Martha Lea and Bill Armstrong Chair in Teacher Education. For the last 10 years, Harste has been working with a group of teachers in Indianapolis to create the Center for Inquiry, a new public elementary/middle school in the inner city. Harste is also past President of the National Council of Teachers of English, the National Reading Conference, the National Conference on Research in Language and Literacy, and the Whole Language Umbrella.

Nicolás Kanellos, Ph.D., is the Brown Foundation Professor of Spanish at the University of Houston. He is the founding publisher of the Hispanic literary journal The Americas Review (formerly Revista Chicano-Riqueña) and the Hispanic publishing house Arte Público Press. Kanellos is the recipient of various fellowships and honors, including the 1996 Denali Press Award of the American Library Association; the 1989 American Book Award, Publisher/Editor Category; the 1989 award from the Texas Association of Chicanos in Higher Education; and the 1988 Hispanic Heritage Award for Literature presented by the White House.

Donaldo Macedo, Ph.D., Ed.D., is a full professor of English and Distinguished Professor of Liberal Arts and Education at the University of Massachusetts, Boston. He is Graduate Program Director of the Applied Linguistics Masters of Arts Program. Macedo has published extensively in the areas of linguistics, critical literacy, and multicultural education. His publications include: Literacy: Reading the Word and the World (with Paulo Freire, 1987), Literacies of Power: What Americans Are Not Allowed to Know (1994), Dancing With Bigotry (with Lilia Bartolome, 1999), Critical Education in the New Information Age (with Paulo Freire, Henry Giroux, and Paul Willis, 1999), Chomsky on Miseducation (with Noam Chomsky, 2000), The Hegemony of English (with Panayota Gounari and Bessie Dendrinos, 2003), and Ideology Matters (with Paulo Freire, forthcoming). Macedo's works have been published in Capeverdean, Greek, Portuguese, and Spanish.

Kathryn W. Shanley, Ph.D., is Chair of the Native American Studies department at the University of Montana. Professor Shanley, Assiniboine (Nakota) from the Fort Peck Reservation in Montana, earned a Ph.D. in English Literature and Language Studies at the University of Michigan. She has published widely in the field of Native American literary criticism, writing about such authors as James Welch, Maria Campbell, Leslie Silko, and N. Scott Momaday.

Evangelina Vigil-Piñón is a writer, poet, and translator. She has written numerous books and translated the late Tomás Rivera's classic novel, ...y no se lo tragó la tierra (...And the Earth Did Not Devour Him). Since 1982, she has taught courses in U.S. Hispanic literature at the University of Houston as an adjunct lecturer in the English Department. She is also an experienced television journalist, currently working with ABC/KTRK-TV in Houston.


Deborah Allen, Professor of Teacher Education, Kean College. Chair of the National Council of Teachers of English (NCTE) Commission on Curriculum.

Dale Allender, Associate Executive Director, the National Council of Teachers of English (NCTE).

John Barber, teacher, Fairmount-Harford High School, Baltimore, Maryland and English Department Chair.

Reggie Finnlayson, teacher, Milwaukee Area Technical College. Writer and performance artist.

Beth Horikawa, teacher, Howard Luke Academy, Fairbanks, Alaska. Chair of the National Council of Teachers of English (NCTE) Commission on Literature, as well as a Ph.D. candidate.

Nicolás Kanellos, Ph.D., Brown Foundation Professor of Spanish at the University of Houston.

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