Who says kids can’t be politically active? Headed by Graduate School of Education professor Joseph Kahne and Erica Hodgin, UC Riverside’s Civic Engagement Research Group recently collaborated with Teaching Channel in curating “Educating for Democracy,” a collection of videos, blogs, research articles, and other resources designed to help educators prepare youth for civic engagement.
The collection, part of Teaching Channel’s “Deep Dive” series, serves as a jumping-off point for teachers looking to influence young people’s participation in democracy. Subjects covered include how to assist students with researching social issues that interest them, how to encourage healthy and productive dialogues both inside and outside of the classroom, and how to guide budding activists to mobilize in their own communities.
Leading up to the 2016 presidential election, Kahne, who holds the Ted and Jo Dutton Presidential Chair in Educational Policy and Politics at UCR, conducted extensive research on young people’s inability to discern fake from real news in digital spaces. With that in mind, “Educating for Democracy” also features videos and web links to lesson-planning materials geared toward teaching students new techniques to better determine the accuracy of information found online. Those interested in learning more can access the collection here and follow @Ed4Democracy on Twitter.
Participants spent the day practicing hands-on activities, including a planetary creation activity geared at addressing the spatial misconceptions people often have of our solar system, and simulating crater impacts with cake flour. Dr. Brandon Rodriguez, who helps develop these lesson plans (which can be found online), encouraged the educators to “practice academic language with your students,” and provided them with standards-aligned NASA STEM content to bring into their own classroom. At the end of the training, educators earned their Lunar and Meteorite Disk Certification which allows them to borrow actual lunar rock and soil samples as well as meteorite samples from NASA for their classrooms.
“The class was such a valuable experience– even if you just want to see how to make science fun and interactive. It’s especially entertaining to see that adults have similar misconceptions about our solar neighborhood as our students,” said student teacher Leah Dawdy.
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UC Riverside’s Graduate School of Education is delighted to welcome three new faculty: Drs. Cati V. de los Ríos, Leigh Patel, and Tara J. Yosso. All three hold appointments in GSOE’s Education, Society, and Culture program.
Assistant Professor Cati V. de los Ríos officially joined GSOE in Winter 2016. A former high school teacher in Pomona Unified School District and Boston Public Schools, and teacher educator in New York City and Oakland, California, her research spans a number of phenomena, including Chicanx and Latinx adolescents’ critical and close readings of corridos, Chicanx and Latinx youth’s multimodal and translingual literacies, youth community organizing, and the civic literacy practices extant in secondary Ethnic Studies classrooms. Her teaching and scholarship are informed by ethnic studies frameworks and sociocultural and critical theories of language and literacy, and she has over a decade of community organizing for K-12 Ethnic Studies efforts nationwide. Dr. de los Ríos has been published in academic journals including Reading Research Quarterly,Research in the Teaching of English, Journal of Adolescent & Adult Literacy, and Race and Social Problems. She is a former Cultivating New Voices (CNV) Fellow with NCTE, and in 2016, she was selected for dissertation fellowships from both the Ford Foundation and National Academy of Education/Spencer Foundation. In 2017, she was awarded the Jean Anyon Award from AERA’s special interest group Grassroots Community and Youth Organizing for Education Reform.
Professor Leigh Patel is an interdisciplinary researcher, educator, and writer. With a background in sociology, she researches and teaches about education as a site of social reproduction and as a potential site for transformation. Her work addresses the narratives that facilitate societal structures, and she works extensively with societally marginalized youth and teacher activists. Dr. Patel is the author of four books, over 100 articles and essays, and has been featured in media outlets including The Atlantic, HuffPost live, and the Feminist Wire. Prior to working in academia, she was a journalist, a teacher, and a state-level policymaker. Across all of these experiences, her focus has been on the ways that education structures opportunities in society and the stories that are told about those opportunities. She is currently working on her forthcoming book, To Study is to Struggle: Higher Education and Settler Colonialism.
Professor Tara J. Yosso joins GSOE as a recruit from the UCR cluster hire focused on scholars working with the diverse U.S. populations who are part of what are identified by Américo Paredes as “Greater Mexico.” Her research and teaching apply the frameworks of critical race theory and critical media literacy to examine educational access and opportunity. She has authored numerous collaborative and interdisciplinary chapters and articles in publications such as the Harvard Educational Review, International Journal of Qualitative Studies in Education, and The Blackwell Companion to Social Inequalities, and has been awarded a Ford Foundation Postdoctoral Fellowship for Diversity and Excellence in University Teaching. Her article, “Whose Culture has Capital? A Critical Race Theory Discussion of Community Cultural Wealth,” has become the top cited article in Race Ethnicity and Education since its publication in 2005, with over 3,000 citations. The American Educational Studies Association recognized her book, Critical Race Counterstories along the Chicana/Chicano Educational Pipeline (Routledge) with a 2008 Critics’ Choice Book Award. Prior to joining GSOE, Dr. Yosso was a Professor in the School of Education and a faculty affiliate in Latina/o Studies at the University of Michigan, and held previous positions as assistant and associate professor with tenure in the Department of Chicana and Chicano Studies at the University of California, Santa Barbara. She earned her Ph.D. in urban schooling in the Graduate School of Education and Information Studies at the University of California, Los Angeles.