Wednesday, November 30, 2016

[Hle] "LATINO EDUCATION & ADVOCACY DAYS 2017" - Support the Success of ALL Students

Sat. March 25th - Binational Parent Leadership Institute II
Tues. March 28th - Catholic Schools Expo
Wed. March 29th - Hospitality & Welcome Reception
Thurs. March 30th - LEAD Summit VIII
Sat. April 1st - César E. Chávez Memorial Breakfast VI
Visit:  On it, you can see the immediate past program, as we fill in the forthcoming details for 2017. 

Dear Friends and Colleagues,

Let's be clear - in order to provide a means to maximize the promotion, outreach and relations, within the areas of our primary purpose, LEAD must engage in capital campaigns to raise significant dollars. We rely almost completely on the generosity of donors and sponsors that share our vision to make possible our innovative and productive programs, publications and events in Latinos and Education.  

It's that time of year again where we ramp up the planning of our annual Latino Education & Advocacy Days, and the purpose of this announcement is to garner support from you as an individual, as well as your institution, business, agency and group to be part of an event like no other.  

Your consideration for sponsoring LEAD will enable my team and I to continue the great work in accomplishing two main objectives:
     1) to promote a broad-based awareness of the crisis in Latino Education, and
     2) to enhance the intellectual, cultural and personal development of our community's educators, administrators, leaders, parents and students.

We are happy to report that LEAD 2016 reached more than 206 million people: viewers and listeners thanks to our public and commercial television/radio partners, print/digital readers and social media impressions, webcast to 1600 of our viewing partners across nearly 40 countries, and averaging yearly more than 1,300 on-site attendees.

Something different for 2017 - this time with your sponsorship, you will be supporting ALL our activities for LEAD Week, and will receive the appropriate branding and marketing recognition, multiple and repeated times, with each and every event throughout the week (via logo placement/acknowledgement on web sites, printed programs and brochures, email/social media blasts, slide shows/event scripts, and webcast/media coverage). 

Every gift, large or small, makes a difference. Whether you are a first time donor/sponsor or a long time contributor, we appreciate your thoughtful generosity. Please contact me at for details on how to sponsor via check, online payment, or by phone.

Sponsorship Levels

  • One Minute Commercial to be Webcast
  • University Events / Special Invitations
  • Photo Opportunities (w/ Speakers)
  • Media Coverage
  • Marketing / Brand Recognition
  • Slide show recognition at our opening ceremony
  • Web site Acknowledgement
  • Program Brochure Acknowledgement
  • Conference Attendee Gifts
  • Exhibit Table
  • Framed Acknowledgement Certificate

  • One Minute Commercial to be Webcast
  • Photo Opportunities (w/ Speaker)
  • Marketing / Brand Recognition
  • Slide show recognition at our opening ceremony
  • Web site Acknowledgement
  • Program Brochure Acknowledgement
  • Conference Attendee Gifts
  • Exhibit Table
  • Framed Acknowledgement Certificate

  • Web site Acknowledgement
  • Marketing / Brand Recognition
  • Program Brochure Acknowledgement
  • Conference Attendee Gifts
  • Exhibit Table

  • Web site Acknowledgement
  • Marketing / Brand Recognition
  • Program Brochure Acknowledgement
  • Conference Attendee Gifts

Thank you - Gracias, EM

Enrique G. Murillo, Jr., Ph.D. 
Executive Director - LEAD Organization

5500 University Parkway / Room CE-305
San Bernardino, CA 92407
--  Join or learn more about LEAD activities, events or programs on any of our social networks, partnerships or education projects  -- 

Tuesday, November 29, 2016

Faculty Position: Assistant/Associate Professor, Literacy and Children’s Literature at Salisbury University

Salisbury University’s Seidel School of Education and Professional Studies welcomes applications for the position of Assistant/Associate Professor in the Department of Teacher Education.  In particular, they are seeking candidates who have an interest and expertise in social justice.

Area of Specialization:  Literacy and Children’s Literature 

Primary Job Duties:  The Department of Teacher Education seeks an individual who can teach courses in integrated language arts and children’s literature and young adult literature in the undergraduate Early Childhood and Elementary Education Programs.The successful candidate will teach primarily undergraduate courses with opportunities for graduate teaching at the master’s and/or doctoral levels, including winter term and summer session courses for additional compensation. With an award-winning network of Professional Development Schools on Maryland’s Eastern Shore, Salisbury University offers a ready-made setting for clinical field experiences for students and faculty alike.  All Teacher Education faculty advise education majors and are encouraged to collaborate with pre-service teacher candidates, interns and local educators in our PDS network.  The normal teaching load is 3 courses per semester, with an option for clinical supervision of interns in place of one of the three courses. With the focus on enhancing the academic achievement of diverse learners, candidates must utilize effective teaching and classroom management strategies that promote their success. Research, scholarly activity, and community service are expected.

Minimum Qualifications: Ph.D., Ed.D., or ABD in Literacy or related field.  If ABD, the candidate would be hired at the rank of instructor, with the requirement that doctoral degree is completed within one year of hire date. The successful candidate will have at least three years’ experience teaching in the elementary grades (K-8) in US public or private schools. The Department of Teacher Education puts a premium on teaching excellence; consequently, as part of the interview process finalists will be asked to teach a lesson to an undergraduate class.
Preferred Qualifications:  Success in grant-writing, intern supervision experience, collegiate teaching in children’s and/or young adult literature and integrated language arts, program assessment and accreditation, conference presentations and scholarly publications. The potential for future program or departmental leadership is highly valued. Membership in related professional organizations.

Thursday, November 17, 2016

Special Message From AERA President and Executive Director—on Overcoming Hate and Hostility

AERA President and Executive Director via 

Nov 16 (1 day ago)
to urrieta

November 16, 2016

Dear AERA Members,

Since the election, and during the months leading up to it, a series of disturbing events have divided, or from the perspective of some, further divided the nation. Like many in the education research community, we have been appalled at the lack of humanity, the intimidation, and the intolerance for diversity represented by these events. We have been especially concerned with what our children and what our students have learned during this time and the ways that anger and hate have overridden our sensibilities around respect for others and social justice. The hostility since the election has been even more appalling, as violent threats, hate speech, and verbal attacks have nurtured fear.

While the intensity of the hostility has increased, the rise of these problems has been evident, growing in number and severity over the past few years, from Charleston to Orlando. In response to these incidents, AERA has taken a public stand. We continue to take a stand against the violence, violent threats, and any act that is intended to restrict opportunity in whatever form, threaten the well-being of our students, or victimize those who contribute to our society, including girls and women; lesbian, gay, bisexual, transgender, and queer students and adults; Muslims; immigrant families; and undocumented children and adults, to name a few.

AERA will continue planning and implementing efforts to address the issues, not simply the ones that emerged during and resulting from the election but also the ongoing vulnerabilities and hardships that affect countless children, youth, and adults. We all share in AERA’s mission to use research to promote change and embrace our professional and human commitment to promote respect and safety for all children and families, many of whom have been marginalized and are among those whom we teach and study.

Between now and the annual meeting in April, AERA will be holding six lectures on critical research issues, many of which are underscored in recent events. In addition, we will hold one or two webinars prior to the annual meeting as well as an event during the annual meeting focused specifically on topics related to racial conciliation and the role of schooling and education, gender equity, or other relevant themes.

We urge the education research community to keep heart, to take on the challenges ahead, and to be mindful of our larger purpose as scholars—and in so doing to demonstrate our commitment to intellectual engagement, to civic responsibility, to democratic principles, and ultimately to social justice.

Our very best to all of you,

Vivian L. Gadsden                                             Felice J. Levine
President                                                          Executive Director

Faculty position: Assistant Professor, Social Foundations of Education (f/t, tenure-track) // Grand Valley State University, College of Education

Assistant Professor, Social Foundations of Education (f/t,
tenure-track) // Grand Valley State University, College of Education;
review immediate

The College of Education at Grand Valley State University invites
applications for a full-time, tenure-track position in Social
Foundations, to begin August 2017. GVSU is a comprehensive university
with 25,000 students, located in Grand Rapids, Michigan. We serve
students in a teaching-centered institution, providing a strong
liberal arts foundations for our teacher education candidates.

Doctorate in Social Foundations of Education or a closely related
field, completed by August 2017
Record of successful university teaching in social, historical, or
philosophical foundations of education
Record of scholarship in the area of social and cultural foundations
of education
Record of successful teaching at the p-12 level
Appropriate licensure/certification or ability to be certified in Michigan
Effective oral, written, and collaborative interpersonal skills
Willingness and ability to travel to all GVSU sites, including
distance sites, for instruction
Willingness to teach using multimedia modes of instruction, including
online, blended, and distance learning technologies as well as deliver
courses on weekends

Teach three courses per semester in the area of social foundations of education
Prepare pre-service teachers to understand the context of educational
issues, meet the needs of a diverse student population, and transition
into a professional role
Advise students on teacher education and College of Education program
Engage in research, including scholarly presentations and publications
Provide service to the unit, university, profession, and community
including local K-12 schools

How to Apply:
Apply online at:

Attach a cover letter, curriculum vitae, transcripts, and three
references. If you need assistance or have questions call Human
Resources at (616) 331-2215.

In a continuing effort to diversity our campus community we actively
encourage applications from those who might contribute diverse
perspectives. GVSU is an Affirmative Action/Equal Opportunity
Employer. For more information about Grand Valley, see our website at

Application Deadline: Review of applications will begin immediately
and continue until the position is filled.

Fwd: Teacher Workshop: The Maya American Experience & Children’s Literature

Latina/o Children's Literature Workshop Series for Teachers

The Maya American Experience & Children’s Literature

Join LLILAS Benson Latin American Studies & Collections for a teacher professional development workshop:
  • Learn about the history of indigenous migration from Guatemala and the experiences and challenges Mayas face in the U.S.  
  • Create lesson plans and activities using a children’s book created by an indigenous Guatemalan youth collective
  • Receive 4 CPE credits, free books, and other free curriculum resources
Designed for teachers of grades 3-5, but educators of any grade level are welcome to attend. Limited space available. RSVP required. For more information and to RSVP, visit our Eventbrite page.
Saturday, December 10, 2016, 1:00 – 5:00 PM 

Benson Latin American Collection
2nd Floor Conference Room, SRH 1.208
The University of Texas at Austin
2300 Red River Street, Austin


Copyright © 2016, LLILAS Benson Latin American Studies & Collections, All rights reserved.

Our address is:
SRH 1.304B, 2300 Red River Street D0800
Austin, TX 78712 

Wednesday, November 16, 2016

[Hle] What is a sanctuary center of higher education?


Good morning LEAD NetRoots members and colleagues,

Some people had asked for a better definition on what is a sanctuary center of higher education?

First, the campus must pledge to remain an open educational community for all, particularly those who have been targeted in recent months.

A sanctuary center of higher education is a place that values and protects all members of the community. It is based on the moral and ethical responsibility of colleges and universities that grows from their special role in society as places of free inquiry and education. 

It is designed to counter the fear that impedes our mission. It puts the institution on record as pledging it will do what it can to protect vulnerable populations in the event that forces move against them unfairly or immorally. It means the we pledge to refuse to cooperate with immoral laws, executive orders, police demands, or judicial decisions that target these members of our community. It means we refuse to report the names or other information about our students, to turn them over to authorities, or to otherwise aid in their persecution.

In terms of an actual proposal or plan, some steps may be:
a) Prohibit access to Immigration and Customs Enforcement (ICE) agents on campus.
b) Deny ICE access to student, staff, and faculty data.
c) Provide relevant training for all faculty, staff, and students.
d) Ensure all students, faculty, and staff are treated equitably.
e) Develop a plan to provide assistance, information, and safety for students and families.
f) Shelter targeted students, staff, and faculty, along with their families.

If you haven't yet, please consider signing, helping make our college campuses safer environments for diverse communities, and support protections against the persecution and bigotry toward Muslims, LGBTQIA people, African Americans, Native Americans, Asian Americans, Mexicans and Latinos, immigrants, women, sexual assault victims, and disabled populations, and will not participate in any attempt to deny our students their right to an education in a dignified future

Thank you - Gracias, EM 
Enrique G. Murillo, Jr., Ph.D.

College of Education
California State University, San Bernardino 

I just signed a petition at Please join me in supporting this important cause!

Hle mailing list

Sunday, November 13, 2016

Trump and Our Students

Dear Rethinking Schools friends,

And so it begins. At a high school in rural Oregon, south of Portland, 30 to 40 white students celebrated Trump this week in front of a Confederate flag and taunted Latina/o students: “Pack your bags, you’re leaving tomorrow,” and “Tell your family goodbye.” Graffiti found in a Minnesota high school bathroom read,"#Gobacktoafrica Make America GReat again." The Southern Poverty Law Centerreports over 200 incidents of racist, sexist, and homophobic harassment and intimidation.

These are harbingers of the dangerous new era launched by the election of Donald Trump. And they underscore the importance of the work we have ahead.

But racist and xenophobic celebrations were not the only response to Trump’s election. In San Francisco, more than a thousand students walked out of class to join protest marches. As one student said, “We’re trying to inform people about white supremacy, racism, homophobia, everything.” And in the New York City high school where Rethinking Schools editor Adam Sanchez teaches, the art club hosted a “No Allegiance to White Supremacy” t-shirt-making gathering, while the Feminism and Black Lives Matter clubs held a joint emergency meeting to discuss the election. These responses are also harbingers: anticipating our schools and classrooms as sites of resistance to everything that Trump stands for. As in San Francisco, students in New York later took to the streets—marching more than 40 blocks from Union Square to Trump Tower. As did students at that Minnesota high school and throughout the country, from Los Angeles to Phoenix, Boulder to Des Moines.

Trump’s election is the single worst political event in our lives. And it’s right to mourn. But a Trump administration is also a call to action. For now, we need to listen to our students and create a space where they can talk, ask questions, and analyze what has happened. We can tell students that we will do whatever we can to make our schools—and our world—safe for them and their families. Part of that involves what we say and do in our classrooms and our schools, including how we work with students doing the taunting and writing the racist graffiti. And part involves the work we do within our unions and community groups, and the alliances we build with other justice-oriented organizations.

We will redouble our efforts to provide the teaching resources that help our students make sense of what is happening in our society, and how we got here. We have resources at Rethinking Schools and the Zinn Education Project that look at other times when racial progress was rolled back by white supremacy. But social movements have made important progress during times that seemed hopeless, and we also have teaching materials that explore these.

There will be lots more to say—and lots more to do. For now, we simply want to thank you for the work you do that is more essentialthan ever and to assure you that we are in this together.

With love and hope,
Rethinking Schools editors and staff