Comprehensive review of James Banks’ “Diversity, Transformative Knowledge and Civic Education: Selected Essays"

Tuesday, January 12, 2021

Margaret Smith Crocco of the University of Chicago Press recently conducted a comprehensive review of Professor James Banks’ most recent book entitled, “Diversity, Transformative Knowledge and Civic Education: Selected Essays.” The review was published in the Fall 2020 issue of “Schools: Studies in Education,” a journal published by the University of Chicago Press.  Banks indicated that this review is not just a review of his book but an informative and insightful description of his 50-year career.  Banks is the Kerry and Linda Killinger Endowed Chair in Diversity Studies Emeritus and is the founding director of the Center for Multicultural Education at the University of Washington, which is now the Banks Center for Educational Justice. Read the review.

First Book in Culturally Sustaining Pedagogies Series Published

Sunday, December 13, 2020

Teacher’s College Press announced that the series titled Culturally Sustaining Pedagogies Series and edited by Django Paris, associate professor and director of the Banks Center for Educational Justice at the UW College of Education, has published the first book in the series: Protecting the Promise: Indigenous Education Between Mothers and their Children.  This book is co-storied by Timothy San Pedro, Michael Munson, Alayna Eagle Shield, Tara Ramos, Kristina Lucero and Faith Price with forward by Megan Bang, associate professor at the UW College of Education. The book features a collection of short stories told in collaboration with five Native families that speak to the everyday aspects of Indigenous educational resurgence rooted in the intergenerational learning that occurs between mothers and their children.

Jennie Warmouth, PhD ‘2017 Teaches Second-Graders Empathy Through a Conservation Project Based on Her Travels to the Arctic

Tuesday, December 1, 2020

Jennie Warmouth, a 2017 PhD graduate of the College of Education, recently had the trip of a lifetime when she headed to the Arctic to study polar bear. Warmouth’s PhD is in educational psychology and she specializes in human-animal interactions related to learning empathy. She is a recent recipient of the National Geographic Grosvenor Teaching Fellow which is how she was able to travel to the Arctic.

When she’s not trying to locate elusive polar bears, Warmouth is a second-grade teacher at Lynnwood’s Spruce Elementary, part of the Edmonds School District in Washington state. During the evenings, you can often find Warmouth teaching in the Teacher Education Program at Seattle Pacific University. On top of all of this, Warmouth has continued to do research and recently the National Geographic Society highlighted her work with her students on a conservation project dealing with the impact of plastics on Arctic animals. 

 

Meredith Honig Featured in the Wallace Foundation’s Wallace Blog

Tuesday, November 17, 2020

The Wallace Blog features an “Ask the Experts” question about principal supervisors and how they can best support principals now. Meredith Honig, professor at the UW College of Education, is one of the experts featured. The Blog article includes a link to a webinar  in the Education Leadership for a Digital World series that also features Honig. The series is hosted by Digital Promise with support from Wallace.

Funding Education Should Be a Biden Administration Priority

Friday, November 13, 2020

Assistant Professor, David Knight, provides an opinion editorial to The Hill about making education funding a priority.

Education Funding Must be a Priority for Biden Administration

Friday, November 13, 2020

David S. Knight, assistant professor of education, finance and policy at the UW College of Education, co-wrote an Op-Ed piece focused on prioritizing education funding. “The Biden administration must make public education its top domestic priority because Covid has exacerbated pre-existing social and educational inequities and, if left unaddressed, will lead to serious harm to our children - our nation’s greatest asset."

New Story Collections Reconsider History and Upend Tradition

Tuesday, November 10, 2020

Siamek Vossoughi’s new short story collection titled “A Sense of the Whole, Short Story Collection” received a book review. Vossoughi worked last year as an artist-in-residence in the UW College of Education. He currently works as an instructor and grader for the Brotherhood-Initiative.

Indigenous Relationality is the Heartbeat of Indigenous Existence during Covid-19

Sunday, November 1, 2020

Emma Elliott-Groves’ paper titled “Indigenous Relationality is the Heartbeat of Indigenous Existence during COVID-19" was published in a Special Issue of the Journal of Indigenous Social Development, titled Vol 9 No. 3(2020): Indigenous Communities and COVID-10: Impact and Implications.  Elliott-Groves is an assistant professor at the UW College of Education. The oc-authors include: Drs. Dawn Hardison-Stevens (Program Manager, Native Education Certificate Program and Teacher Education Program, College of Ed) and Jessica Ullrich (University of Alaska Anchorage (UW School of Social Work PhD alum). 

Washington State Children With Disabilities are Left Behind by Remote Learning

Friday, October 16, 2020

The Seattle Times recently covered the struggles, challenges and impact that remote learning is having on families who have children with disabilities. Ilene Schwartz is quoted.

Restoring Indigenous Systems of Relationality

Thursday, October 8, 2020

Emma Elliot-Groves, assistant professor in the College of Education, joined with other educators to provide testimony that imagines a world that fosters stronger human relationships with each other and with the land. They argue that to do this we must first address the challenging contemporary global and national contexts that we are in and understand the paradigms that have led us to where we are. One of the key points made in this testimony is in support of the Indigenous long practiced forms of education in which land-based, play-based, intergenerational, and applied learning strategies have helped the next generation learn what it means to live in ethical and sustainable relationship with all living beings. They stress that these long-standing systems of education that have helped our children learn the full spectrum of what it means to be human, to live ethically, and to take care of one another have been interrupted by colonial models of education.