The 2018-2019 W&M School of Education Diversity Lecture Series brings distinguished educators from across the country to share their research and work promoting inclusiveness and equity of opportunities for diverse students. This year, our speaker series is part of William & Mary's celebration of the 100th anniversary of the first 24 women admitted to W&M in 1918. The university honors them and all of W&M's female students, past and present, this year through a series of special events, guest speakers and performances.
October 9, 2018
Katherine A. Rowe
President, William & Mary
Dr. Katherine A. Rowe was sworn in as William & Mary’s 28th president on July 2, 2018. Previously, she was the provost and dean of faculty at Smith College. Her career in higher education includes working at Bryn Mawr College as an English professor, department chair and director of the Katharine Houghton Hepburn Center for leadership and public engagement as well as an assistant professor of English at Yale. Rowe has published three books: New Wave Shakespeare on Screen with Thomas Cartelli (Polity Press, 2007), Reading the Early Modern Passions: Essays in the Cultural History of Emotion as co-editor (Penn Press, 2004) and Dead Hands: Fictions of Agency, Renaissance to Modern (Stanford, 2000). Rowe is also the cofounder and CEO of Luminary Digital Media, which developed a series of educational apps enhancing student engagement and learning of classic Shakespearean texts.
NOVEMBER 1, 2018: Hauben Distinguished Lecture
Deborah Loewenberg Ball
(How) Can Teaching Disrupt Racism and Oppression
Historical and persistent marginalization and oppression permeate all aspects of contemporary life, including education. Institutional structures and exclusionary practices rooted in social and cultural status groups and identities preserve and reinforce racialized and gendered norms. Teaching at all levels has enormous potential to disrupt these patterns, but it has instead often reproduced inequality and reified injustice through the discretionary spaces that are inherent to teaching. These discretionary spaces enable teachers to adapt responsively to cultural contexts, communities, and students, but they also make classroom practice vulnerable to actions and decisions that perpetuate oppression. This talk will investigate how patterns—particularly enacted patterns and signals of low expectations for marginalized students—are produced and reproduced, minute to minute, day to day, and week to week, inside of these discretionary spaces in teaching. We will explore how content can be taught in ways that can change the nature of the experiences of students and affect their sense of identity, belonging, and success and will consider what it would take to make such instruction a reality inside of classrooms.
Deborah Loewenberg Ball is the William H. Payne Collegiate Professor of Education at the University of Michigan, an Arthur F. Thurnau Professor and the founding director of TeachingWorks. She taught elementary school for more than 15 years, and continues to teach mathematics to elementary students every summer. Previously, she was the dean of the University of Michigan School of Education for more than ten years. She has authored or co-authored more than 150 publications, developed videos about studying the work of teaching mathematics, and given lectures and presentations around the world. Ball is an expert on teacher education, studying the practice of teaching as the active work of building relationships with children to support their learning and growth. Her research focuses on improving the quality of beginning teaching and investigating the challenges of learning for children of color and low-income children.
About the Hauben Distinguished Lecture Series
This lecture is supported through a generous endowed gift established by Margaret Divens Hauben ’59 and her husband, the late Lawrence A. Hauben with the purpose of supporting the School of Education in its efforts to bring renowned scholars to William & Mary.
February 5, 2019
The Five Simple Truths About Cultural Competence in Education and Counseling
Given the wealth of diversity in the US and in our nation’s public schools, it is no wonder that instructional and counseling theories are advocating a shift toward a pedagogy and counseling process that emphasize a comfortable and enriching environment for students of all backgrounds. Cultural competence in counseling and teaching require a student-focused approach in which students’ and clients’ unique cultural strengths are identified and nurtured to promote student achievement and a sense of well-being about the individuals’ cultural place in the world.
Although we’ve studied cultural aspects of teaching and counseling for over twenty years, some educators still struggle to understand how to apply these concepts to their everyday work in schools and communities. Dr. Holcomb-McCoy will remind us of five simple truths about our journey to become culturally responsive and competent in our work with diverse students, parents, clients, community members, etc.
Cheryl Holcomb-McCoy serves as dean at the American University School of Education. Her extensive career in higher education includes academic positions at Johns Hopkins University, University of Maryland College Park, and Brooklyn College of the City University of New York. At Johns Hopkins University, she was the vice provost of faculty affairs and vice dean of academic affairs. In addition to previously having been a department chair at Johns Hopkins University, she was also a professor at both University of Maryland at College Park and Brooklyn College of the City University of New York. Holcomb-McCoy began her career as an elementary school teacher and later became an elementary school counselor. Holcomb-McCoy’s numerous publications highlight her expertise in all areas of the field of education including K-12 teaching, leadership and counseling.