CENTER FOR MULTICULTURAL EDUCATION

UNIVERSITY OF WASHINGTON

Teaching the Levees

The West Coast Launch of a Curriculum Guide about Teaching about Hurricane Katrina and its Aftermath
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Friday, May 2, 2008
9:00 to 11:00 AM
University of Washington Club

Please RSVP by April 18 via centerme@u.washington.edu or (206) 543-3386

Co-Sponsored by the Center for Multicultural Education at the University of Washington Seattle and the Education Program at the University of Washington Bothell.

This special event will consist of the West Coast launch of a Curriculum Guide that focuses on teaching about Hurricane Katrina and its meaning for America. This curriculum, created by educators at Teachers College, Columbia University and supported by the Rockefeller Foundation, takes Spike Lee’s When the Levees Broke, as impetus, touchstone, and text for democratic dialogues in schools, colleges, and community organizations. The historical essay and curriculum units that comprise this book are designed to stimulate serious deliberation about the meaning of Hurricane Katrina and the breach of the levees. Discussions of race and class are often avoided in American schools, colleges, and communities. This curriculum aims to stimulate dialogue about these tough issues by posing the questions: Who are we as a country? What kind of country do we want to be?

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MEMBERS OF PANEL

Margaret Smith Crocco,
Teachers College,
Columbia University

Michael Honey,
University of Washington, Tacoma

Stephanie Camp,
University of Washington, Seattle

Joy Williamson,
University of Washington, Seattle

MODERATOR
Walter C. Parker, University of Washington, Seattle

Participants will be able to purchase of copy of the curriculum guide, TEACHING THE LEVEES, after the panel discussion and questions and answers.

Race, Culture and Education: The selected works of James A. Banks Routledge World Library of Educationalists In this book, Banks has compiled a career-long collection of 18 of his most significant articles, book chapters, and papers which show the evolution of his research and scholarship over nearly four decades as well as the evolution of multicultural education. This collection shows how the growth of the field has mirrored Banks' development as a scholar, teacher, and researcher. Click here for a review of this book by Tim Brighouse that was published in the Times Education Supplement (London), June 23, 2006. Click here for a review of this book by Tyrone C. Howard that was published in the Teachers College Record, December 20, 2006. Click here for information on how to order this book.

Learning In and Out of School in Diverse Environments: Life-Long, Life-Wde, Life-Deep James A. Banks, Kathryn H. Au, Arnetha F. Ball, Philip Bell, Edmund W. Gordon, Kris D. Gutiérrez, Shirley Brice Heath, Carol D. Lee, Yuhshi Lee, Jabari Mahiri, Na'ilah Suad Nasir, Guadalupe Valdés, Min Zhou The increasing number of immigrant students, English Language Learners, and students of color in U. S. schools present educators with both opportunities and challenges. How can educators help close the achievement gap by building upon the languages and other learning that occurs in the home and community cultures of students from diverse groups? This question guided the work of the LIFE Diversity Consensus Panel convened by the LIFE Center (The Learning in Informal and Formal Environments Center) and the Center for Multicultural Education. (Click here for information on how to order this publication) (Click here to download a PDF version of Learning In and Out of School in Diverse Environments)

Click here for more information about the center's publications

Professor James A. Banks, Director
Center for Multicultural Education
110 Miller Hall, Box 353600
University of Washington
Seattle, WA 98195-3600
Phone: 206-543-3386
Fax: 206-543-1237
Email: centerme@u.washington.edu