#ESSES19 will host two pre-summit clinics on Thursday, June 6 and a keynote speaker on Friday, June 7. Information will be posted as it comes available.
Pre-Summit Clinic #1, Thursday, June 6, 3:00 – 4:00
Dr. Sohyun An is an associate professor of social studies education at Kennesaw State University. She received B.S. and M.S. degrees in social studies education from Seoul National University in South Korea, and Ph.D. degree in Curriculum and Instruction from the University of Wisconsin-Madison. Since 2009, she has been teaching and researching in the field of social studies and teacher education. Dr. An’s work is informed by scholarship on critical race theory, AsianCrit, parentcrit, social justice education, and global citizenship. As a critical race scholar, elementary social studies teacher educator, and immigrant mother of Asian American children, Dr. An studies, teaches, and parents with a hope for anti-racist, anti-oppressive school and society for all children. Some of her works are published in Journal of Curriculum Studies, Theory and Research in Social Education, Journal of Social Studies Research, and Social Studies Research and Practice. Dr. An’s ongoing longitudinal project is a parentcrit/critical race parenting research in which she as a parent-researcher seeks to learn from my child-participants regarding how children of color make sense of and respond to race/ism and white supremacy in school and society.
Pre-Summit Clinic #2, Thursday, June 6, 4:15 – 5:15
Dr. Leilani Sabzalian (Alutiiq) is an assistant professor of Indigenous studies in education at the University of Oregon. Her research focuses on creating spaces to support Indigenous self-determination in public schools, and preparing teachers to challenge colonialism in curriculum, policy, and practice. She is also dedicated to improving Indigenous education in the state of Oregon by supporting legislation such as Senate Bill 13, which now mandates tribal history and sovereignty curriculum in K-12 public schools. Dr. Sabzalian’s work has been published in peer-reviewed journals, including English Journal, Curriculum Inquiry, and edited volumes such as (Re)Imagining Elementary Social Studies: A Controversial Issues Reader. Her forthcoming book with Routledge Press, Indigenous Children’s Survivance in Public Schools, provides case studies that support educators and administrators in analyzing and challenging colonialism in education, particularly within elementary social studies curriculum.
Dr. Sarah Shear is an assistant professor of social studies education at Penn State University-Altoona. Her research focuses on teaching and learning K-12 social studies within Indigenous contexts. Dr. Shear’s research includes examining race and settler colonialism in social studies state standards and textbooks, teacher education, film, and qualitative research methodologies. Her work is published in Theory and Research in Social Education, Journal of Social Studies Education, and Qualitative Inquiry. Dr. Shear’s work is also featured in the books Race Lessons: Using Inquiry to Teach about Race in Social Studies, Cinematic Social Studies: A Resources for Teaching and Learning Social Studies with Film, and Doing Race in Social Studies: Critical Perspectives. She co-edited (Re)Imagining Elementary Social Studies: A Controversial Issues Reader, published in 2018, and is co-editing a forthcoming book, Marking the Invisible: Articulating Whiteness in Social Studies Education and Research.
Summit Breakfast Keynote Address, Friday, June 7, 8:30 – 9:15
Dr. Noreen Naseem Rodríguez is an assistant professor of elementary social studies in the School of Education at Iowa State University. She works with teachers, school districts, and community organizations to develop culturally relevant and culturally sustaining social studies curriculum and to critically engage with diverse children’s literature. Her research focuses on preparing future elementary teachers to foster more inclusive renditions of U.S. history and citizenship and has been published in peer-reviewed journals including Theory & Research in Social Education, Educational Studies, Social Studies & the Young Learner, and The Urban Review; and in edited volumes such as The Handbook of Social Studies Research and (Re)Imagining Elementary Social Studies: A Controversial Issues Reader. Before becoming a teacher educator, Dr. Rodríguez was a bilingual elementary teacher in Austin, Texas for nine years.