Source: https://www.aera.net/Events-Meetings/Annual-Brown-Lecture-in-Education-Research/Past-Brown-Lectures
Timestamp: 2019-04-24 06:13:10+00:00

Document:
On October 25, H. Richard Milner IV delivered the 15th Annual Brown Lecture, “Disrupting Punitive Practices and Policies: Rac(e)ing Back to Teaching, Teacher Preparation, and Brown,” to a packed house of more than 900 at the Ronald Reagan Building & International Trade Center in Washington, D.C. The talk was followed by an open discussion forum and was joined by more than 450 online viewers from around the world.
On October 19, Alfredo J. Artiles delivered the 14th Annual Brown Lecture, “Re-envisioning Equity Research: Disability Identification Disparities as a Case in Point,” to a packed house of more than 900 at the Ronald Reagan Building & International Trade Center in Washington, D.C. The talk was followed by an open discussion forum and was joined by more than 450 online viewers from around the world.
Marta Tienda, a leading scholar on immigration, population diversification, and poverty and the roles they play in access to education, delivered the 13th annual AERA Brown Lecture in Education Research on October 20 to a packed house of more than 600 attendees at the Ronald Reagan Building & International Trade Center in Washington, D.C., and to more than 350 online viewers from around the world.
Tienda’s lecture, “Public Education and the Social Contract: Restoring the Promise in an Age of Diversity and Division,” asked whether it is possible to rewrite the social contract so that equal access to quality education is a fundamental right—a statutory guarantee—that is both uniform across states and federally enforceable.
Teresa L. McCarty, a world-renowned expert on Indigenous education issues, delivered the 12th annual AERA Brown Lecture in Education Research on October 22 to a packed house of 500 attendees at the Ronald Reagan Building & International Trade Center in Washington, D.C., and to more than 300 online viewers from around the world.
McCarty’s lecture, “So That Any Child May Succeed ­—Indigenous Pathways Toward Justice and the Promise of Brown,” was the first Brown Lecture to focus on Indigenous education issues.
Before a record audience of over 700 on-site attendees at the Ronald Reagan Center in Washington, D.C., and more than 500 online viewers from around the world, James D. Anderson delivered the eleventh annual AERA BrownLecture in Education Research.
Anderson’s lecture, “A Long Shadow: The American Pursuit of Political Justice and Education Equality,” explored the historic and inseparable relationship between the right and freedom to vote and the pursuit of education equality. Anderson is Edward William and Jane Marr Gutsgell Professor of Education and Professor of History at the University of Illinois at Urbana-Champaign.
On Thursday, October 24, 2013, an audience of nearly 700 viewers in person and over 430 online watched as Professor Gary Orfield (University of California, Los Angeles) presented A New Civil Rights Agenda for American Education: Creating Opportunity in a Stratified Multiracial Nation. The Brown Lecture is now in its tenth year, inaugurated in 2004 to commemorate the 50th anniversary of the Brown v. Board of Education decision.
Orfield’s lecture took heated aim at the state of civil rights in the U.S., with an emphasis on outdated approaches to the changing dynamics of segregation and the lack of awareness of racial inequality.
On October 26th, Vanessa Siddle Walker, the Samuel Dobbs Professor of Educational Studies at Emory University, presented the 2012 AERA Annual Brown Lecture in Education Research in Washington, D.C. “Original Intent: Black Educators in an Elusive Quest for Justice” was delivered to a packed house. Siddle Walker’s ground-breaking lecture challenged the historically accepted view of Black educators in the era of Brown v. Board of Education and earlier. Many people continue to view those educators as less instrumental in the Supreme Court decision than the more often celebrated parents and attorneys.
Ladson-Billings entitled her address "Through a Glass Darkly: The Persistence of Race in Education Research." She raised fundamental issues about the connections between research and data and issues of social inequality and education in society. Ladson-Billings is the Kellner Family Chair in Urban Education and Professor of Curriculum and Instruction and Educational Policy Studies at the University of Wisconsin-Madison and former AERA President (2005-2006).
Kenji Hakuta, Lee L. Jacks Professor at Stanford University School of Education, focused his lecture on the 1974 U.S. Supreme Court decision Lau v. Nichols, which involved equal educational opportunities for nearly 1,800 Chinese students in the San Francisco Unified School District. Ever since that decision, the nation’s education system has struggled with how to address the question of equal educational opportunity for English language learners. Debates in Congress, states, and local districts, as well as in the courts, have been juxtaposed with various reform efforts focused on teachers, standards, instruction, assessment, accountability, and values.
Luis C. Moll, Professor in the Department of Language, Reading and Culture at the University of Arizona College of Education, recounts the circumstances of the 1946 California court case Mendez v. Westminster, which led to desegregation of California’s public schools and presaged Brown v. Board of Education. Sylvia Mendez, whose family undertook a legal challenge to secure her entrance into the Westminster school, was a special guest of AERA for the Lecture.
Stephen W. Raudenbush, Lewis-Sebring Distinguished Service Professor in the Department of Sociology and the College at the University of Chicago, looks at the continuing achievement gap between White students and Black students and ways in which persistent inequality can be overcome. Writing the majority opinion in the 2003 U.S. Supreme Court case Grutter v. Bollinger, Justice Sandra Day O’Connor expressed the hope that in 25 years affirmative action would no longer be needed. Raudenbush looks ahead to that date—2028—and expresses a conviction that, despite a multiplicity of causes of inequality, school improvement can by itself play a powerful role in overcoming educational consequences of racial inequality. The task of engaging children in ambitious intellectual work, however, begins with innovative ways of thinking about best school practice and use of the best available education research to make connections between developmental science, instructional practice, and school organization.
Linda Darling-Hammond, Charles E. Ducommun Professor of Education at Stanford University, outlines current disparities in educational access; illustrates the relationships between race, educational resources, and student achievement; and proposes reforms needed to equalize opportunities to learn.
Claude M. Steele presented this special AERA lecture, which focuses on equality and equity in education research. A Stanford University psychologist, Professor Steele has conducted research that has changed how social scientists think about prejudice and stereotypes. On September 1, Professor Steele became director of the prestigious Center for Advanced Study in the Behavioral Sciences, an independent organization dedicated to advancing knowledge about human behavior through research. The center is located in Stanford, California.
Edmund W. Gordon, director of the Institute for Urban and Minority Education at Teachers College, Columbia University, presented the inaugural Brown Lecture, commemorating the 50th anniversary of the Brown v. Board of Education decision of the U.S. Supreme Court, which took scientific research into account in issuing this landmark ruling.
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