The Sankofa symbol adjacent to a presenter's name indicates their relationship to ABEN, either as member of the Board of Directors, or as a member of ABEN's Wisdom Circle.
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Dr. Bryan Brown
Associate Dean of Student Affairs and Associate Professor, Stanford University’s Graduate School of Education
Bryan A. Brown is a professor of teacher education. His research interests explore the relationship between student identity, discourse, classroom culture, and academic achievement in science education. He focuses on the social connotations and cultural politics of science discourse in small and whole-group interaction. His research in science education examines how teacher and student discourse shape learning opportunities for students in science classrooms. Dr. Brown’s work in science education in urban communities focuses on developing collaborative curricular cycles and classroom pedagogy based on developing discourse intensive instruction for urban learners. His research has expanded beyond his focus on science education, to include issues of college access in urban communities. Recent work explores how classroom and school culture shape access to higher education.
Dr. Stephen Hancock
Associate Professor, Reading and Elementary Education at the University of North
Carolina - Charlotte, College of Education
Dr. Hancock serves as an instructor, researcher, and leader. He is currently the M.Ed. Program Coordinator, Chair of the Internationalization Committee, Vice Chair of the Faculty Council, and Coordinator of the Teacher Education Study Abroad Collaboration. He teaches courses on multicultural & urban education, curriculum integration & theory, teacher leadership, teacher research methodology, child development, and reading in both undergraduate and graduate courses in the B.A., M.Ed. and Ph.D. programs. Dr. Hancock is active in several professional organizations including the American Educational Research Association, National Association of Multicultural Education, and National Association for the Education of Young Children. He is past Chair of the Committee on Scholars of Color at AERA and currently serves as a President of the North Carolina Chapter of the National Association of Multicultural Education. He is also an ABEN board member, and has also served as a reviewer for practical and theoretical journals, on numerous university, college, and community committees, and on international delegations to China, Germany and Mexico. He has consulted with school districts in 5 states on how best to prepare diverse learners & their teachers for a global society.
Dr. Geneva Gay
Professor of Education, University of Washington-Seattle in Multicultural Education and General Curriculum Theory
Dr. Gay is the recipient of the Distinguished Scholar Award, presented by the Committee on the Role and Status of Minorities in Educational Research and Development of the American Educational Research Association; the first Multicultural Educator Award presented by the National Association of Multicultural Education; the 2004 W.E.B. Du Bois Distinguished Lecturer Award presented by the Special Interest Group on Research Focus on Black Education of the American Educational Research Association; and the 2006 Mary Anne Raywid Award for Distinguished Scholarship in the Field of Education, presented by the Society of Professors of Education. She is nationally and internationally known for her scholarship in multicultural education, particularly as it relates to curriculum design, staff development, classroom instruction, and intersections of culture, race, ethnicity, teaching, and learning.Her writings include numerous articles and book chapters, including A Synthesis of Scholarship in Multicultural Education; the co-editorship of Expressively Black: The Cultural Basis of Ethnic Identity; author of At the Essence of Learning: Multicultural Education, and Culturally Responsive Teaching: Theory, Practice, & Research; and editor of Becoming Multicultural Educators: Personal Journey Toward Professional Agency. Culturally Responsive Teaching received the 2001 Outstanding Writing Award from the American Association of Colleges for Teacher Education (AACTE). She also is a member of the authorship team of the Scott Foresman New Elementary Social Studies Series. International consultations on multicultural education have taken her to Canada, Brazil, Taiwan, Finland, Japan, England, Scotland, and Australia.
Dr. Chike Akua
Professor of Educational Leadership at Clark Atlanta University, Master Teacher, Author, Lecturer
Dr. Akua is a leading authority on increasing the achievement of today's students, especially those in some of the most challenging schools and communities. His book Education for Transformation is a favorite among teachers and leaders and has been endorsed by a number of prominent national education educators. As a recognized master teacher, Dr. Akua has been an invited keynote presenter and trainer at regional and national conferences, school systems, colleges and universities. With a culturally relevant approach, he is known for his dynamic, interactive presentations to leaders, teachers, parents, and students. He has over 25 years of combined experience in education as a public school teacher, curriculum developer, professional development provider, leadership consultant, policy analyst and university professor. In 1995, he was selected Teacher of the Year for Newport News Public Schools (VA) and was also selected as one of Ebony magazine’s “50 Leaders of Tomorrow.” A year later, in 1996, the Dekalb County Board of Education (Atlanta, Georgia) recognized him with the Excellence in Education Award for Service to Youth. Additionally, he has been an invited lecturer for undergraduate and graduate courses in teacher education at Georgia State University, Southern University, Howard University and Clark Atlanta University.
Deeply committed to culturally relevant pedagogy and the development of culturally relevant instructional materials, Dr. Akua has written and published several books and parent/teacher guides His book, A Treasure Within: Stories of Remembrance and Rediscovery was nominated for the NAACP Image Award. Reading Revolution (co-authored with Tavares Stephens) is known for its practical application and is used in many urban school districts. The books have also been adopted by the Georgia Department of Juvenile Justice Regional Youth Detention Center and public schools around the country. Dr. Akua is a committed volunteer with several youth mentoring and leadership academies and college preparatory camps for middle school and high school students. He has helped lead over 1000 students and parents on trips throughout Egypt, Ghana, Morocco and Senegal through the African Genesis Institute's Teen Summit 1000 program. Dr. Akua is frequently called upon by education, civic, and social organizations to speak about educational excellence and cultural knowledge.
Dr. Sharroky Hollie
Educator, Author and Executive Director, The Center for Culturally Responsive Teaching and Learning
Dr. Hollie is a national educator who provides professional development to thousands of educators in cultural responsiveness. Since 2000, Dr. Hollie has trained over 150,000 educators and worked in nearly 2,000 classrooms. Going back 25 years, he has been a classroom teacher at the middle and high school levels, a central office professional development coordinator in Los Angeles Unified School District, a school founder/ administrator, and university professor in teacher education at Cal State University. Sharroky has been a visiting professor for Webster University in St. Louis and a guest lecturer at Stanford and UCLA. Most recently, he wrote Strategies for Culturally and Linguistically Responsive Teaching and Learning and contributed a chapter in the Oxford Handbook of African American Language. Dr. Hollie's first book, Culturally and Linguistically Responsive Teaching and Learning: Classroom Practices for Student Success and his second was, The Skill to Lead, The Will to Teach, cowritten with Dr. Anthony Muhammad. Also, Dr. Hollie has been a contributing author with Pearson publishing in the Cornerstone and Keystone textbook series, Prentice Hall Anthology, and iLit e-series. In 2003, he and two colleagues founded the Culture and Language Academy of Success, a laboratory school that demonstrated the principles of cultural responsiveness in an exemplary school wide model, which operated until 2013.
Dr. Lisa Delpit
Scholar, Author & Distinguished Professor at Southern University School of Education; Felton G. Clark Distinguished Professor, College of Education, SU Laboratory School Liaison
Dr. Delpit has won accolades for her work on teaching and learning in urban schools and in diverse cultural settings. She has studied education in both Alaska and New Guinea, published several books, and is a sought-after speaker. Delpit's placement as one of the foremost educators and writers on the subject of culturally-relevant approaches to educating students of color began with a series of eloquent, plain-spoken essays in the Harvard Educational Review. These essays questioned the validity of some popular teaching strategies for African-American students and were eventually spun off into a book titled, Other People's Children: Cultural Conflict in the Classroom. The book, published in 1995 has been cited for the ongoing debate surrounding what she describes as "finding ways and means to best educate urban students, particularly African-American, and other students of color."Dr. Lisa Delpit received the award for Outstanding Contribution to Education in 1993 from Harvard Graduate School of Education, which hailed her as a "visionary scholar and woman of courage." Her work on school-community relations and cross-cultural communication was cited when she received her MacArthur Genius Fellowship. Dr. Delpit was awarded the Antioch College Horace Mann Humanity Award (2003), which recognizes a contribution by alumni of Antioch College who have "won some victory for humanity."
Dr. Gloria Ladson-Billings
Scholar, American Pedagogical Theorist and Teacher Educator, Author, & Distinguished Professor at the University of Wisconsin
Dr. Ladson-Billings is the former Kellner Family Distinguished Professor of Urban Education in the Department of Curriculum and Instruction and faculty affiliate in the Department of Educational Policy Studies at the University of Wisconsin, Madison. She was the 2005-2006 president of the American Educational Research Association (AERA). Dr. Ladson-Billings’ research examines the pedagogical practices of teachers who are successful with African American students. She also investigates Critical Race Theory applications to education. She is the author of the critically acclaimed books, The Dreamkeepers: Successful Teachers of African American Children and Crossing Over to Canaan: The Journey of New Teachers in Diverse Classrooms, and numerous journal articles and book chapters. She is the former editor of the American Educational Research Journal and a member of several editorial boards. Her work has won numerous scholarly awards including the H.I. Romnes Faculty Fellowship, the NAEd/Spencer Postdoctoral Fellowship, and the Palmer O. Johnson outstanding research award. During the 2003-2004 academic year, she was a fellow at the Center for Advanced Study in the Behavioral Sciences at Stanford University. In fall of 2004, she received the George and Louise Spindler Award from the Council on Anthropology and Education for significant and ongoing contributions to the field of educational anthropology. She holds honorary degrees from Umeå University (Umeå Sweden), University of Massachusetts-Lowell, the University of Alicante (Alicante, Spain), the Erickson Institute (Chicago), and Morgan State University (Baltimore). She is a 2018 recipient of the AERA Distinguished Research Award, and she was elected to the American Academy of Arts & Sciences in 2018. Dr. Ladson-Billings formally retired from her position as the Kellner Family Distinguished Chair in Urban Education in 2018 after being on the UW-Madison faculty for over 26 years. A prolific and well-known scholar, she has dedicated most of her academic career to analyzing the practices of teachers who are successful with struggling students.
Dr. Beverly Daniel Tatum
Scholar, Teacher, Author, Administrator, and Clinical Psychologist; President Emerita, Spelman College, Mimi & Peter E. Haas Distinguished Visitor, Haas Ctr. for Public Service at Stanford University
Race Relations expert, Dr. Daniel Tatum is a clinical psychologist whose areas of research include Black families in White communities, racial identity in teens, and the role of race in the classroom. For over 20 years, Dr. Tatum taught her signature course on the psychology of racism. She has also toured extensively, leading workshops on racial identity development and its impact in the classroom. Highly sought after for her expertise, Dr. Tatum has appeared on the Oprah Winfrey Show, CNN News, and Good Morning America as well as provided commentary to The Washington Post and The New York Times, and other media outlets. In her critically-acclaimed 1997 book, Why Are All the Black Kids Sitting Together in the Cafeteria? and Other Conversations about Race, she argues that straight talk about racial identity is essential to the nation. She is also the author of: Can We Talk about Race? and Other Conversations in an Era of School Resegregation (2007), and also Assimilation Blues: Black Families in a White Community (1987). She has published numerous articles, including her classic 1992 Harvard Educational Review article, “Talking about Race, Learning about Racism: An Application of Racial Identity Development Theory in the Classroom.” Dr. Tatum is the recipient of numerous honorary degrees and in 2005, was awarded the prestigious Brock International Prize in Education for innovative leadership in the field of education. A thought-leader in higher education, she was a 2013 recipient of the Carnegie Academic Leadership Award and the 2014 recipient of the American Psychological Association Award for Outstanding Lifetime Contributions to Psychology.
Anthony T. Browder
Author, Publisher, Cultural Historian, Artist, Lecturer, and Educational Consultant.
Anthony T. Browder is a renowned author and best known for the series, From the Browder File among others he's written pertaining to his broad travels in Africa. He is a graduate of Howard University and has lectured extensively throughout the United States and five continents. Mr. Browder is the founder and director of IKG Cultural Resources and has devoted 38 years to researching ancient Egyptian history, science, philosophy and culture. He has led study tours to Egypt since 1987 and is currently director of the ASA Restoration Project. He has authored and co-authored 14 publications which are currently used in classrooms around the world. He is the co-founder of the Cultural Imperative Program (CIP), a youth-focused educational project affiliated with A Black Education Network. Mr. Browder is dedicated to the positive portrayal of the worldwide African experience.
Dr. Arnetha Ball
Professor, Administrator, Author Teacher, Nationally and Internationally renowned Distinguished Visiting Scholar, former President of AERA
Dr. Ball is a Professor in the Graduate School of Education at Stanford University in the Curriculum Studies, Teacher Educa-tion, and the Race, Inequality and Language Programs. Dr. Ball also the Charles E. Ducommun Professor in the Graduate School of Education. She currently serves as Director of the Race, Inequality, and Language Program, and is Co-Director of Stanford’s Center for Race, Ethnicity and Language, Past-Director of the Program in African and African American Studies, 2011-2012 President of the American Educational Research Association, and the past US Representative to the World Educational Research Association. Dr. Ball taught in pre-school, elementary, and secondary classrooms for over 25 years and was the founder & E.D. of "Children’s Creative Workshop," an early education center that specialized in providing premiere educational experiences for students from diverse backgrounds. Her inter-disciplinary program of research is conducted in complex learning environments faced with the promise and the challenges of improving education for diverse populations in three intersecting contexts: U.S. schools where predominantly poor African American, Latino/a, and Pacific Islander students are underachieving; CBO's that provide alternative education opportunities; and US and South African Teacher-Ed programs that prepare teachers in culturally and linguistically complex classrooms. Winner of the 2009 AERA Palmer O. Johnson Award and author/co-editor of seven books and numerous articles, Dr. Ball is also an AERA Fellow and has served as an Academic Specialist for the U.S. Information Services Program in South Africa and Distinguished Visiting Scholar in New Zealand & Australia. Recipient of the 2015 St. Clair Drake Teaching Award, Dr. Ball served as a trustee of the Research Foundation of the National Council of Teachers of English, was the Inaugural Barbara A. Sizemore Distinguished Visiting Professor in Urban Education, and was the 2015 Co-convener for the World Educational Research Association’s Int'l Research Network on “Overcoming Inequalities in Schools and Learning Communities: Innovative Education for a New Century.” Her recent work focuses on the development of blended online professional development that prepares teachers to work with diverse students and on the implementation of her Model of Generative Change (2009).
Dr. Carol Lee
Professor Emeritus, Learning Sciences; Edwina S. Tarry Professor of Education & Social Policy
Professor, African American Studies at
Northwestern University, School of Education
Dr. Lee is an esteemed professor, educational researcher, school director and author, and best known in academia for her work helping students of color excel in an environment of low expectations and other "whirlwinds," including poverty and negative stereotypes. She was among the early scholars to explore ways to scaffold children's' everyday experiences as a resource for learning in school. Today her sophisticated ideas behind "cultural modeling" are a standard approach in the field. Now retired, Dr. Lee was the Edwina S. Tarry Professor of Education and Social Policy, Professor of Learning Sciences, and Professor of African-American Studies at Northwestern University. Her scholarly interests focus on the influences of culture and literacy on education, particularly among students in the African-American community. She chairs the Board of Director of the Betty Shabbazz International Charter Schools, an institution she helped found with her husband, Haki R. Madhubuti, a prominent poet and founder of Third World Press --now in its 51st year. They founded the Institute of Positive Education in 1969, an Afrocentric community organization which eventually began its own school in 1972. Drs. Lee and Madhubuti also co-founded the Betty Shabazz International Charter Schools network in 1998. The charter schools, still in operation, include the Betty Shabazz International Academy; the Barbara A. Sizemore Academy; and the DuSable Leadership Academy. She has received numerous accolades for her work examining how public schools can better serve African-American students, including the Lifetime Achievement Award from the American Association of Colleges for Teacher Education, the Martin E. and Gertrude G. Walder Award for Research Excellence, the National Council of Teachers of English Distinguished Service Award, and the AERA Scholars of Color Distinguished Scholar Award. Dr. Lee has also been nationally recognized and honored for her years of service, mentorship, and social activism including the American Association of Blacks in Higher Education, the Federation of Associations in Behavioral and Brain Sciences (FABBS), the National Academy of Education (NAE), the American Academy of Arts and Sciences (AAAS), and the Black United Fund of Chicago. Many describe Lee not just as a model scholar, but as an inspiring example of how a Black leader can open doors for others. A past president of the American Education Research Association and a member of the National Academy of Education, as well as the American Academy of Arts and Sciences, Lee authored more than 60 journal articles and book chapters. She wrote Culture, Literacy and Learning: Taking Bloom in the Midst of the Whirlwind, a title inspired by a Gwendolyn Brooks poem, as well as Signifying As a Scaffold for Literary Interpretation: The Pedagogical Implications of an African American Discourse Genre. With Peter Smagorinsky, Dr. Lee edited the volume Vygotskian Perspectives on Literacy Research: Constructing Meaning Through Collaborative Inquiry. She has also garnered international recognition having been awarded an Honorary Doctorate from the University of Pretoria and having twice led the American delegation of the People to People's Ambassador Program to South Africa and China.
Dr. Robert "Bob" Parris Moses
President, Founder of The Algebra Project, Inc., Eminent Scholar, Center for Urban Education & Innovation at Florida International University
Cambridge, Massachusetts and Miami, Florida
Dr. Bob Moses is a Civil Rights legend, Math teacher and education activist. Dr. Moses received his BA from Hamilton College (1956), and his MA in Philosophy from Harvard University (1957). Moses was a prominent figure in the Civil Rights Movement as a field secretary for the Student Non-Violent Coordinating Committee (SNCC). In 1961, Moses initiated SNCC’s Mississippi Voter Registration Project, and was appointed its director in 1962. He helped to lead the Council of Federated Organizations (COFO) into the Mississippi Summer Project (1964 Freedom Summer), which parachuted the Mississippi Freedom Democratic Party (MFDP) to the National Democratic Convention in Atlantic City. He received a MacArthur Foundation Fellowship (1982-87), and subsequently started the Algebra Project, which uses mathematics as an organizing tool for a Quality Education as a Constitutional Right (QECR) for all students. With support of the National Science Foundation (NSF) since 2002, the AP has been working with cohorts of high school students who previously performed in the lowest quartile on standardized exams. This work has led AP to propose a math high school “benchmark” for bottom quartile students: that they graduate high school on time, in four years, ready to do college math for college credit. To this end, the Algebra Project is exploring collaborations around a concept of “Math Cohort High Schools.” The Algebra Project has developed curricular materials, trained teachers and teacher-trainers, and provided ongoing professional development support and community involvement activities to schools seeking to achieve a systemic change in mathematics education. The Algebra Project reaches approximately 10,000 students and approxim-ately 300 teachers per year in 28 local sites across 10 states.Dr. Moses is co-author of Radical Equations—Civil Rights from Mississippi to the Algebra Project and co-editor of Quality Education as a Constitutional Right-creating a grassroots movement to transform public schools. In 2011-2012, Dr. Moses was the Distinguished Visitor for the Center for African American Studies at Princeton University, and has been a visiting lecturer at NYU School of Law during the fall semesters, 2012, 2013, and 2014.
Dr. Wade Nobles
Professor Emeritus, Africana Studies & Black Psychology at San Francisco State University; co-founder (& Past President), Association of Black Psychologists; Founder and Executive Director, Institute for the Advanced Study of Black Family, Life & Culture. Sakhu Shetist, Scholar, Author & Lecturer
Dr. Wade Nobles is the author of over 100 articles, chapters, research reports and books, including African Psychology: Toward its Reclamation, Reascension and Revitalization, Seeking the Sakhu: Foundational Writings in African Psychology, The Island of Memes: Haiti’s Unfinished Revolution. Since 1996, he has co-led “The Enyimnyam Project,”a unique and special study-development project designed to connect Africans from the Diaspora with Africans from the continent. For over 40 years, Dr. Nobles has studied classical African philosophy (Kemet, Twa & Nubian) and traditional African wisdom traditions (Akan, Yoruba, Bantu, Wolof, Dogon, Fon, Lebou, etc) as the grounding for the development of an authentic Black psychology. His professional career and life’s work has been no less than a formal engagement in the on-going theoretical development and programmatic application of African (Black) psychology, African centered thought, and cultural grounding to address the liberation and restoration of the African mind and world-wide development of African people. He has conducted eighty nationally funded community based research, training and development projects.