Events & Talks Archives

The Center for Race and Public Education in the South is host to a series of events including lectures, symposia and an annual Summer Teachers Institute. 

Past Events

  • 2020-2021

    Fall 2020

    Reimagining Youth Work(ers) and the Ongoing Struggle for Racial Justice
    by Dr. Bianca Baldridge
    October 2nd

    Co-sponsored by Youth-Nex, the Curry Research Lectureship Series, and the Office of Diversity, Equity, and Inclusion at the School of Education and Human Development.

    Bianca J. Baldridge is an Associate Professor in the Department of Educational Policy Studies at the University of Wisconsin, Madison. As a sociologist of education, Bianca’s scholarship explores the socio-political context of community-based youth work and afterschool education. Bianca’s research critically examines the confluence of race, class, and gender, and its impact on educational reforms that shape community-based spaces that engage Black and Latinx youth in the US. She explores the organizational and pedagogical practices employed by youth workers amid neoliberal education restructuring. Bianca’s book, Reclaiming Community: Race and the Uncertain Future of Youth Work, examines how market-based reforms and whiteness, with its emphasis on privatization and accountability, undermines Black community-based organizations’ efforts to support comprehensive youth development opportunities. Her book received the 2019 American Educational Studies Association Critic’s Choice Book Award. With the support of the National Academy of Education/Spencer Foundation Postdoctoral Fellowship program, Bianca studied how racial discourse shapes community-based spaces that engage Black youth in predominantly white cities that espouse a liberal and progressive ethos. Her current research examines how Black community-based youth organizations and youth workers respond to city change and displacement fueled by gentrification and neoliberal education restructuring. Bianca’s research has been featured in the American Educational Research Journal, Review of Research in Education, Teachers College Record, Educational Researcher, and Race, Ethnicity, and Education. Bianca’s experiences as a community-based youth worker in domestic and international contexts continue to inform her research in profound ways.

    Watch Dr. Baldridge's full talk here.


    Results from a Preliminary Study Black Student Responses to a University's Enslavement History
    by Dr. Juan Garibay
    October 16th

    Co-sponsored by the School Research Lectureship Series.

    Over the past fifteen years, a growing number of universities have begun to examine their respective institution's involvement in slavery. However, such research has yet to explore whether, and if so, how this historical context may play a role in contemporary Black students’ college experiences. In this talk, Garibay will share results from a pilot survey conducted at a Southern institution with a historical involvement in slavery. He will discuss how Critical Race Quantitative Inquiry and Anti-Blackness literature were used to devise a methodology to (a) measure various ways students respond to an institution's history of slavery, and (b) explore factors that may relate to student responses to the institution's slavery history. Lastly, implications of the preliminary findings for quantitative research in higher education and the higher education reparations movement will be discussed, as well as next steps to expand the study.

    Watch Dr. Garibay's full presentation here.

    Virtual Race and Education Works-in-Progress Meetings

    We sort of dance around the whole race thing: Race-evasiveness in teacher education

    Dr. Chris Chang Bacon, Assistant Professor of Education
    Thursday, September 17th


    Black Power's Classrooms: An Examination of the Curriculum, Andragogy, and Educational Programs of Nairobi College

    Alexis Johnson, PhD student in the Department of LEadership, Foundations and Policy
    Tuesday, October 20th


    Moving Lines: Black Nurses in Virginia 1950-1980s

    Victoria Tucker, Nursing PhD candidate
    Tuesday, November 17th

    Spring 2021

  • 2019-2020

    Fall 2019

    CRPES Joyce King.jpgToward a Paradigm Shift in Education, Research and Teaching: Morally Engaged Scholarship for Human Freedom
    by Joyce King
    November 11

    Drawing on her activist scholarship and teaching in various education and policy contexts, in this presentation Dr. Joyce E. King will illustrate a needed epistemological paradigm shift in education research, theory and practice that can rock the world’s anti-black foundations.  Grounded in the Black Intellectual Tradition, which is most often missing in our education today, this paradigm affirms the power in Blackness for racial-social justice and human freedom and embraces the future as a task and our moral responsibility:re-writing school knowledge is needed to undo racism in textbooks, teacher preparation, and research training.

    Watch graduate student Alexis Johnson's Facebook Live interview with Dr. Joyce King.

    Spring 2020

    Race and Education Works-in-Progress Meetings

    Henry L. Marsh and School Desegregation in Virginia: Reconstructing Narratives in Civil Rights and Jurisprudence

    Dr. Danielle Wingfield-Smith, Post-Doctoral Research Associate in the Center for Race and Public Education in the South
    Tuesday, January 21st


    Coalfield Education, Civil Rights, and Collective Memory: Recovering Appalachian History Through Critical Storytelling

    Kristan McCullum, PhD student in the Department of LEadership, Foundations and Policy
    Tuesday, March 3rd


    Race, Space, and Representation: A Phenomenological Study of Black Alumni Lived Experiences in the Academical Village

    Christian West, doctoral student in UVA’s Curry School of Education and Human Development
    Tuesday, April 21st

    Teachers in the Movement Webinar Series

    Discussion 1: Interview with Wyatt Tee Walker
    Tuesday, April 14th


    Discussion 2: Virginia Educations in the Movement
    Tuesday, May 5th

    Summer 2020

    Teachers in the Movement Webinar Series

    Discussion 3: Documenting the Movement - The Work of Cecil Williams and Leo Twiggs
    Tuesday, June 16th

    2020 Teachers in the Movement Summer Institute

    Day 1: Investigating the Past
    Tuesday, August 25th 

    Day 2: Connecting the Past to the Present
    Wednesday, August 26th

    Day 3: Oral History as Practice
    Thursday, August 28th

  • 2018-2019

    Fall 2018

    Symposium: Re-Envision Race and Education in the New South

    Keynote Speakers

    412x412_Gloria Ladson-Billings 414.jpgHot Sauce in My Bag Swag: Hybridity, Complexity, and Fluidity in 21st Century Racial Identity
    by Gloria Ladson-Billings
    October 9

    Gloria Ladson-Billings is the 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. 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, and the University of Alicante (Alicante, Spain).

    Dean Anderson 414.jpgCitizenship, Immigration, and National Identity: Civic Education on the Sesquicentennial Anniversary of the 14th Amendment
    by James D. Anderson
    October 10th

    James D. Anderson is dean of the College of Education, the Edward William and Jane Marr Gutgsell Professor of Education; and affiliate Professor of History at the University of Illinois. His scholarship focuses broadly on the history of U.S. education, with specializations in the history of African American education in the South, the history of higher education desegregation, the history of public school desegregation, and the history of African American school achievement in the 20th century. His book, The Education of Blacks in the South, 1860-1935, won the American Educational Research Association outstanding book award in 1990. He is senior editor of the History of Education Quarterly. Anderson has served as an expert witness in a series of federal desegregation and affirmative action cases, including Jenkins v. Missouri, Knight v. Alabama, Ayers v. Mississippi, Gratz v. Bollinger, and Grutter v. Bollinger. He served as an adviser for and participant in the PBS documentaries School: The Story of American Public Education (2001), The Rise and Fall of Jim Crow (2002) and Forgotten Genius: The Percy Julian Story. He was elected to the National Academy of Education in 2008. In 2012, he was selected as a Fellow for Outstanding Research by the American Educational Research Association and received the Lifetime Achievement Award from the American Association of Colleges for Teacher Education. In 2013, he was selected Center for Advanced Study Professor of Education Policy, Organization and Leadership at the University of Illinois.

    Watch Professor Derrick Alridge's Facebook Live interview with Professor James D. Anderson.

    Spring 2019

    Cooper Annual Leadership Lecture

    Bryk_0.pngImproving Equity: An Aspiration in Search of a Method
    by Anthony S. Bryk
    March 6th

    W. Edwards Deming, the father of improvement science, once said that education is characterized by “miracle goals and no methods.”  This sentiment often seems just as applicable today as it did when he stated this in 1991.  It is true that our schools have been getting better gradually. Unfortunately, this progress has often been too slow to match our growing aspirations for what we want schools to achieve, and it has frequently left behind the students and the schools most in need.  This has arisen as one of the great social justice issues of our time.  In his talk, Anthony S. Bryk, President of the Carnegie Foundation for the Advancement of Teaching, proposes a method by which educators might sustain progress toward achieving greater equity in our education system.  By adopting the Carnegie Foundation’s six improvement principles, networks of teachers, administrators, and researchers can join their efforts to create an education system where all students have an equitable chance to succeed.

     Race and Education Lecture Series

    Joanna Lee WIlliamsFrom Apathy to Vigilance: Middle School Students' Reactions to the 2017 Unite the Right Rally
    by Joanna Lee Williams
    March 5th

    In August of 2017, White Supremacists and anti-racist protestors clashed in a violent demonstration in downtown Charlottesville, Virginia.  The events resulted in three deaths and countless injuries, and sparked national conversations about race and racism in the US.  About four months after the violence, Williams and her research team interviewed a racially diverse group of middle school students in Charlottesville to get their perspective on the impact of the events.  In this talk, Williams will share results from an ongoing analysis of the interviews, highlighting the range of students’ knowledge and affective responses. She will discuss how insights from the students can inform approaches to student support and implications for broadening racial dialogues in schools.

    Jon HaleThe Freedom School Imperative: A History of a Grassroots Educational Justice Movement and the Contemporary Call for Action
    by Jon Hale
    March 19th

    This presentation examines the history and ideology of the “freedom schools,” a grassroots program of education for liberation that defined an integral component of the southern black freedom struggle. Students, educators, and movement organizers utilized a model of education for social and political change built upon a progressive pedagogy, community engagement, and a culturally sustaining curriculum. Carried forth today by the Children’s Defense Fund, a program grounded in the freedom struggle through activist Marian Wright Edelman, the freedom school imperative compels education reformers at all levels to reimagine how the classroom can and should address issues of race, access and opportunity.  

    Watch Professor Derrick Alridge and graduate student Kristan McCullum's Facebook Live interview with Professor Jon Hale.

    Paul HarrisWho Am I Without the Ball? Black Male Student Athletes Pursuing Purpose
    by Paul Harris
    April 9th

    The role of sports in the lives of Black males has deep historical roots. The goal of this talk is to share insights about the experiences of Black males in sports and highlight ways to promote their college and career readiness. The identity development of Black male student athletes within the context of college and career readiness will be particularly highlighted. Researchers suggest that Black males are more at risk for over-identifying with their athletic role to the detriment of their academic identity and success and are more likely to be less ready for college and career than their White counterparts. Harris will share results from previous studies that emphasize the need for this line of inquiry and detail the effectiveness of select interventions on the tying of a solid educational agenda to the athletic pursuits of Black males. Current and future research endeavors will also be discussed.

    Walter N. Ridley Distinguished Speaker Series

    Anjali Forber-PrattDream. Drive. Do.: My Story & Research about Disability Identity, Perceptions of Disability, and Empowerment
    by Anjali J. Forber-Pratt
    April 16th

    Dr. Forber-Pratt will share elements of her unique story as a wheelchair user, two-time Paralympian and an adopted woman of color.  In her work, she centers disability as an aspect of diversity.  She will share insights from her research related to disability identity development. Disability identity can be described as a sense of self that includes one’s disability and feelings of connection to, or solidarity with, the disability community. Forber-Pratt is also interested in other people’s perceptions of disability and will share insights from other ongoing research studies.

    Summer 2019

    Teachers in the Movement (TIM) 2019 Summer Teachers Institute

    CRPES Tondra Loder-Jackson_1.jpg'Schoolhouse Activists': The Under-examined Role of African American Educators in Historic Civil Rights Cities in Alabama
    by Tondra Loder-Jackson

    Dr. Tondra Loder-Jackson is a Professor in the Educational Foundations Program, with a secondary appointment in the African American Studies Program, at The University of Alabama at Birmingham (UAB). She is also a founding member and former director of the UAB Center for Urban Education. Dr. Loder-Jackson has published extensively on issues related to Birmingham’s civil rights and education history, African American education, and urban education. She is the author of Schoolhouse Activists: African American Educators and the Long Birmingham Civil Rights Movement published by State University of New York Press (December 2015). Dr. Loder-Jackson has served in numerous leadership and service roles for professional and civic organizations including advisory boards for the Birmingham Civil Rights Institute, Birmingham City Schools Academy of Urban Educators at Parker High School, Leadership Birmingham, and Ballard House Project. Nationally, she is a member of the American Educational Research Association (AERA), the Association for the Study of African American Life and History (ASALH), the History of Education Society (HES), and the Scholars Strategy Network (SSN). 

    CRPES Pero Dagbovie.pngReflections on Teaching African American History in the Twenty-First Century
    by Pero Dagbovi

    Pero Gaglo Dagbovie is University Distinguished Professor of History and Associate Dean in the Graduate School. His research and teaching interests comprise a range time periods, themes, and topical specialties, including black intellectual history, the history of the black historical enterprise, black women’s history, black life during “the nadir,” the civil rights-Black Power movement, African American Studies, hip hop culture, and contemporary black history. He has been involved in public history and African American history educational programs. He served as a scholar consultant for the permanent exhibit, “And Still We Rise: Our Journey through African American History and Culture,” at the Charles H. Wright Museum of African American History in Detroit, Michigan. Under the auspices of the U.S. Department of the Interior, National Park Service, National Capital Region, and the Organization of American Historians, from 2008 until 2010, he served as the principal investigator for the Carter G. Woodson Home, NHS and completed the historic resource study for the Woodson Home. He has participated in and lead workshops for secondary school teachers funded by the U.S. Department of Education and the National Endowment for the Humanities. Dr. Dagbovie has also lectured abroad and throughout the nation and he actively mentors graduate students in the Department of History and the African American and African Studies Ph.D. Program. 

    CRPES Alex Hyres.pngRacism, Education, and Historical Memory in Charlottesville, Virginia, 1926-2019
    by Alexander Hyres

    Alexander Hyres is an assistant professor in the history of US education at the University of Utah. He received his PhD from the University of Virginia in 2018. His research focuses on the African American experience, teacher and student activism, the American high school, and curriculum and pedagogy. His first project, "In the Shadow of Jefferson's University: Black High School Teachers and Students in the Struggle for Educational Equity, 1926 - 1991," draws upon materials generated through the TIM project to examine how, and in what ways, Black teachers and students struggled within and beyond the classroom for educational equity in Charlottesville, Virginia. His writing has appeared in the Journal of African American History, the Journal of Negro Education, History of Education Quarterly, and the Washington Post.

    Johari Headshot.pngTransactive Discussion of Critical History
    by Johari Harris

    Johari Harris graduated from Georgia State University in May 2018 with a doctorate in Educational Psychology. During her tenure at GSU, she was a College of Education and Human Development Doctoral Dean’s Fellow and a Georgia State University Provost’s Dissertation Fellow. Before entering graduate school, she taught in different schools domestically and abroad. The experiences showed her how impactful issues of culture and identity have on the education and positive youth development. She examines how social identities, specifically race and gender, along with cultural values systems, like Afro-centric values, influence African American adolescents social-emotional competencies. Her research is grounded in intersectionality, developmental psychology, and social psychology theories. Her sequential, explanatory mixed method dissertation used an intersectional lens to examine if and how African American males’ race, gender, and cultural orientations influenced their pro-social behaviors. She has developed and implemented culturally responsive curriculums focused on healthy relationships to African American middle school students. Additionally, she has conducted qualitative, quantitative, and mixed-method studies with African American and South African middle school and high school students. Ultimately, she believes the best way to support African American adolescents’ positive youth development is through a strength-based multi-leveled approach which builds off their cultural backgrounds while keeping their voices at the forefront of the conversation. 

    CRPES Gabriel Benn.pngTeachers' Instinctive Travels: Culturally Responsive Pedagogy in Classrooms and Communities
    by Gabriel "Asheru" Benn

    Gabriel “Asheru” Benn, M.Ed. is an award winning, international Hip Hop artist, veteran educator, and social entrepreneur. Hailing from Washington DC, (via Barbados, W.I.), Benn has led a unique, double career path -- as both a Hip Hop artist and educator -- serving as a teacher and administrator in DC’s public, private, and charter schools for 18 years, and is nationally recognized as a pioneer of the Hip Hop Education movement. He is also widely known for his contributions to the hit TV show “The Boondocks”, for which Asheru co-wrote select songs and episodes, in addition to writing and performing the show’s theme song. His contributions to the show earned him the prestigious Peabody Award for Journalism in 2006. Having performed, worked, and collaborated with youth orgs and artists and communities in over 25 countries, Benn was appointed as a U.S. State Department Global Hip Hop Cultural Ambassador in 2014. 

  • 2017-2018

    Fall 2017


    Spring 2018

    Rachel_Wahl_412.jpgThe Pen Mightier than the Sword? Educational Approaches to Transforming Police-Community Relations
    by Rachel Wahl
    March 13th

    A public lecture by Rachel Wahl, assistant professor, social foundations of education at the Curry School; Affiliated faculty member, Center for Race and Public Education in the South; Faculty fellow, Institute for Advanced Studies in Culture.

    In the wake of police shootings of unarmed people of color, commentators have called for better training for police and improved police engagement with communities. But what does it mean for learning to occur between police and communities? What supports and undermines such learning? And how do these educational efforts complement or conflict with activism focused on police accountability? This talk examines whether and how police learn in response to different efforts in diverse locations: human rights education for police in India, and police community forums in the United States. The talk considers the practical, ethical, and political implications of educational approaches to transforming police-community relations. The talk is a part of the Race and Education Lecture Series presented by the Center for Race and Public Education in the South, and the Institute of Advanced Studies of Culture.

    Kendi-Stamped-from-the-Beginning-197x300.jpgRacist Ideas in America: From Slavery to Black Lives Matter
    by Ibram X. Kendi
    March 23rd

    Co-Sponsored by: Institute for Advanced Studies in Culture

    Ibram X. Kendi (Stamped from the Beginning), one of the nation’s most prolific and accomplished young professors of race, writing and speaking to both scholarly and general audiences, delivers a keynote lecture.

    This lecture is part of the Virginia Festival of the Book.

    Tatum 1200px (5)_0_0.jpgThe 2018 Walter N. Ridley Lecture
    April 10th
    by Beverly D. Tatum

    Dr. Tatum is the former acting president of Mount Holyoke College in South Hadley, Massachusetts, where she served as a professor of psychology and education and later as chair of the Department. A nationally recognized authority on racial issues in America and a licensed clinical psychologist, she has toured extensively, leading workshops and presenting papers and lectures on racial identity development. Dr. Tatum is the author of the critically acclaimed book, Why Are All The Black Kids Sitting Together in the Cafeteria? And Other Conversations About Race, which was released as a twentieth anniversary edition in the fall of 2017. The book is the 2017-18 Curry School Common Read book selection. For more information, please visit this website.