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Free Professional Development Webinar: Preparing Teachers to Work with Immigrant Students, Families, and Communities through Advocacy and Praxis

MONDAY, OCTOBER 25TH | 2:00 – 3:30 pm via Zoom

Presented by Ana Christina da Silva Iddings, Ph.D.

With the U.S. government’s restrictions on immigration from Mexico and Central America and the increased anti-immigrant sentiments, the lives of immigrant families have been greatly impacted by strict borderlands politics, militarized police at the border zones, family separations, and fear tactics. As a result, providing adequate educational and sociopolitical support for immigrant students can be challenging.

Using participatory action research and design-based methodology, this professional development workshop will focus on the question: How do we adequately prepare teachers to work with multilingual learners and engage in advocacy praxis with immigrant families and communities in the current political climate?

The outcomes of this professional development workshop will be:

1. To advance a critical-ecological perspective on language, literacy, teaching, and learning.
2. To promote an asset-based orientation toward multilingualism and cultural pluralism in the classroom and society.
3. To establish and sustain strong partnerships between university, community organizations, schools, and immigrant families’ households.
4. To envision and enact new contexts for advocacy action, new forms of family and community engagement, and new circulations of languages and literacies across households, classrooms, and communities.

REGISTER NOW

PRESENTER:
Ana Christina da Silva Iddings, Ph.D.
Professor and Director of Learning, Diversity, and Urban Studies
Peabody College of Vanderbilt University

Ana Christina da Silva Iddings’s research focuses on the learning ecologies of linguistically/culturally diverse students; family and community resources in diverse urban neighborhoods; and partnerships between family, community, schools, and universities that support literacy learning of linguistically diverse students through educational opportunity and equity. she has taught in public schools in Brazil and the U.S. and has worked with researchers on implementing critical-ecological models of language and literacy community-engaged teaching and learning in Brazil, Chile, China, and Mexico.

Categorised in: General

This post was written by Miller, Kendall