Gloria Ladson-Billings

GLORIA LADSON-BILLINGS is a professor in the Department of Curriculum & Instruction at the University of Wisconsin-Madison and a former Senior Fellow in Urban Education at the Annenberg Institute for School Reform at Brown University. Her research interests concern the relationship between culture and schooling, particularly successful teaching and learning for African American students. Her publications include, the Dreamkeepers: Successful Teachers of African American Children, the Dictionary of Multicultural Education (with Carl A. Grant), Crossing Over to Canaan: The Journey of New Teachers in Diverse Classrooms (May 2001), and numerous journal articles and book chapters. She was the editor of the Teaching, Learning & Human Development section of the American Educational Research Journal and a member of several editorial boards including, Urban Education, Educational Policy, and The Journal of Negro Education. She currently serves as Member-at-Large on the American Education Research Association Council. Ladson-Billings has won numerous awards for her scholarship including: the 1989-90 National Academy of Education Spencer Post Doctoral Fellowship; The Early Career Contribution Award (1995) of the Committee on the Role and Status of Minorities in the American Educational Research Association; The Multicultural Research Award (1995) from the National Association of Multicultural Education; the Palmer O. Johnson Award (1996) for an outstanding article appearing in an AERA sponsored publication; the Mary Ann Raywid Award (1997) from the Society of Professors of Education; and the H.I. Romnes Award (1998) for outstanding research potential from the University of Wisconsin-Madison.

Joyce E. King

is Provost and Professor of Education at Spelman College. Formerly, Associate Provost at Medgar Evers College of The City University of New York, she holds a Ph.D. in the Social Foundations of Education and a B.A. degree in Sociology (with Honors), both from Stanford University. She also served as Associate Vice Chancellor for Academic Affairs and Diversity Programs at the University of New Orleans and Associate Professor and Director of Teacher Education Programs at Santa Clara University. She has taught at Stanford University and Mills College, where she was the first Head of the Department of Ethnic Studies. Her research and publications address teaching and learning, Black Studies epistemology and curriculum change, Black cultural knowledge, and community-mediated educational practice at all levels. She has a special interest in women¹s leadership for social change, global education, and parent advocacy. She has been the recipient of two prestigious national fellowships, the W.K. Kellogg Fellowship and the American Council on Education Fellowship. She served on California’s Curriculum Development and Supplemental Materials Commission, appointed by the State Board of Education; she is a member of the advisory board for Stanford’s Hass Center for Public Service and Our Developing World and is an affiliated scholar with the Council on Islamic Education. Two recent books are Preparing Teachers for Cultural Diversity (co-editor.) and Black Mothers to Sons: Juxtaposing African American Literature with Social Practice (co-author). In April 2000 Dr. King received the AERA Distinguished Career Contribution Award.

Beverly Gordon

The Ohio State University, Vice President, Division G; is the Vice President, Division G in AERA and an Associate Professor of Curriculum in the School of Educational Policy and Leadership at The Ohio State University. She is currently the vice president of the American Educational Research Association's (AERA) Division G - Social Context, and has served as President and Program chair of AERA's Research Focus on Black Education SIG. She was the first African American woman to be elected as a Department chair in the history of The Ohio State University. She has served as a curriculum consultant for the National Afro-American Museum and Cultural Center in Wilberforce Ohio, and has received research funding from sponsors such as The National Education Association, The Ohio Historical Society, Junior League of Columbus, Ohio, and The Howard Hughes Medical Institute. Her scholarship weaves together curriculum theory and history, knowledge production and dissemination in teacher education, and African-American epistemology. She has published in journals such as, The Journal of Education, The Journal of Negro Education, Social Education, Educational Policy, Theory into Practice, Theory and Research in Social Education, Urban Review, and has authored numerous book chapters.

James Banks

past-president, AERA James A. Banks is Professor and Director of the Center for Multicultural Education at the University of Washington, Seattle. He a past President of the American Educational Research Association (AERA) and the National Council for the Social Studies. Professor Banks has written or edited 15 books in multicultural education and in social studies education. His books include Teaching Strategies for Ethnic Studies , 6th Edition; Multiethnic Education: Theory and Practice , 3rd Edition; Teaching Strategies for the Social Studies , 5th Edition, and (With Cherry A. McGee Banks), Multicultural Education: Issues and Perspectives , 3rd Edition. Professor Banks has written over 100 articles, contributions to books, and book reviews for professional publications. He is the editor of the Handbook of Research on Multicultural Education and of Multicultural Education, Transformative Knowledge, and Action (Teachers College Press,1996). Professor Banks received the AERA Research Review Award in 1994 and the Distinguished Career Contribution Award from the AERA Committee on the Role and Status of Minorities in Educational Research and Development in 1996. He was the recipient of the Teachers of English to Speakers of Other Languages, Inc. (TESOL) 1998 Presidents' Award. Banks' articles include Multicultural Education: Goals and Dimensions. Banks was interviewed for the September, 1998 issue of NEA today. His AERA Presidential Address delivered at the 1998 AERA Annual Meeting is titled, The Lives and Vaues of Researchers: Implications for Educating Citizens in a Multicultural Society.

L. Scott Miller

is the director of the National Task Force on Minority High Achievement, a three-year initiative of the College Board designed to respond to the continuing substantial under-representation of African Americans, Latino Americans, and Native Americans among top students at all levels of the educational system. Before joining the College Board, Mr. Miller was a consultant in education and philanthropy. Previously, he was senior vice president of the Council for Aid to Education, an organization that provides information to corporations and educational institutions on educational issues and private giving to education. During the 1980s, Mr. Miller was senior program officer at the Exxon Education Foundation, where he was responsible for new program development, and created and managed a number of higher education and precollegiate education grantmaking programs. Mr. Miller is the author of An American Imperative: Accelerating Minority Educational Advancement (Yale University Press, 1995)—a book designed to help educators, policymakers, and the business and foundation communities respond more effectively to educational challenges posed by the rapidly changing racial/ethnic composition of the United States. Mr. Miller has received both the American Educational Research Association's Outstanding Book Award for 1997 and the University of Louisville's 1998 Grawemeyer Award in Education for An American Imperative.

William Watkins

Associate Professor in the College of Education, University of Illinois, Chicago and past-president, AERA Research Focus in Black Education SIG.

 

 

 

Etta Hollins

Professor and Chair of Teacher Education, Division of Learning and Instruction, Rossier School of Education, University of Southern California. The focus of her scholarship is preparing teachers for culturally diverse populations. Her contributions to the literature include Culture in School Learning (author), Transforming Curriculum for a Culturally Diverse Society (editor), Teaching Diverse Populations (senior editor), Preparing Teachers for Cultural Diversity (co-editor), Pathways to Success in School (senior editor), and Ethnic and Racial Identity in School Practices (co-editor). She was the co-principal investigator on research investigating teacher development for literacy acquisition among African American children in collaboration with the Oakland Unified School District and California State University, Hayward. She has served AERA as Vice President for Division G.