Where Innovative Curriculum Scholarship is Cultivated

The Bergamo Leadership Group is pleased to announce our third and final keynote, Massachusetts Teachers Association (MTA) President, Barbara Madeloni, Psy.D. The title of her keynote will be “Union Organizing within the Neo-liberal State: Power, Solidarity and Imagination.”

From the MTA website:

Barbara Madeloni, president of the 110,000-member Massachusetts Teachers Association, is a strong advocate for students and educators in the state’s public schools and public higher education system. She is committed to growing an activist union that builds alliances with parents, students and community members to give educators a strong voice in public education.

Madeloni is on leave as a senior lecturer in the Labor Studies Department at the University of Massachusetts in Amherst. Beginning in 2004, she worked at the UMass School of Education, where among other responsibilities she coordinated the Secondary Teacher Education Program.

Prior to teaching at UMass, Madeloni was an English teacher at Northampton High School from 2000 to 2004 and at Frontier Regional School in South Deerfield from 1998 to 2000. She taught students in grades nine, 10 and 12.

As a teacher educator, she worked with hundreds of prospective educators who now teach in schools throughout Massachusetts and across the country. Before she became a teacher, Madeloni was a psychotherapist working primarily with women and adolescents in Denver.

Madeloni has a Bachelor of Arts degree from Hamilton College, a master’s degree in education from UMass Amherst and a Doctor of Psychology degree from the University of Denver.

Madeloni was active in her MTA affiliate, the Massachusetts Society of Professors, and served as secretary of the MSP before becoming president of the MTA in July 2014. She also had been on the negotiating team at Frontier Regional School. She is a leader of Educators for a Democratic Union, a progressive caucus within the MTA, and she also has served on the coordinating committee of a national network of progressive caucuses.

Madeloni has given numerous talks and written articles, blog posts and book chapters on education issues. Much of her writing is focused on the negative influence of corporate interests in public education and the activism required to resist corporate-driven policies. She is deeply concerned about racial and economic disparities in education and in our communities, and she is an outspoken critic of the ways that standardized tests are being used in student, teacher, school and district accountability systems.

Madeloni supported students in her UMass School of Education class who boycotted a Pearson, Inc., field test of a proposed assessment called edTPA. Her protest put her in conflict with the UMass administration and was the subject of an article in The New York Times in 2012.

In March 2014, Madeloni received the Equity and Social Justice Award at the Equity and Social Justice Conference in Syracuse, New York.

Madeloni grew up in Syosset, New York, the seventh of 13 children. She credits her parents with instilling in her a commitment to social justice. She and her husband, David Madeloni, live in Northampton.

Less than a week away from deadline for proposals!

The Bergamo Leadership Group is pleased to announce our first All-Conference Session is the latest edition of our continuing Provoking Dialogue series. This series is an opportunity for authors and other scholars to dialogue back and forth about a featured text and to offer a space for the audience to engage in those conversations.

 

Panel Discussion of Worth Striking For: Why Education Policy is Every Teacher’s Concern (Lessons from Chicago) by Isabel Nuñez, Gregory Michie, and Pamela Konkol

 

Panel Members:

Isabel Nuñez, Ph.D., Concordia University Chicago
Pamela Konkol, Ph.D., Concordia University Chicago (Recently Added!)
Francyne Huckaby, Ph.D., Texas Christian University
Arlo Kempf, Ph.D., OISE/University of Toronto
Jennifer Job, Ph.D., Oklahoma State University
Ligia (Licho) Lopez Lopez, Ph.D. Candidate, University of Wisconsin-Madison

 

From the publisher: Written by activist educators, Worth Striking For speaks to teachers and teachers-to-be about the drastic changes in the landscape of public education in recent decades and focuses on what they need to know about the debates and complex issues of reform affecting their lives and professions.

The book identifies the most significant shifts in education policy, including how policy has helped or hindered the broader educational purposes of schools. Using the 2012 Chicago teachers strike as a framing device, the authors demonstrate how each of the policy areas addressed is critically important to teachers’ lives and work. Each chapter describes one of the Chicago teachers’ demands, and then explores a related policy arena through the lens of an associated philosophical purpose of education. The text features individually authored vignettes that juxtapose the authors’ personal experiences with the issues, bringing policy and policy activism to life. This hopeful book will inspire and empower teachers to take action in their schools, communities, districts, and states.

 

The Bergamo Leadership Group is pleased to announce our first All-Conference Session is the latest edition of our continuing Provoking Dialogue series. This series is an opportunity for authors and other scholars to dialogue back and forth about a featured text and to offer a space for the audience to engage in those conversations.

Panel Discussion of Worth Striking For: Why Education Policy is Every Teacher’s Concern (Lessons from Chicago) by Isabel Nuñez, Gregory Michie, and Pamela Konkol 

Panel Members:

Isabel Nuñez, Ph.D., Concordia University Chicago
M. Francyne Huckaby, Ph.D., Texas Christian University
Arlo Kempf, Ph.D., OISE/University of Toronto
Jennifer Job, Ph.D., Oklahoma State University
Ligia (Licho) Lopez Lopez, Ph.D. Candidate, University of Wisconsin-Madison

From the publisher: Written by activist educators, Worth Striking For speaks to teachers and teachers-to-be about the drastic changes in the landscape of public education in recent decades and focuses on what they need to know about the debates and complex issues of reform affecting their lives and professions.

The book identifies the most significant shifts in education policy, including how policy has helped or hindered the broader educational purposes of schools. Using the 2012 Chicago teachers strike as a framing device, the authors demonstrate how each of the policy areas addressed is critically important to teachers’ lives and work. Each chapter describes one of the Chicago teachers’ demands, and then explores a related policy arena through the lens of an associated philosophical purpose of education. The text features individually authored vignettes that juxtapose the authors’ personal experiences with the issues, bringing policy and policy activism to life. This hopeful book will inspire and empower teachers to take action in their schools, communities, districts, and states.

JCT Graduate Student Paper Award

This award will be presented to one graduate student in recognition of an outstanding paper presented at the 2015 Annual Bergamo Conference on Curriculum Theory and Classroom Practice. This award recognizes the innovative scholarship of one student whose work expands on this year’s conference theme of Curriculum Theorizing in New Times by reframing an educational landscape and/or scholarly discipline in radical—and not wholly beneficial—transition. The award encourages the participation of emerging scholars in promoting new ideas and welcomes all viewpoints in forming more compassionate and reflective curriculum, theory, and practice.

Procedure: Interested graduate students should have already submitted a proposal to the conference. Proposals must be accepted for presentation at the October 2015 Bergamo Conference on Curriculum Theory and Classroom Practice. The completed paper must be submitted by 5 p.m. CST on September 25, 2015 via email to isabel.nunez@cuchicago.edu.

Submissions must be single-authored by the graduate student and may not exceed more than 20 pages (excluding references, tables, appendices). Names and university affiliation should appear only on a separate cover sheet for blind review. Papers must be in APA style. If no paper is identified that meets the criteria of the award, no awards will be given for this year.

Award: Publication in a future issue of the Journal of Curriculum Theorizing and recognition at the conference. Details regarding the specific issue of publication will be determined by the author of the winning paper and the editors of the Journal of Curriculum Theorizing.

Some Important Deadlines

We are pleased to see the first submissions for this year’s Bergamo Conference and would like to remind you of some important deadlines.

August 19th: Submission Deadline

September 1st: Early Bird Rate for conference registration ends

October 1st: Regular Rate for conference registration, room and meal reservations ends

We would also like to remind you that rooms fill up very quickly at the Bergamo Conference Center.  If you would like to stay onsite, please make those reservations very soon.

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