Book Talk: Resonances of El Chavo del Ocho in Latin American Childhood ..., with Daniel Friedrich & Erica Colmenares, Wednesday, 10/4, 4-5pm

The Gottesman Libraries sponsors book talks, readings, and signings by faculty, students, staff, and others to celebrate achievements in publishing and promote social and intellectual discourse on topics relevant to the educating, psychological and health professions.

  • Resonances of El Chavo del Ocho in Latin American Childhood, Schooling, and Societies, with Daniel Friedrich & Erica Colmenares, Wednesday, 10/4, 4-5pm


  • El Chavo del Ocho is one of the most influential pieces of popular culture to have hit Latin America in the last 50 years having, at the peak of its popularity in the mid-1970s, reached an approximate audience of 350 million across the Americas. It is also a rare example of a cultural product that has travelled through Latin America, leaving a lasting impact for several decades.

    Resonances of El Chavo del Ocho in Latin American Childhood, Schooling, and Societies (Bloomsbury, 2017) "analyzes the phenomenon of El Chavo, and its images of schooling and childhood, Latin American-ness, class and experience. Including contributors from Brazil, Mexico, Chile, Puerto Rico, Argentina, Venezuela, Colombia and the US, the book combines reflections from a variety of international perspectives without attempting to compare or reach consensus on any ultimate meaning(s) of the work. The book explores themes such as images of schooling and childhood, romanticization of poverty, the prevalence of non-traditional families, and cynicism towards the economic structures and inequalities which, some argue, make the show transgressive and quite uniquely Latin American. Investigating the connection between visual culture studies and transcultural curriculum studies, this innovative book provides scholars with new insights into conceptualizing childhood, schooling, and society in Latin America."
    -- Bloomsbury Academic, Book Description

    Daniel Friedrich is Associate Professor and Chair of the Department of Curriculum and Teaching at Teachers College. Professor Friedrich holds a PhD in Curriculum and Instruction, minor in Latin American, Caribbean and Iberian Studies from the University of Wisconsin-Madison Wisconsin and B.A. [Licenciatura] in Educational Sciences, minor in Philosophy, from the Universidad Nacional de Buenos Aires, Buenos Aires, Argentina.

    Erica Colmenares is a doctoral researcher in the department of Curriculum and Teaching at Teachers College. Prior to coming to Teachers College, Erica served as an elementary teacher in Kuwait and Indonesia. Originally from Caracas, Venezuela, Erica studied Elementary Education, Spanish literature, and French language at Vanderbilt University and has an E.d.M. in Teaching and Learning from Harvard’s Graduate School of Education.

    This book talk is co-sponsored by the Department of Curriculum and Teaching and Gottesman Libraries.

    Please rsvp with your interest and details by Monday, October 2nd.

    Where: 306 Russell

  • Teaching for Inclusion: Eight Principles for Effective and Equitable Practice, with Srikala Naraian, Thursday, 10/5, 4-5:30pm


  • "Teaching for Inclusion shows how educators navigate the competing demands of everyday practice with examples from urban, suburban, elementary, and secondary schools. The author offers eight guiding principles that can be used to advance an inclusive pedagogy. These principles permit teachers to both acknowledge and draw from the conditions within which they work, even as they uphold their commitments to equitable schooling for students from historically marginalized groups, particularly students with disabilities. Situated in the everyday realities of classrooms that often include mandated testing requirements and accountability policies, this book addresses multiple dimensions of inclusive practice including curricular decision making, the ''grammar'' of schooling, the status of family communities, and the demands of professional roles."
    -- Teachers College Press, Book Description

    Srikala Naraian is Associate Professor of Education in the Department of Curriculum and Teaching and program director of the Elementary and Secondary Inclusive Education Programs. Dr. Naraian holds a B.A. in English, from Madras University; M.A. in Special Education, from Michigan State University; and a Ph.D., from the University of Missouri-St. Louis. Her scholarly research interests include disability studies in education; inclusive education; education of students with significant disabilities; inclusive education in international contexts; teacher preparation for inclusive education. She is the author of numerous articles, including those in Teachers College Record; International Journal of Inclusive Education; and Teacher Education and Special Education.

    This book talk is co-sponsored by Teachers College Press and Gottesman Libraries.

    Please rsvp with your interest and details by Tuesday, October 3rd.

    Where: 305 Russell

  • Breakaway Learners: Strategies for Post-Secondary Success with At-Risk Students, with Karen Gross, Tuesday, 10/17, 4-5:30pm


  • "Breakaway Learners explores how institutions of higher education can successfully serve “breakaway” students—first-generation, low-income students who are trying to break away from the past in order to create a more secure future. The gap between low-SES and high-SES students persists as efforts to close it have not met with great success. In this provocative book, Gross offers a new approach to addressing inequities by focusing on students who have succeeded despite struggling with the impacts of poverty and trauma. Gross draws on her experience as a college president to outline practical steps that postsecondary institutions can take to create structures of support and opportunity that build reciprocal trust. Students must trust their institutions and professors, professors must trust their students, and eventually students must learn to trust themselves."
    -- Teachers College Press, Book Description

    Karen Gross is a Washington, DC–based advisor and consultant to non-profit schools, organizations, and governments. She was president of Southern Vermont College and senior policy advisor to the United States Department of Education. She is the author of a children’s book series, Lady Lucy’s Quest.

    This book talk is co-sponsored by Teachers College Press and Gottesman Libraries.

    Please rsvp with your interest and details by Friday, October 13th.

    Where: 305 Russell

  • Quantitative Ethnography, with David Williamson Shaffer, Wednesday, 10/18, 4-5:30pm


  • "David Williamson Shaffer is … ringing the bell to announce the revolution is coming to education and the social sciences…. Shaffer integrates big data, data-mining, discourse analysis, social interactionism, cognition, learning science, statistics, and ethnography into a brand-new integrated human science…. Here we get numbers and meaning both, and they don’t fight each other, rather they give birth to truly new ideas and innovative ways out of our old ruts. Those interested in teaching, learning, meaning-making, culture, social interaction, and human development will find here the first shot in a real revolution. It’s a wild ride and a great read to boot."
    -- Quantitative Ethnography, From the Foreword by James Paul Gee, Mary Lou Fulton Presidential Professor of Literacy Studies, Arizona State University

    David Williamson Shaffer is an internationally recognized expert on teaching and assessing 21st Century skills through educational games. He is best known for the development of Virtual Internships for students in high school and college and for corporate training and assessment, as well as his work using quantitative ethnography to measure complex thinking. Dr. Shaffer is a highly sought-after speaker, teaching a course at the University of Wisconsin on making effective presentations. He is currently the Vilas Distinguished Achievement Professor of Learning Sciences at the University of Wisconsin-Madison and a Game Scientist at the Wisconsin Center for Education Research. Before coming to the University of Wisconsin, Dr. Shaffer was a teacher, teacher-trainer, curriculum developer, and game designer, including work with the Asian Development Bank and US Peace Corps in Nepal and as a 2008-2009 European Union Marie Curie Fellow. His Ph.D. is from the Media Laboratory at the Massachusetts Institute of Technology. He is the author of How Computer Games Help Children Learn (New York: Palgrave MacMillan, 2006) and Quantitative Ethnography (Madison, WI: Cathcart Press, 2017).

    Please rsvp with your interest and details by Monday, October 16th.

    This book talk is co-sponsored by Edlab which is hosting a luncheon seminar with Dr. Shaffer on Wednesday, 10/18, 12-1:30pm (5th floor Russell)

    Where: 306 Russell

  • Theorizing Pedagogical Interaction: Insights from Conversation Analysis, with Hansun Waring, Thursday, 10/26, 12-1pm


  • "In an attempt to theorize pedagogical interaction from the vantage point of a deeply empirical landscape, I invite the reader to savor a kaleidoscope of lived moments in a wide variety of pedagogical contexts. By displaying such moments in slow motion through the microscopic lens of conversation analysis (CA), I call attention to a set of permeating concerns and practices, and in so doing, articulate the empirical grounding for three overarching principles of pedagogical interaction: (1) competence: achieving competence entails assuming competence; (2) complexity: teacher talk is multivocalic; (3) contingency: teaching requires being responsive to the moment. The three C’s coalesce into a unique lens through which to appraise and appreciate the discourse of teaching and learning, and as such, contribute to a long-standing tradition of intellectual pursuits in unlocking the “black box” of what makes a good teacher, how people learn, and why certain pedagogical encounters are more enlightening than others."
    -- Author's Statement

    Hansun Zhang Waring is Associate Professor of Applied Linguistics & TESOL and Applied Linguistics & TESOL Program Director at Teachers College, Columbia University. Dr. Waring has B.A. in English Literature, Beijing University; M.A. in TESOL, University of Central Missouri; and Ed. M., Ed.D. in Applied Linguistics, Teachers College, Columbia University. Her scholarly research interests cover Language and social interaction: Conversation analysis; Classroom discourse; Advice giving and receiving; Interactional resources deployed to manage competing demands; and Cross-cultural and interlanguage pragmatics. She has published extensively in the field. Theorizing Pedagogical Interaction: Insights from Conversation Analysis was published by CRC/Routlege in May 2017.

    This book talk is co-sponsored by the Department of Arts and Humanities and Gottesman Libraries.

    Please rsvp with your interest and details by Tuesday, October 24th.

    Where: 306 Russell

  • Inside Education: Exploring the Art of Good Learning, with Stephen O'Brien, Tuesday, 10/31, 4-5pm


  • "To learn more about learning - what it is and how it works - it is necessary to go inside education. Too often school and classroom practices are overlooked by capricious outside ‘interests’. While these dominate the production and circulation of education symbols and practices, ‘lived’ learning becomes increasingly misplaced. This is particularly true in the case of education projects that ‘stand for something different’; that seek to secure ‘other’ representations. This talk centres on these ‘other’ educational stories. It offers a personal/professional account - centring on my recent book publication, Inside Education: Exploring the Art of Good Learning - of some key theoretical and methodological challenges encountered in using a critical ethnography approach to research. Specifically, I focus upon the challenges of: Connecting ‘big’ theory with ‘lived’ experiences; engaging a hermeneutic approach to data analysis; and involving one’s ‘self’ in authorial work. The talk also focuses on the hidden power of critical ethnography, specifically how critical ethnography can – through sense and sensibility - speak to postmodern audiences and be purposefully written up for and with others. And ultimately, this talk makes the case for critical ethnography - in the ‘interest’ of telling a more complete learning story."
    -- Author Statement

    Dr. Stephen O’Brien is a lecturer in the School of Education, University College Cork, Ireland. A former schoolteacher of some 10 years, he has published and continues to research in such diverse knowledge areas as: Curriculum and assessment; adult education; critical policy analysis; inclusion; research methodology and multicultural education. His recent book Inside Education: Exploring the Art of Good Learning was published by Routledge (2016).

    This book talk is co-sponsored by the Department of Curriculum and Teaching and Gottesman Libraries. Professor Daniel Friedrich will introduce Stephen O'Brien and moderate discussion.

    Please rsvp with your interest and details by Monday, October 30th.

    Where: 306 Russell


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