2011 Featured Speakers

Antonia Darder
Leavey Presidential Chair and Professor of Ethical and Moral Leadership
Loyola Marymount University
Antonia Darder’s current work focuses on comparative studies of racism, class, and society. Her teaching examines cultural issues in education with an emphasis on identity, language, and popular culture, as well as the foundations of critical pedagogy, Latino/a studies, and social justice theory. In addition to her academic endeavors, Dr. Darder is an artist, poet, and political activist. Born in Puerto Rico and raised in East Los Angeles, Dr. Darder has been active over the years in a variety of Latino/Chicano grassroots efforts tied to educational rights, workers rights, bilingual education, women’s issues, and immigrant rights. In 1998, she convened educators from across the state to establish the California Consortium of Critical Educators (CCCE), a member supported radical teachers’ organization committed to an educational vision of schooling that is intimately linked to social justice, human rights, and economic democracy. She had the honor and privilege of studying and working with renowned Brazilian educator, Paulo Freire. Dr. Darder is the author of Culture and Power in the Classroom, Reinventing Paulo Freire: A Pedagogy of Love, and is co-author of After Race: Racism After Multiculturalism.

Linda Darling-Hammond
Professor of Education
Stanford University
Linda Darling-Hammond is a Charles E. Ducommun Professor of Education a Stanford University where she has launched the Stanford Educational Leadership Institute and the School Redesign Network. She has also served as faculty for the Stanford Teacher Education Program.  She is a former president of the American Educational Research Association and member of the National Academy of Education. Her research, teaching, and policy work focus on issues of school restructuring, teacher quality, and educational equity. From 1994-2001, she served as executive director of the National Commission on Teaching and America’s Future, a blue-ribbon panel whose 1996 report, What Matters Most: Teaching for America’s Future, led to sweeping policy changes affecting teaching and teacher education. In 2006, this report was named one of the most influential affecting U.S. education and Darling-Hammond was named one of the nation’s ten most influential people affecting educational policy over the last decade. Among Darling-Hammond’s more than 300 publications are The Right to Learn: A Blueprint for Schools that Work and Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able To Do.

Jeff Duncan-Andrade
Associate Professor of Raza Studies and Education Administration and Interdisciplinary Studies
San Francisco State University
Jeff Duncan-Andrade is Associate Professor of Raza Studies and Education at San Francisco State University.  In addition to these duties, he continues as a high school teacher in East Oakland where for the past 19 years he has practiced and studied the use of critical pedagogy in urban schools (see www.rosesinconcrete.org).  Duncan-Andrade has lectured around the world about the elements of effective teaching in schools serving poor and working class children.  He has authored two books and numerous journal articles and book chapters on the conditions of urban education, urban teacher support and development, and effective pedagogy in urban settings.

Glenn Singleton
President & CEO
Pacific Educational Group, Inc.
Glenn Eric Singleton is founder and president of Pacific Educational Group, Inc. In 1992, he created PEG to more closely support families in their transitions within and between K-12 and higher education. His company later grew into its intended mission of addressing systemic issues of educational inequity by providing guidance to districts on meeting the needs of underserved students of color. In 1995, Singleton developed Beyond Diversity, a nationally recognized seminar aimed at helping educators identify, define, and examine the powerful intersection of race and schooling. Today, thousands of seminar participants throughout the country practice the agreements and conditions of “Courageous Conversation” as they work to usher in culturally proficient curriculum, instruction, and assessment.

Singleton is the co-author of Courageous Conversations About Race: A Field Guide for Achieving Equity in Schools. He has appeared on television and written numerous articles for national journals, magazines, and newspapers on issues of equity and institutional racism. Singleton is an adjunct professor of educational leadership at San Jose State University. He is a nationally recognized speaker and consultant to a variety of school reform organizations and educational consortia.

2011 Distinguished National Educators

Russlynn Ali
Assistant Secretary for the Office of Civil Rights
U.S. Department of Education
Recipient of the Summit ’09 Asa G. Hilliard Award for Outstanding Achievement in Racial Equity, Russlynn Ali is the Department of Education’s primary advisor on civil rights and responsible for enforcing U.S. civil rights laws as they pertain to education. Ali is a former executive with Education Trust, where she developed and implemented strategies to address educational disparities for students of color. Ms. Ali’s work around the achievement gap in public education was recently highlighted in USA Today. Stay connected with Assistant Secretary Russlynn Ali and the Office for Civil Rights by visiting Facebook.com/EDCivilRights and following on Twitter @Edcivilrights.

Malcolm Fialho
Senior Diversity Officer
The University of Western Australia
As our first “Distinguished International Educator,” Malcolm Fialho has over 20 years experience in the diversity and human rights sector in Western Australia. Prior to taking on the position of Senior Diversity Officer at UWA in 2000, Fialho held leadership positions in the diversity area across the Commonwealth and community-based sectors. His studies have focused in the area of cross-cultural psychology and he is passionate about further developing and deepening an informed understanding of ‘race’ through inquiry, dialogue, and debate.

Charles Hopson
Educational Administrator
Portland, Oregon
Charles Hopson has served as a superintendent, district administrator, and principal in Portland and in Little Rock, AR school districts, where he has been a champion for racial equity. Hopson spent his early school years in a segregated school in Arkansas. While there were inequities in facilities, he has said, the teaching was “second to none.” Teachers believed in students’ ability to succeed and helped them to overcome barriers. Looking back, Hopson sees that one of the things lost to integrated schools is the fundamental belief among Black students that they can achieve. He feels that many of today’s students of color believe they can’t achieve, and he is determined to change that.

Randall B. Lindsey
Professor and Author
California State University, Los Angeles
Randall Lindsey is Emeritus Professor at Cal State University and has a consulting practice which centers on issues related to educational equity and access. Prior to working in higher education, Lindsey served as a junior and senior high history teacher and a district administrator for school desegregation. All of his experiences have been in working with diverse populations and his area of study is the behavior of white people in multicultural settings. Lindsey’s numerous books include The Culturally Proficient School: An Implementation Guide for School Leaders, and Culturally Proficient Inquiry: A Lens for Identifying and Examining Educational Gaps.

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