Anti-Racist Pedagogies Workshop

The Ohio State University's Department of Spanish
and Portuguese and Center for Latin American
Studies invite you to attend an upcoming workshop
on anti-racist pedagogies.

Saturday, October 29th, 8:00 AM - 5:00 PM
in Hagerty Hall 180
Registration is free and open to all
https://osu.az1.qualtrics.com/jfe/form/SV_8AIm9ZXsE4vYhme
For questions, email Lauren Miranda at Miranda.137@buckeyemail.osu.edu

LJ Randolph, University of Wisconsin-Madison
L. J. Randolph teaches undergraduate and graduate courses in
Spanish language, contemporary Latinx cultures, and second
language teaching methods. His research interests have
focused on a variety of critical issues in language education,
including the teaching of Spanish to heritage and native
speakers and the incorporation of social justice-oriented
pedagogies in the language classroom.

José Magro, University of Maryland
Raised in Alcorcón, Madrid, and a long-time resident of Brooklyn, José Magro
comes to us with a rich background as a Spanish rap artist with a BS in Social
Psychology, a certified New York State 7-12 Spanish teacher with a MEd, and
a PhD in Hispanic Linguistics. His dissertation was titled "Language and
Racism-Motivation, linguistic proficiency and awareness in the Spanish as a
second language classroom: Integration of contents related to the sociopolitical
nature of language in a content-based approach." His primary areas of
research are sociolinguistics, critical applied linguistics, bilingualism, language
and identity, language ideologies, glotopolitics, Spanish as a heritage
language in the USA, and, very particularly, Hip-Hop and explicitly anti-racist
pedagogy development.

María Cioè-Peña, University of Pennsylvania
María Cioè-Peña earned her PhD in Urban Education from The Graduate Center -
City University of New York, where she was also an Advance Research Collaborative
fellow and a Presidential MAGNET Fellow. She is a bilingual/biliterate education
researcher and educator who examines the intersections of disability, language,
school-parent partnerships and education policy. Taking a sociolinguistic approach
and stance, she pushes and reimagines the boundaries of inclusive spaces for
minoritized children. Stemming from her experiences as a former bilingual special
education teacher, María’s research focuses on bilingual children with dis/abilities,
their families and their ability to access multilingual and inclusive learning spaces
within public schools. Her interests are deeply rooted in political economy,
raciolinguistic perspectives and critical dis/ability awareness within schools and
families.

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