K-12 Teaching Workshop @ NAAPE 2019


NAAPE will be offering a workshop for K-12 educators on the first day of its annual conference this Fall. The workshop starts on Friday, Oct. 25th at 10:45 AM and ends at 2:15 PM. Participants can obtain 3 CPDUs for their attendance. The cost is $75 per person and includes lunch. Participants who would like to attend the NAAPE 2019 conference receive a discount code for $75 off their registration fee after registering for the K-12 workshop.


Engaging Culturally and Linguistically Diverse Students in the Learning Process

10:45 AM - 12:15 PM


Teachers today are challenged to make their lessons accessible, engaging and inspiring to students from a great diversity of linguistic and cultural backgrounds, many of whom are at risk of being excluded from the benefits of the learning environment. In this session, participants will learn about methods for including culturally and linguistically diverse students in the learning processs. In addition, they will engage with recent research on language acquisition and cultural exchange that can be applied in the contemporary K-12 classroom.


Teaching Standards Addressed

INTASC Standard #2: Learning Differences: The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Dialogue, Disagreement and Controversy in Multicultural K-12 Classrooms

12:45 PM - 2:15 PM


Teachers report that one of the great challenges they face in the classroom is grappling with controversial political and social issues together with students so that common ground can be found in spite of disagreement. In this session, participants will engage with research-based techniques for dealing with political and social controversy, as well as more everyday forms of disagreement and dialogue in the classroom. They will also hear about ways that such dialogue can succeed across ideological, cultural, racial, religious and other differences.


Teaching Standards Addressed

INTASC Standard #9: Professional Learning and Ethical Practice: The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice. The teacher adeptly uses structured input (e.g., workshops, in-person or online courses, webinars, social media) to develop skills in listening, reflection, and synthesis in order to facilitate dialogue and debate about ethical issues.


Invited Workshop Discussants


Jason Goulah, PhD

DePaul University, Chicago, Illinois

Jason Goulah is Associate Professor of Bilingual-Bicultural Education and Director of the Institute for Daisaku Ikeda Studies in Education at DePaul University in Chicago, IL, and Executive Advisor at the Ikeda Center for Peace, Learning and Dialogue in Cambridge, MA. At DePaul, he is also director of programs in Bilingual-Bicultural Education, World Languages Education, and Value-Creating Education for Global Citizenship. He is a former high school teacher of Japanese, ESL, and Russian as foreign and heritage languages, and served as Dean of Japanese Credit Abroad with Concordia Language Villages, Concordia College. He has conducted curriculum and professional development for Chicago Public Schools, New York City Schools, and other public and private school districts in Illinois and New York. His research interests include transformative language learning; Makiguchi and Ikeda studies in education; socioecological justice; and language, culture, identity and new literacies. His scholarship has appeared in multiple edited volumes and scholarly journals. His books include Daisaku Ikeda, Language and Education, which received the 2015 AESA Critics Choice Book Award, Makiguchi Tsunesaburo in the Context of Language, Identity and Education, and Makiguchi Tsunesaburo (1871-1944): Educational Philosophy in Context (with Andrew Gebert).


Gonzalo Obelleiro, PhD

DePaul University, Chicago, Illinois

Gonzalo Obelleiro is an Instructional Assistant Professor of Curriculum Studies in the College of Education at DePaul University. Gonzalo obtained in B.A. in Liberal Arts from Soka University of America and his Ph.D. in Philosophy and Education from Teachers College, Columbia University. His current work focuses on cosmopolitan education, educational innovation, and the educational philosophies of Daisaku Ikeda and John Dewey. He is a former Education Fellow at the Ikeda Center for Peace, Learning, and Dialogue. He lives in Chicago with his wife Rita and two chihuahuas Mila and Benito.


Paula McAvoy, PhD

North Carolina State University, Raleigh, North Carolina

Paula McAvoy is an assistant professor of social studies education at North Carolina State University. Her research focuses on empirical and philosophical questions related to the aims and practices of democratic education. She is the co-author with Diana Hess of The Political Classroom: Evidence and Ethics in Democratic Education (Routledge, 2015), which won the 2016 Outstanding Book of the Year from AERA and the 2017 Grawemeyer Award for Education. She leads professional development workshops around the country aimed at helping teachers and university faculty engage students in discussions of controversial political issues.


Sheron Fraser-Burgess, PhD

Ball State University, Muncie, Ohio

Dr. Fraser-Burgess earned her PhD in philosophy and master’s degrees in philosophy and education  from University of Miami. At Ball State University in Muncie, Indiana, one of her primary roles as 14-year faculty has been preparing college students to enter the teaching profession.  For her, the animating question of the task is “How can we protect the rights and freedoms  for everyone in our liberal political system, if we are not cultivating citizens in our classrooms?” As John Dewey maintained, it is the preeminent task of each generation to interpret the meaning of democratic education for its age.