2019 UAA Annual Conference

U.S. education has always been shaped by racial considerations. Beginning in the early 1900’s urban education systems used tests created by Eugenics advocate and professor Lewis Terman to create a student sorting system. Urban schools are now governed by policies which profess racial fairness. For example, the closing of schools and the takeover of districts which do not show equal performance on tests by students of all ethnicities are said to be protecting the rights of students of color..


Urban scholars and activists have resisted this logic, arguing that instead of genuine fairness these policies are depriving urban communities of both economic resources and democratic decision making.


In this colloquy participants will examine the current educational dynamic in three specific locations, Camden, New Jersey; Oakland, California; and Stanford University, and more generally in the United States. They will be asking such questions as “What is the role of neoliberalism?” “Can and should public education be saved, given its historic racial unfairness?” “Has resistance made a difference?” "Can deep community ties turn privatizing agendas against themselves?" And “How do activism and academics intersect.” After brief presentations, participants will engage in dialogue and may create new networks.


Moderator: Kitty Kelly Epstein, Holy Names University and Fielding Graduate University


Defending and Protecting the Camden, New Jersey Schools From Neo-Liberal Takeover
Keith Eric Benson, Camden Education


Activism, Acumen and Advocacy: Leveraging Community Know How and Networks to Stem the Neo Liberal Takeover of Public Education in Oakland, CA Part 1
Nirali Jani, Holy Names University


Activism, Acumen and Advocacy: Leveraging Community Know How and Networks to Stem the Neo Liberal Takeover of Public Education in Oakland CA, Part 2
Kimberly Mayfield Lynch, Holy Names University


Student Activism and Academics: Intersections and Disjunctions
Donna Hunter, Stanford University


Can and Should Traditional U.S. Public Education be Saved, Given its Historic Racial Weaknesses?
Kitty Kelly Epstein, Holy Names University and Fielding Graduate University