Dean’s Lecture Series

2022–23 Theme — A Just Society: Equity and Education

GSE is committed to creating an equitable, diverse, inclusive and just community where all feel welcomed, included, supported and empowered. It is crucial our communities have equal access to supports, services and opportunities that ensure learning and success.

Invited speakers were selected by a committee of junior faculty who also picked the theme. Their topics reflect a range of perspectives on the theme, representing the various departments within GSE.

Portrait of Alyssa Hadley-Dunn.

Associate Professor in the Department of Teacher Education
Michigan State University

“The Day After: Working for Equity and Justice in Traumatic Times”

What should teachers do on the days after major events, tragedies, and traumas, especially when injustice is involved? In this talk, Dr. Dunn will share from her recent book, “Teaching on Days After,” which focuses on teacher narratives and youth-authored student spotlights that reveal what classrooms do and can look like in the wake of these critical moments. Dunn incisively argues for the importance of equitable commitments, humanizing dialogue, sociopolitical awareness, and a rejection of so-called pedagogical neutrality across all grade levels and content areas. These stories come from diverse areas such as urban New York, rural Georgia, and suburban Michigan, from both public and private schools, and from classrooms with both novice and veteran teachers. Teaching on Days After can be used to support current classroom teachers and help preservice teachers think ahead to their future classrooms.

Portrait of Amanda Tachine.

Assistant Professor in Educational Leadership & Innovation
Arizona State University

“Native Presence and Sovereignty in College”

What is at stake when our young people attempt to belong to a college environment that reflects a world that does not want them for who they are? Navajo scholar Amanda Tachine will talk about her new book, Native Presence and Sovereignty in College. She takes a personal look at 10 Navajo teenagers, following their experiences during their last year in high school and into their first year in college. It is common to think of this life transition as a time for creating new connections to a campus community, but what if there are systemic mechanisms lurking in that community that hurt Native students’ chances of earning a degree? Tachine describes these mechanisms as systemic monsters and shows how campus environments can be sites of harm for Indigenous students due to factors that she terms monsters’ sense of belonging, namely assimilating, diminishing, harming the worldviews of those not rooted in White supremacy, heteropatriarchy, capitalism, racism, and Indigenous erasure. This book addresses the nature of those monsters and details the Indigenous weapons that students use to defeat them. Rooted in love, life, sacredness, and sovereignty, these weapons reawaken students’ presence and power.

Portrait of Charles Davis.

Assistant Professor in the Center for the Study of Higher and Postsecondary Education and Director of the Campus Abolition Research Lab
University of Michigan

“Between the Carceral University and Police-Free Futures”

Abstract to come.


Details about the 2022–23 series will be available in August. Please check back.