Colloquium Series

The Colloquium Series is an effort to build intellectual community within and beyond Curriculum & Instruction. Each semester the colloquium organizes several events, including guest speakers, panel discussions, feedback on in-progress work, and mini-conferences.

Although this event is primarily intended for C&I faculty, staff, and students, we welcome people from across and beyond the University.

Upcoming Events & Other Series

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March 4th @1PM in TEB 220: Dr. Laura Perovich, Assistant Professor of Art and Design at Northeastern University

The Politics of Streams and Memes: Data and Participatory Action Research
Dr. Laura Perovich
Assistant Professor of Art & Design
Northeastern University

March 4th at 1pm, Teacher Education Building Rm. 220

The importance of data in society has increased substantially over the past decades as data are used in making important civic decisions that impact us all. Data are also messy and political, and are often described as primarily accessible to “experts” in a way that reinforces existing power structures. Communities are said to increasingly reclaim some of this power through innovative approaches to data representation and locally driven data generation. In this talk, I examine how notions of data and community converge in systems of data representation to engage important social issues. First, I discuss a participatory action research project on environmental pollutant data in Chelsea, MA, led by youth in the community group GreenRoots and researchers at MIT and Northeastern. Second, I examine a qualitative study on the use of data visualization language in COVID-19 memes in a Facebook-based university student community. At issue in these projects is how data becomes a space to contest and rearticulate definitions of community. I analyze these through the values informing these data processes, the sensemaking opportunities data representations afford, and the ways these act politically.

Dr. Laura Perovich is assistant professor in the Art + Design department at Northeastern University. Her research aims to create impact on environmental challenges through local, community-engaged design practices that take seriously the complexities of social, cultural, and ecological systems and the possibilities of collective action. As part of this work, she designs experiences around making and making sense of environmental data. She also explores novel embodied ways to engage with information and contributes to design, human-computer interaction, and data physicalization communities. Perovich received her PhD (2020) and SM (2014) from the MIT Media Lab and has a B.A. in applied mathematics and religion from Bowdoin College. Her research builds from her professional background in interdisciplinary community-based research and her creative practices.

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Watch here for other events on campus!

Past Events

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2022, Dec 1, Professor Daniel Morales-Doyle from University of Illinois-Chicago to Speak December 1, 2022

Professor Daniel Morales-Doyle from the University of Illinois-Chicago will visit UW-Madison through a collaborative effort of the Department of Curriculum and Instruction Colloquium Committee, LACIS, and CLS to speak on the topic of “STEM Pipeline or Catalyst for Change? Science Teachers Negotiating Contested Definitions of Equity.”

This Event will take place in the Teacher Education Building, room 220, at 2:00 p.m. on Thursday, December 1, 2022.

Following his lecture, tea and refreshments will be served.


2022, November 17th, Matt Villenueve, November

Assistant Professor of History and American Indian Studies, Matt Villeneuve will be speaking on November 17, 2022, in the Teacher Education Building, room 220, from 12:30 p.m., to 2:00 p.m. The topic is “John Dewey and Nanabozho: American Indians in the synthesis of education and democracy.

This event is presented by the Curriculum and Instruction Colloquium Committee. Lunch will be served.

2022, March 25th, Navigating Academic Conferences

Calling all C&I Grad Students!

The Curriculum and Instruction International Student Association (CIISA) and the C&I Colloquium Committee enthusiastically invite you to a series of professional development panels THIS FRIDAY, March 25. The theme for the day is Navigating Academic Conferences. C&I faculty will share their stories, tips, and tricks on these three topics:

  • 10:30-11:30am          Navigating the Conference Program
  • 12:00-1:00pm            Building Your Network
  • 1:15-2:15pm              Presenting at Conferences

Join us for all or part of the day, whatever feels useful to you! We will meet on Zoom at

Hope to see you there!

2022, January 20th, Spending Time with Carl (Seashore) and Jimmy (Baldwin)

Please join us TODAY, Thursday, January 20th, from 12:00-1:30 PM for “Spending Time with Carl (Seashore) and Jimmy (Baldwin): A Discussion with Dr. Julia Koza and Dr. Carl Grant.” 

Dr. Koza will discuss her new book, Destined to Fail: Carl Seashore’s World of Eugenics, Psychology, Education, and MusicDr. Grant will share insights from his recent book, James Baldwin and the American Schoolhouse. Both books are available online via the UW Library (see below for descriptions).

We hope you can join us!


C&I Colloquium Committee

Destined to Fail: Carl Seashore’s World of Eugenics, Psychology, Education, and Music: A little-known fact about the prominent US psychologist and educator Carl E. Seashore (1866–1949) is that he was deeply involved in the American eugenics movement. He was among the US academics to support eugenics long before German Nazis embraced it. A titan in a host of disciplines and a proponent of radical education reform, Seashore used his positional power to promote a constellation of education reforms consistent with central precepts of eugenics. Many of these reforms, including tracking, gifted and talented programs, and high-stakes standardized testing, were adopted and remain standard practice in the United States today. He promulgated the idea that musical talent is biologically inheritable, and he developed the first standardized tests of musical talent; these tests were used by early-twentieth-century researchers in their attempts to determine whether there are race differences in musical talent. Seashore’s ideas and work profoundly shaped music education’s research trajectory, as well as enduring “commonsense” beliefs about musical ability. An intersectional analysis, “Destined to Fail” focuses on the relationship between eugenics and Seashore’s views on ability, race, and gender. Koza concludes that Seashore promoted eugenics and its companion, euthenics, because he was a true believer. She also discusses the longstanding silences surrounding Seashore’s participation in eugenics. As a diagnosis and critique of the present, “Destined to Fail” identifies resemblances and connections between past and present that illustrate the continuing influence of eugenics—and the systems of reasoning that made early-twentieth-century eugenics imaginable and seem reasonable—on education discourse and practice today. It maps out discursive, citational, and funding connections between eugenicists of the early twentieth-century and contemporary White supremacists; this mapping leads to some of Donald Trump’s supporters and appointees.

James Baldwin and the American Schoolhouse: This book – written for teacher educators, teachers and admirers of James Baldwin –employs his essays and speeches to discuss how the effects of race and racism enter the souls of African American students and become attached and difficult to dislodge. Yet, his essays also provide educators and students with purpose, meaning and suggestions for how to stand up against racism, develop an authentic self and fight oppression. Whereas this book takes advantage of the full body of Baldwin’s work – fiction, nonfiction, interviews, lectures, speeches and letters – its foundation is three speeches James Baldwin gave in the 1960s on the education of African American children and African American and European American race relations in the United States. The purpose of education, defying myths, freedom, willful ignorance and developing identity are discussed through a Baldwinian lens. African American and European American teachers are encouraged to “Go for Broke” as this book explores the important role Baldwin’s work can play in schools and universities.

2021, November 29th, A Community Engagement Roundtable

Join us for a discussion of community engaged scholarship practices from C&I members and their partners in four different projects. Join us via Zoom on November 29th from 11:30-12:30, here:

Guests include:

  • ALL IN with Maxine McKinney de Royston (Assistant Professor, C&I) & Maigon Buckner (Director, MMSD Office of Youth Re-engagement)
  • Colectivo Encanta Palabras with Catherine Vieira (Professor, C&I), Juana María Echeverri (Founder, Colectivo Encanta Palabras) and Rodrigo Rojas Ospina (Founder, Colectivo Encanta Palabras)
  • Jo Wilder and the Capital Case, with David Gagnon (Director, Field Day Lab & PhD Student in C&I), Alyssa Tsagong (Director of Education PBS Wisconsin), Valisa Harmon (Library Media Specialist, Racine Unified School District), Anne Moser (Senior Special Librarian and Education Coordinator, Wisconsin Sea Grant), & David McHugh (Games and Interactive Media Liason, Wisconsin Department of Public Instruction)
  • The Labs Project, with Hala Ghousseini (Associate Professor, C&I), Kelly Jones (Instructional Coach), Abbie Lindl (Fourth Grade Teacher), & Eric Cordero-Siy (Research Associate, C&I)

2021, October 25th, Talking About Some of the New Books from C&I

On Monday, October 25th from 11:15 AM-12:45 PM, please join us on Zoom for our first C&I Colloquium of the 2021-2022 school year!

Dr. Li-Ching Ho and Dr. Erica Halverson will discuss their new books. Following their talks, we will engage in small-group follow-up discussions with a focus on connecting the books to ongoing work in our department. We encourage you to read the attached article and chapter in advance of the event for an introduction to these exciting new books.
Erica Halverson, “Introduction”

Zoom Link:
Meeting ID: 929 8685 3344
Passcode: c&i

2021, May 6th, Reflecting on the Pandemic and Moving Forward

Our final colloquium of the year takes place on a different day than our regular series, on Thursday May 6th, from noon to one. We will be using this time to start a conversation about the past year and how our pedagogy and perspectives have changed in response to the pandemic. The conversation will center on two question:

  • What have we learned from our experiences over the past year?
  • What are we taking with us and what do we want to leave behind?

We look forward to seeing you there!


Password: C&I

2021, March 29th, Research Day

For our next colloquium, on March 29, 11:00-1:00pm, we invite members of the Department of Curriculum and Instruction to share their research! You can use this opportunity in almost any way you like – for example, to rehearse a presentation you’re planning to give at an upcoming conference (e.g., AERA), to get feedback on some work in progress, or to give members of our departmental community a glimpse of cool stuff you’ve been working on lately!

Zoom link:

Passcode: C&I

See the full schedule here.

2021, March 1st, Reimagining Schooling

Our third event in the ongoing C&I Colloquium series is coming up on Monday, March 1st from 11:30am until 1pm. The event, Reimagining Schooling, will bring people together to consider the problems of returning to business as usual after the pandemic and what possibilities it offers to reset and rethink schooling. Join Gloria Ladson-Billings (UW-Madison), Carlton D Jenkins (Madison Metropolitan School District), Nicole Mirra (Rutgers), and Antero Garcia (Stanford) for a lively discussion facilitated by Jalessa Bryant (UW-Madison).

You can join the event on zoom at:
The password is: reimagine

We also invite you to engage in “social annotation” – i.e., to make your comments in the margins of these texts public as you read, and to respond to others’ comments. The PDFs linked above are set up to enable comment access.

Gloria Ladson-Billings is the former Kellner Family Distinguished Professor of Urban Education in the Department of Curriculum and Instruction and faculty affiliate in the Department of Educational Policy Studies at the University of Wisconsin, Madison. She is the current president of the National Academy of Education and was the 2005-2006 president of the American Educational Research Association (AERA). Her research examines the pedagogical practices of teachers who are successful with African American students. She also investigates Critical Race Theory applications to education. She is the author of the critically acclaimed books The Dreamkeepers: Successful Teachers of African American Children and Crossing Over to Canaan: The Journey of New Teachers in Diverse Classrooms, and numerous journal articles and book chapters. Her work has won numerous scholarly awards including the H.I. Romnes Faculty Fellowship, the NAEd/Spencer Postdoctoral Fellowship, the Palmer O. Johnson outstanding research award, and the AERA Distinguished Research Award, and she was elected to the American Academy of Arts & Sciences in 2018.

Carlton D.Jenkins, Ph.D., has served as Superintendent of Madison Metropolitan School District (MMSD) since August 2020. MMSD serves over 27,000 students (52 schools) in Madison, Wisconsin. Dr. Jenkins came to the district from Robbinsdale Area Schools, where he served as Superintendent for five years (2015-2020). Robbinsdale Area Schools serves over 13,200 students (11 elementary schools, 4 middle schools, and 2 high schools) in seven suburbs northwest of Minneapolis.Prior to this appointment, he served for one year (2014-2015) as Chief Academic Officer of the Atlanta public school system(52,000 students). Previously, he spent four years (2010-14) as the superintendent of the Saginaw Public Schools, a district in Michigan with 8,600 students (15 schools, including 10 elementary schools, 1 middle school and 3 high schools). While in Michigan, he served as President of the state’s African American Superintendents Association. Dr. Jenkins possesses impressive educational credentials.After earning a Bachelor of Science degree in Physical Education from Mississippi Valley State University, he earned a Master of Science degree in Educational Administration as well as a Ph.D. in Educational Leadership and Policy Analysis from the University of Wisconsin-Madison. Throughout his career, Dr. Jenkins has impacted policy and practice as an educational and business consultant. Some of his work has included consulting on turnaround school transformation as well as leadership strategies for Fortune Fifty companies. In fact, he previously served as National Executive Direct for Project Grad’s Secondary Schools Transformation Model. In addition to his educational and professional accomplishments, Dr. Jenkins has also exhibited a commitment to professional and community service throughout his career. One of his current service commitments involves serving as a mentor for the AASA Urban Superintendents Academy.

Nicole Mirra is an assistant professor of urban teacher education in the Graduate School of Education at Rutgers, The State University of New Jersey. She previously taught high school English Language Arts in Brooklyn, New York and Los Angeles, California. Her research explores the intersections of critical literacy and civic engagement with youth and teachers across classroom, community, and digital learning environments.  Central to her research and teaching agenda is a commitment to honoring and amplifying the literacy practices and linguistic resources that students from minoritized communities use to challenge and re-imagine civic life. Her most recent book is Educating for Empathy: Literacy Learning and Civic Engagement (Teachers College Press, 2018) and she is a co-author (with Antero Garcia and Ernest Morrell) of Doing Youth Participatory Action Research: Transforming Inquiry with Researchers, Educators, and Students (Routledge, 2015).

Antero Garcia is an Assistant Professor in the Graduate School of Education at Stanford University. Antero received his Ph.D. in the Urban Schooling division of the Graduate School of Education and Information Studies at the University of California, Los Angeles. Prior to completing his Ph.D., Antero was an English teacher at a public high school in South Central Los Angeles. His work explores how technology and gaming shape learning, literacy practices, and civic identities. His recent books include Everyday Advocacy: Teachers who Change the Literacy Narrative, Good Reception: Teens, Teachers, and Mobile Media in a Los Angeles High School, and Compose Our World: Project-Based Learning in Secondary English Language Arts.

Jalessa Bryant is a third year PhD student in the Multicultural Education area of the Curriculum and Instruction Department. She is a WCER and Ed-GRS Fellow and a member of CIGO (Curriculum & Instruction Graduate Organization) & the P.O.W.E.R. Collective. She also serves on the Curriculum & Instruction Graduate Programming Committee. Her primary research interest is in the intersection of teacher learning, Black methodologies, & visual culture. She is interested in the ways the arts enable transformations of self in pre-service teachers.

2020, Nov 30th, Norma González, “Acknowledging Subjectivities and Positionalities Within Humanizing Pedagogies”

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Dear Colleagues,
We are writing to share details for our second C&I Colloquium, a conversation with Dr. Norma González, on Monday, November 30th from 11:30AM-1:00 PM. We are grateful to the faculty and students in SABER, Scholars for the Advancement of Bilingual Ed Research, who organized and will facilitate this exciting event (Led by Dr. Mariana Pacheco and Dr. Diego Román along with graduate students Cynthia Baeza, Ana Mireya Díaz, Hae Sol Park, Rebecca Sawyer and Scott Stillar).

During this Colloquium, Dr. González will give a keynote address titled “Acknowledging Subjectivities and Positionalities within Humanizing Pedagogies.” Following her keynote, participants will have an opportunity to discuss the talk in breakout rooms, engage with Dr. González around those breakout conversations, and participate in a Q&A session.

To prepare for the Colloquium, please read the following chapter:
González, N. (2005). Children in the eye of the storm: Language ideologies in a dual language school. In A. C. Zentella (Ed.), Building on strength: Language and literacy in Latino families and communities. (pp. 162-174). Teachers College Press.

Dr. González is a Professor Emerita from the Department of Teaching, Learning and Sociocultural Studies in the College of Education at the University of Arizona. Her research areas are anthropology and education, applied anthropology, linguistic anthropology, language socialization, household ethnography, language processes in communities, community/school linkages, Mexican-origin populations, borderlands, critical theory, and women’s narratives. Dra. González was a recipient of the George and Louise Spindler Award in 2017 from Council of Anthropology and Education of the American Anthropological Association and from the AERA Division G Henry Trueba Award for Research in 2010. She was awarded the Critics’ Choice Book Award from the American Educational Studies Association (AESA) in 2006 for the co-edited volume Funds of Knowledge: Theorizing Practices in Households, Communities, and Classroom. Her book I am my Language: Discourses of Women and Children in the Borderlands (2001) earned the Best Book Award from the Organization for the Study of Language, Communication and Gender in 2002.

SABER is an interdisciplinary group of emerging scholars and faculty that aims to provide a forum for dialogue of research in language and bi- and multilingual education across and beyond the University of Wisconsin-Madison community. The aim to advance theory, research, and practice that further deepens our understanding of bilingualism and biliteracy as these processes are mutually constituted by race, language, and culture. Our work advocates for linguistically diverse students, families, and communities across local, national, and global contexts.

The C&I Colloquium Series is an effort to build intellectual community within our department.  We sincerely hope that all those who are available will attend to further our collective knowledge. Although this event is primarily intended for C&I faculty, staff, and students and we do not plan to advertise it more broadly, you are welcome to share this invitation with others in the School of Education who may be particularly interested. This event will be recorded and portions of the video may be shared on the C&I website.

Please let us know if you have any questions or concerns. We look forward to seeing you there!


Nicole Louie, Emily Machado, Peter McDonald, and Ana Mireya Díaz
The C&I Colloquium Series Committee

2020, Nov 2nd, William F. Tate IV and Respondents

headshots of four individuals

We are happy to share the details about our first C&I Colloquium Series event, a discussion with Dr. William F. Tate IV, on Monday, November 2 from 11:00 AM-12:00 PM. 

Dr. Tate is Provost and Executive Vice President of Academic Affairs and Distinguished Professor of Sociology and Family and Preventive Medicine at University of South Carolina.

During this Colloquium event, Dr. Tate will discuss his AERA Brown Lecture in Educational Research, titled “The Segregation Pandemic: Brown as Treatment or Placebo?” Prior to November 2nd, we encourage all department members to watch Dr. Tate’s Brown lecture, which has been recorded and linked above. Even if you are unable to watch this year’s Brown lecture, we still believe that the Colloquium event will be of great interest.

During our colloquium event, the following three members of our School of Education community will deliver brief remarks in response to Dr. Tate’s Brown lecture:

Dr. Carl Grant, Hoefs-Bascom Professor, Department of Curriculum and Instruction

Dr. Erika Bullock, Assistant Professor, Mathematics Education, Department of Curriculum and Instruction

Dr. Walter C. Stern, Assistant Professor of Educational Policy Studies and History, Department of Educational Policy Studies

Following these remarks, attendees will engage in an interactive discussion with Dr. Tate for the remainder of the hour. We encourage you to bring questions for Dr. Tate!

The C&I Colloquium Series is an effort to build intellectual community within our department.  We sincerely hope that all those who are available will attend to further our collective knowledge. Please let us know if you have any questions or concerns.  We will follow up with a Zoom invitation prior to the event.

The C&I Colloquium Series Committee


The C&I Colloquium Series is put together by the colloquium committee (Nicole Louie, Emily Machado, YJ Kim, Scarlett Huang, and Samuel Aguirre and Peter McDonald). We are often looking for people to present their work or respond to other people’s work, so if you’re interested please reach out to us. We are also happy to hear your suggestions and comments.