Faculty Campus Visit - Talk: Vanessa (Louis) Grady
In-Person: Brownlee Room (SEB 2327)
Remote: https://umich.zoom.us/j/95978574399 (Passcode: Clinical)
This talk is part of the faculty search for a Clinical Assistant professor in Educational Studies with a focus on race and anti-racism, in particular as associated with foundations of schooling, teaching, learning, and teacher education. We ask all attendees to contribute to the search process by completing a candidate evaluation form.
Please join us in person so that our candidates have a good audience. There will also be options to participate via virtually live or to watch a recording. Please RSVP here so we can plan accordingly.
RESEARCH AND TEACHING TOPIC
Reimagining Teacher Recruitment, Preparation, and Retention Through Emancipatory Pedagogies and Abolitionist Teaching
In this presentation, I will share an approach to address systemic racism by highlighting a research-practice partnership effort between a university and STEM program (I AM STEM) to understand the extent to which centering Love's (2019) abolitionist teaching and Nouri and Sajjadi's (2014) emancipatory pedagogies in a science methods course supported teach candidates' virtual microteaching experiences. The presentation will also examine the experiences of five early career science teachers as they transitioned from STEM professions into education, their journeys through a teacher preparation program, and their engagement in professional learning as participants in a fellowship program. The teaching component of the presentation will focus on Love's (2019) notion of mattering toward abolitionist teaching.
ABOUT VANESSA LOUIS GRADY
Vanessa Louis is a doctoral candidate at Georgia State University (GSU) majoring in Teaching and Learning with a concentration in Science Education. She holds a BS in Biology from Kennesaw State University and an MEd in Science Education from GSU. Vanessa utilizes abolitionist teaching and emancipatory pedagogies to assist early career science teachers in developing cultural competence as part of the NSF-funded project, Developing STEP Professionals as Educators and Teacher Leaders (DSPETL). Vanessa is a graduate research assistant under the advisement of Dr. Natalie King, where she is engaged in a research-practice partnership to address problems of practice surrounding STEP literacy in Black and Brown communities. She also collaborates with the CREATE Teacher Residency Program to examine the experiences of Black teacher fellows as they navigate a social justice-oriented program. Vanessa served 6 years as a middle/high school science teacher before her current role as an instructional coach.