Please check back in January or February for Summer Program 2022.

 

Summer Program 2021

Teachers as Scholars is pleased to offer an exciting selection of summer professional development opportunities for teachers ranging over subjects from Pharaohs to Afrofuturism. All seminars are two half-days in length, are conducted online, and will be held in late June and early July. Participants will earn 10 PDPs.

The tuition for each seminar is $200. Although participants themselves pay for TAS summer courses, some schools will reimburse teachers for the tuition cost. Seats are limited, and TAS will give member schools the first opportunity to enroll. If a seminar does not meet our minimum enrollment requirements, TAS will refund the tuition of teachers who registered.

If schools/school districts want to fund their teachers’ participation in the Summer Seminar Program, Teachers as Scholars will accept Purchase Orders. If you want to use a Purchase Order, please contact Henry Bolter at tasadmin@teachers-scholars.org and include teachers’ names, email addresses, and seminars they wish to be enrolled in. Once we have that information, an invoice will be sent to you by email for you to create your Purchase Order. The Purchase Order can be emailed to tasadmin@teachers-scholars.org as a PDF or by USPS to:

Teachers as Scholars
c/o Henry Bolter, Director
19 Agassiz Street, Apt 21
Cambridge MA 02140

Please contact us at tasadmin@teachers-scholars.org for further seminar details.

Summer Seminars with TAS

Sketchbook Journaling

Miranda Loud, Artist
June 28 & July 1, 2021. 9am-12:30pm

We know that drawing and writing helps us to remember and process information. It is also a meaningful way to record ideas, feelings, people and places. Using a variety of watercolor techniques, pens, markers, and collage, we’ll use our 2 half-days together to discover ways of sketching and journaling that can help bring meaning to our daily lives and discover new parts of our creativity. We will also explore ways of integrating visual learning with your students. Whether you consider yourself artistic or not, this is for everyone to discover ways of mark making and recording that can become a lifelong skill and one that can also help your students learn in new ways. We’ll look at journals in a variety of styles and cover basic drawing, perspective, color mixing, page design, mixed media techniques, and enjoy artmaking this time around from the comfort of our own homes. You will need to purchase some basic supplies in a provided supply list.

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Miranda Loud is a multimedia artist producing works in a variety of media: video, painting, collage, photography and music. She has held fellowships at the Banff Center for the Arts in Banff, Canada, the St. Botolph Club of Boston and, among a variety of awards, won a Massachusetts Cultural Council Gold Star Award for her multimedia performance Buccaneers of Buzz: Celebrating the Honeybee which was performed as part of the Cambridge Science Festival. Her work is available at www.mirandaloudartist.com.





Afrofuturism

Laura Honeywood and Talmadge Nardi, Brookline High School
June 23 & 24, 9am-12:30pm

The term “Afrofuturism” was coined in the 1990s to describe the dynamic multimedia genre now known for authors such as Octavia Butler, N. K. Jemisin, and Nnedi Okorafor and films such as Black Panther. Writer Jamie Broadnax describes Afrofuturism as “the reimagining of a future filled with arts, science and technology seen through a black lens.” Scholar Ytasha Womack adds that “In some cases, it’s a total reenvisioning of the past and speculation about the future rife with cultural critiques.” In this two-day seminar we will examine this genre from historical, literary, artistic, and philosophical perspectives and share recommended texts and activities that can be used to engage students in the classroom. Together we will explore the questions central to the genre: “How does Afrofuturism dismantle oppression and create a future world where everyone is free?” and “What is the potential of science fiction to create this world in our own future?” We will model ways of structuring discussions, debates, and writing assignments about this topic. We will provide examples of how students can create their own Afrofuturist-inspired pieces. Finally, we will discuss how this genre can be taught in conjunction with traditional histories and literature.

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Laura Honeywood is currently the 10-12 grade history teacher in the Alternative Choices in Education program at Brookline High School. She has spent 10 years teaching history in 8-12th grade classrooms in Washington DC and Boston. She is a graduate of Brown University and American University. Laura has previously presented workshops for teachers through The International Institute of Rhode Island, American University, the Center for Civic Education, the Pioneer Institute and Primary Source.

Talmadge Nardi is an English teacher at Brookline High School where she currently teaches a course in Future World Literature to high school sophomores. She began teaching Afrofuturism after her brilliant history colleague Laura Honeywood started not-so-subtly piling Afrofuturism book recommendations onto her desk. Talmadge has previously presented workshops for teachers through UMass Boston/Teach Plus and Primary Source. She is a graduate of Lesley University and The Evergreen State College. She has been teaching high school English in the Boston area for 15 years.





Using Young Adult Literature for Teaching Social Justice

Christina Dobbs, Boston University
June 22 & 29, 9am-12:30pm

Historically, young people have been leading activists and advocates for many key movements for social justice and change, despite schools and curricula often failing to share these stories or teach these skills. This two-day seminar will explore how teachers might disrupt their current curricula by incorporating rich and engaging texts for young adults into a more equitable and social justice-driven curriculum. We will explore a wide range of texts for young adults that might explore issues of equity and help students explore their own activism and identity development. Participants will choose and read 2 entire works from a selected list of possibilities (fiction and nonfiction) and work with segments of others. We will use frameworks such as the Learning for Justice Social Justice Standards and the HILL equity framework to consider how incorporating these texts might create spaces to disrupt inequality based in racism, cis-heteronormative patriarchy, ableism, and dominant English monolingualism in classrooms and schools.

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Christina Dobbs is an Assistant Professor in English Education. Her research interests include language diversity and development, the argumentative writing of students, and professional development for secondary content teachers. She has authored a variety of publications on these topics, following the completion of her doctorate from the Harvard Graduate School of Education. She is the author of Investigating Disciplinary Literacy and Disciplinary Literacy Inquiry and Instruction, as well as the editor of Humanizing Education: Critical Alternatives to Reform. She is a former high school teacher in Houston, Texas, as well as a literacy coach and reading specialist.

THIS COURSE IS FULL.


“Headin’ out fer the territory”: Huckleberry Finn and American Freedom

Theo Theoharis, Harvard University
June 21 and 23, 9am-12:30pm

The Adventures of Huckleberry Finn was infamous when it appeared, in 1885, not, as now, for the scandal of slavery and race hatred, but because it featured a juvenile delinquent as a hero–a runaway orphan, who is also a tramp, a smoker, impious, genially contemptuous of his elders and betters, and an unrepentant thief, insofar as he abets a runaway slave’s escape. By 1935, in The Green Hills of Africa, Ernest Hemingway had this to say about the book: “All American writing comes from that. There was nothing before. There has been nothing as good since.” Allowing for the hyperbole, this marks the beginning of the generally held conviction that Twain’s story of Huck’s companionship with the escaped slave Jim is our national epic. We will explore what that claim means, and why Huck’s refusal to be good in the sense his world gave that term is now seen as a model of heroic American virtue, and of comic American wisdom

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Theo Theoharis teaches at Harvard University. He is the author of James Joyce’s Ulysses: An Anatomy of the Soul and Ibsen’s Drama: Right Action and Tragic Joy. His latest book is Complete Poems of Constantine P. Cavafy. He has lectured throughout Europe and the U.S. and has led many professional development activities in Teachers as Scholars.