Presentations

Dutro, E. Bien, A., Henning, M., Lewis, K., Nevarez, V. (2010). Emotions as/of advocacy in teaching for social justice. Paper presented at the annual meeting of the American Educational Research Association, Denver, Colorado.

Dutro, E., Henning, M., Kantor, J. (2010). Enacting a Pedagogy of Testimony and Witness: Children Writing the Difficult in a High-Poverty Elementary Classroom. Paper presented at the annual meeting of the American Educational Research Association, Denver, Colorado.

Dutro, E., Bien, A. (2009, December). List ening to the “Speaking Wound”: Tracing the Difficult in Children’s and Teachers’ Lives and Literacies. In E. Dutro (chair), Troubling Stories of Students’ Lives: How, by Whom and with What Consequences Students are Narrated and Consumed in Literacy Classrooms. Paper presented at the National Reading Conference, Alberquerque, New Mexico.

Dutro, E., Zenkov, K. (2009, April). Including Urban Students’ Perspectives in the “Circle of Knowledge”: The Voices of City Youth in What and How We Know in Education Research. Interactive symposium presented at the annual meeting of the American Educational Research Association, San Diego, California.

Dutro, E. (2008, December). Literacies of Loss: Heeding the Unbearable in the Literacy Classroom. In S. Meacham (chair), Visceral literacies: Emotion and Imaginative Engagement in the Classroom. Paper presented at the National Reading Conference, Orlando, Florida.

Dutro, E., Kantor, J. (2008, December). Witnessing students’ lives and literacies on screen: Reading a pedagogy of Testimony and Witness in The Wire. In S. Jones (chair), “If they’ll listen to us about life, we’ll listen to them about school”: The literacies of urban students and families in life, schools, and popular media. Paper presented at the National Research Conference, Orlando, Florida.

Dutro, E. (2008, November). What ‘hard times’ means: Mandated curricula, class-privileged assumptions, and the lives of poor children. Paper presented in recognition of Promising Research Award, National Council of Teachers of English, San Antonio, Texas.

Dutro, E. (2008, March). Writing Wounded: Trauma, testimony, and critical witness in literacy classrooms. Paper presented at the annual meeting of the American Educational Research Association, New York, NY.

Dutro, E. (2007, December). Responding to “hard times” in a mandated literacy curriculum: Children’s stories of poverty confront middle-class assumptions. In E. Dutro (chair), Stories of poverty in the literacy classroom: Supporting preservice teachers’ responses to the realities of students’ lives. Symposium presented at the National Reading Conference, Austin. Texas.

Dutro, E. (2007, December). “I like to read, but I know I’m not good at it”: Children’s experiences with high-stakes assessment in an urban elementary classroom. In G. Campano (chair), Literacy Policy Implementation in Urban Elementary Classrooms: What’s at stake for children? Symposium presented at the annual meeting of the National Reading Conference, Austin, Texas.

Dutro, E., Marquez-Zenkov, K. (2007, December). Urban students testifying to their own stories: Talking back to deficit perspectives. Paper presented at the annual meeting of the National Reading Conference, Austin, Texas.

Dutro, E., Kazemi, E., Balf, R. (2007, April). Stories Count: Examining children’s experiences across mathematics and literacy in an upper-elementary classroom. Paper presented at the annual meeting of the American Educational Research Association, Chicago, Illinois.

Dutro, E. (2006, December). Children writing trauma in an urban elementary classroom. Paper presented at the annual meeting of the National Reading Conference, Los Angeles, California.

Dutro, E. (2006, November). Negotiating ‘hard times’: Children’s lives and the assumption of privilege in a mandated curriculum. In S. Greene (chair), Freedom to Teach and Freedom to Learn: What Gets Lost in the Scripted Writing Curriculum. Invited symposium at the annual meeting of the National Council of Teachers of English, Nashville, Tennessee.

Dutro, E., Kazemi, E., Balf, R. (2006, April). ‘About your color, that’s personal’: A Critical Discourse Analysis of Race and Resistance in an Urban Elementary Classroom. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, California. (ERIC accession number: ED491665).

Kazemi, E., Hubbard, M., Dutro, E., Balf, R. (2006, April). Supporting Mathematical Engagement: Elementary Children’s Experiences in One Discussion-Intensive Mathematics Classroom. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, California.

Dutro, E., Kazemi, E., Balf, R. (2005, September). Children’s Positioning Across Subject Areas in an Urban Elementary Classroom. In E. Moje (chair), Positioning Across Texts and Contexts: Understanding the Lived Experiences of Teachers and Students. Symposium presented at the congress of the International Society for Cultural and Activity Research, Seville, Spain.