NAME 2018 Conference – Responding to the #MeToo Movement

NAME 2018 Special Thursday Institutes

NAME 2018 Conference

Memphis, TN

Responding to the #MeToo Movement

In the heat of the #MeToo Movement, NAME offers two companion workshops focusing on the issues for gender equity professionals and other interested parties who are working to protect their students and staff from sexual harassment and assault. Both Institutes are designed to develop the skills, language, and resources for effective enforcement, especially critical in the DeVos’ era with rollbacks in Title IX protections and rights of trans people.
Participants who attend both sessions will receive a certificate of completion.

Expert Presenters for these special #MeToo sessions:

Georgina Dodge, Associate Provost for Diversity Equity and Inclusion, Bucknell University; Advisory Board Member of ATIXA (Association of Title IX Administrators);
Jan Perry Evenstad, Director of Western Equity Assistance Center, Metropolitan State University of Denver; Advisory Board Member of ATIXA;
Bill Howe, Past-President of NAME, Advisory Board Member of ATIXA (ret);
Marta Larson, Educational Equity Consultant;
Amy Zavadil, Equity Compliance Officer at the University of Dayton, Advisory Board Member of ATIXA

#MeToo Era Meaning & Implications (Institute A-#MeToo) 
Thursday, Nov. 29, 2018, 9:30a-12:20p

Institute # A is especially designed for students, parents, guardians, people in enforcement or advocacy positions, and any other individuals wanting to learn more about legal protections against sexual harassment and assault. This 3-hour workshop will cover the foundational legal protections and the imperative for our institutions to activate effective policies, procedures and programs. We will examine the spectrums involved––including bullying to assault; hostile environment and school climate––while examining the intersectionality between race/gender/national origin issues. Primary to the workshop will be tools for advocacy related to policies and programs with support for survivors and strategies for parent and community engagement.

#MeToo Institutional Action (Institute B-#MeToo)
Thursday, Nov. 29, 2018, 2-4:50
Note: This institute can be taken alone or with Institute A-#MeToo

Institute #B is designed for people involved in program development and delivery, or for individuals seeking more detail on how to resolve complaints. Building on the content of Institute # A we will delve into effective complaint investigation and resolution approaches, including appropriate recordkeeping and transparency/privacy issues. Examples of effective strategies for prevention and for supporting survivors during and following investigations will be discussed; as well as the rights of the accused and our responsibilities to them. Panelists are experienced in training on Title IX and the investigation of sex discrimination/harassment complaints at both the PK-12 and higher education levels.

Diverging discourses on multicultural education in Finnish teacher education programme policies: implications for teaching


The necessity to include multicultural education policies and practices in schools and teacher education has been widely recognized both in Finland and internationally. However, terms such as ‘multiculturalism’ and ‘multicultural education’ have contested and vague meanings in educational discourse. This paper investigates discourses on multicultural education from critical multicultural education and postcolonial theoretical perspectives. The focus is on the teacher education policies of all the eight primary teacher education programmes in Finland. Discourse theory analysis revealed six diverging discourses within a framework of conservative, liberal and critical multicultural education. The results show that it should not be taken for granted that policies including multicultural education contribute to social justice in education and teacher education. Consequently, policy-makers need to question the rhetoric regarding multiculturalism and to focus on how inequality is reproduced and upheld in discourses in teacher education and schools, and how this can be challenged.

Additional information

Author information

Ida Hummelstedt-Djedou

Ida Hummelstedt-Djedou is a doctoral student in the Faculty of Educational Sciences, University of Helsinki. Her dissertation focuses on multicultural education in Finnish teacher education and in primary schools. Hummelstedt-Djedou’s research interests include critical multicultural education, norm-critical education and anti-racism education. She is currently part of the project Multilingual and Intercultural Education in Finland and Sweden at University of Helsinki and Stockholm University and a member of the Nordic Centre of Excellence in Education ‘Justice through Education’.

Harriet Zilliacus

Harriet Zilliacus is a senior lecturer in the Faculty of Educational Sciences, University of Helsinki. Her interests centre on issues of cultural diversity in education, teacher education and policy-making. Dr. Zilliacus’s doctoral dissertation focused on identity and inclusion in minority religious and secular ethics education in the Finnish comprehensive school. Her latest research focused on discourses on cultural identity in the Finnish and Swedish national curricula. She is part of the project Multilingual and Intercultural Education in Finland and Sweden at University of Helsinki and Stockholm University and a member of the Nordic Centre of Excellence in Education ‘Justice through Education’.

Gunilla Holm

Gunilla Holm is Professor of Education in the Faculty of Educational Sciences at the University of Helsinki and director of the Nordic Centre of Excellence in Education ‘Justice through Education’. Her research focuses on issues in education related to race, ethnicity, class and gender as well as on photography as a research method. Professor Holm’s current projects include Perceptions and Constructions of Marginalization and Belonging and Multilingual and Intercultural Education in Finland and Sweden.


This work was supported by University of Helsinki, strategic funding (2015-2017); Helsingin Yliopisto.

Asians at Harvard, and in America: Yes, we’re discriminated against; No, the Ivy League school isn’t the right target


I’ve experienced anti-Asian prejudice since I was a kid. The first time I ever rode a school bus, my white neighbors leaned across the aisle, stretching their eyes and pantomiming buck teeth amid stifled laughter.

When I was 15, a New York City policeman caught me jaywalking and asked me frankly if I spoke English, expressing surprise when I responded in perfect Newyorkese.

And yes, when I applied to Harvard in 2012, I was told that I might as well subtract 200 points from my SAT score — or just give up entirely. Top universities already had more Asians than they could handle, and I wasn’t different enough to make the cut.

Already then, the anti-Asian bias in elite schools’ admissions was an open secret. One Chinese-American acquaintance confided to me that she was advised not to be “another Asian girl who plays the violin”; Harvard rejected her.

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