- Location: Wyatt Center • 1930 South Dr • Nashville, TN 37212
- Room: Wyatt Rotunda
- Contact: Peabody Office of Equity, Diversity & Inclusio
- Email: EDI-Peabody@vanderbilt.edu
- Audience: Free and Open to the Public
H. Richard Milner IV is the Cornelius Vanderbilt Endowed Chair of Education and Professor of Education in the Department of Teaching and Learning at Peabody College of Vanderbilt University. Milner's research examines practices and policies that support teacher effectiveness in urban schools. His lecture: "Disrupting Punitive Practices and Policies: Rac(e)ing Back to Teaching, Teacher Preparation, and Brown," will be livestreamed to the public and interested members of the Vanderbilt community. Doors will open at 4:30 p.m. The lecture will be shown via livestream 5-6 p.m. CT. A reception and discussion will follow. Please RSVP here.
The Annual Brown Lecture in Education Research is designed to feature the important role of research in advancing understanding of equality and equity in education. The Lectureship was inaugurated in 2004 to commemorate the 50th anniversary of the Brown v. Board of Education decision, in which the U.S. Supreme Court took into account scientific research in issuing its landmark ruling.
In this talk, H. Richard Milner IV examines practices and policies at national, state, district, and local levels that are implicitly or overtly designed to punish rather than support academic, social, cultural, and psychological development of Black, Brown, and low-income students. Race and racism continue to penetrate the very fabric of the United States and the education system and the intentions of Brown, particularly racial equity and justice, have yet to be realized. Many people, including educators, may find it difficult to understand the ways in which race and racism emerge in education policy and practice.
Milner shares voices of teachers, community members, and students who experienced the education system before desegregation, drawing connections to more contemporary realities facing students and education. He also presents results from the Teachers’ Race Talk Survey, an exploratory national survey that examines teachers’ beliefs about the importance of race in curriculum and instructional practices, teachers’ preparedness to discuss race, and teachers’ views on how to address institutionalized violence and racism with their students as an integral part of teaching and learning. Implications for the preparation and development of teachers will be discussed.