S2019 Session 2, Workshop 7: Impeach The President’s Dream: Dreamers Surviving Freedom Through Literacy, Culturally Relevant Teaching, and Social Justice In Action, K-12
Dr. Bilal Polson, Erik Jamal Sumner, Alicia Arce-Boardman
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Dr. Bilal Polson is the principal at Northern Parkway Elementary School in Uniondale, NY. He has presented at American Educational Research Association (AERA), University Council for Educational Administration (UCEA), National Council of Teachers of English (NCTE) Annual Conventions and The Technical Assistance Center on disproportionality (TACD) Summer Institutes. Dr. Polson currently serves as co-director for the Professional Dyads of Culturally Relevant Teaching (PDCRT) project, initiated by the Affirmative Action Committee of the Early Childhood Education Assembly (ECEA) of National Council of Teachers of English (NCTE). Dr. Polson co-authored a number of peer reviewed journal articles and is featured in a chapter of Courageous Leadership: In Early Childhood Leadershipa manuscript published by Teachers College (2016). Bilal is a co-editor of manuscript published NCTE/Routledge, Honoring Children: Towards Culturally Sustaining Early Literacy Teaching, Summer 2019. He enjoys living in Bay Shore, NY with his wife Patty and sons, Aliasha and Malachi.
Erik Jamal Sumner has been teaching in his beloved community, Uniondale, NY, since the young age of 15. 6 years as a tutor with his mother’s school, Success Express Learning Center, 4 years as site coordinator of an free community academic summer camp and 24 years as an art teacher in Uniondale Public Schools. He is also a graduate of Uniondale, attending kindergarten through 12th grade. Seeing the Uniondale school community through academic, social leadership, and technological success is his mission.
Alicia Arce-Boardman is an elementary school teaching in the Uniondale School District in New York. She has been teaching for 11 years, however has been in the field of early childhood education for 15 years. She is co-author of No More Culturally Irrelevant Teaching, alongside other educators that she came to know through the National Council Teachers of English. She is also published in The Reading Teacher and Early Years: An International Research Journal. Alicia is a strong believer of, and advocates for student voice. She continues to learn through her students and their stories.