Program

Wednesday, August 22

10:30
– 1:00 PM

Preconference Activities

International
Korczak Association (IKA) meeting. IKA Chairperson Batia Gilad,
presidents/representatives of national Korczak Associations. Boxed lunch will
be provided.

12:00 - 1:00 PM

Lunch

1:00 – 2:15 PM

Opening Ceremonies

Moderators:
Tatyana Tsyrlina-Spady and David Woodward

* Tatyana
Tsyrlina-Spady

Greetings
from the Organizing, Academic, and Steering Committees

* SPU
President Martin

Welcome
to all Participants

* Teresa
Indelak Davis

Honorary
Consul of Poland in Seattle

* Mariola
Strahlberg

Founder
and Executive Director, Korczak Association of the USA. Greetings

* Batia
Gilad

Chairperson,
International Korczak Association. Welcome, greetings

* Award
ceremony

2:15 –
4:15 PM

Keynote Panel 1

Moderator:
Carrie Basas

Children’s Rights

based on Korczak’s ideas and the United Nations Convention
on the Rights
of the Child

Marek Michalak,
Ombudsman for Children, Warsaw, Poland

Korczak’s works on
social sciences and education – the Order of the Smile

The ideas of Janusz
Korczak live and develop not only in new publications of his works, but also in
people and their actions, in social movements
and various initiatives
all over the
world. The most
significant symbol of
Korczak’s ideas is the Convention on the Rights
of the Child, setting out legal, social and cultural standards for the
development of children and for the relations between children and
adults. Dignity, support, help, and care are the values
taken directly
from the Convention. A
significant symbol of Korczak’s ideas today is the International Korczak
movement. It becomes stronger and stronger in
different parts of the world — in Europe, both Americas, Africa and Asia. Its great strength rests in
its leaders,
experts and enthusiasts of
Korczak. The turning
points for the
revival of Korczak’s ideas were Korczak’s
anniversaries,
particularly the year 2012, wherein Poland established an initiative put forth
by the Ombudsman for Children, as the Year of Janusz
Korczak, and celebrated all over the world.
Considering this background, the Order of the Smile is an attractive,
more and more known and recognizable symbol of
Korczak’s ideas. It is
the only
distinction in the world awarded to adults upon children’s
motion. Until today, children awarded the Order of the
Smile to
over 1000 people from all over
the world, this Order remains a valued and wanted symbol.

Carrie
Basas
, Director, Washington State Governor's Office of
the Education Ombuds Seattle, Washington

Alexandra
Manuel
, Executive Director, Professional Educator Standards Board
(PESB), the Paraeducator Board, Olympia, WA

Patrick
Dowd, Director
, Washington State Office of the Family and
Children’s Ombuds, Tukwila, WA

How Washington State Protects
the Rights of the Children and their Families

At the heart of
supporting children is collaboration between families, schools, and community
organizations. This spirit of collaboration begins with the family, is fostered
by the community — and then extends to the child’s development in school
through teachers and other school leaders that are committed to equity, shared
decision-making, and cultural responsiveness. In this panel, leaders of
Washington’s Professional Educator Standards Board (PESB), the Office of the
Family and Children Ombuds, and the Office of the Education Ombuds will discuss
how they work individually and as part of the larger system to ensure that
every child has access to the developmental supports that they need and every
family can navigate complex systems successfully.

Bernard Richard,
Representative for Children and Youth, Victoria, BC, Canada

Vulnerable Children and
Youth: A Look at Achieving Positive Outcomes in BC, Canada

Children and youth who
have experienced government care are among the most vulnerable of society’s
citizens. In Canada, Indigenous children and youth are vastly over-represented
in this system. B.C.’s Representative for Children and Youth Bernard Richard
will discuss the challenges faced by vulnerable children and youth – including
poor educational outcomes,
unaddressed trauma and transitioning out of
care – while addressing the question, “What can we do to improve long-term
outcomes for Indigenous children and youth who have been affected by difficult
life circumstances?”

Dr. Kenneth B. Bedell, a former senior
advisor in the Department of Education in the Obama Administration, a writer, a
passionate fighter for human rights and for full elimination of racism in the
United States.

Realizing a Civil Rights
Dream: Helping Children of Color to Thrive in American Educational Environment

Because of the
diversity of ethnic and faith groups in the United
States, the education provided by the government is based on an implicit
strategy for distributing opportunity and power among groups. Although the
political environment in contemporary America is extremely polarized, policy
proposals across the political spectrum are not controversial: all political
leaders call for public education that is based on measurable objectives. This
results in a tyranny of the majority where white values and culture define the
objectives of education. The result is that students of color have two options:
they can abandon the self-identity of their ethnic heritage or they will be labeled
as failures. Janusz Korczak, among other most significant humanistic thinkers
of the past century, has made sugges
tions that point a way forward.

Bruce
Klasner
, high school
teacher of Holocaust Studies, and Yaser Sharifeh, 11th Grade
student, Everglades High School, Miramar, Florida

Human
Experiences and Educational Pedagogy – Fundamental Lessons of Janusz Korczak

Experiences of Marjory
Stoneman Douglas in Parkland, Florida, on February 14, 2018 have reinvigorated
the need of Janusz Korczak’s strength and have brought to focus the importance
of what one life means. Seventeen lives were lost but we are the
eighteenth life that has become the voice of the seventeen lost. We
will also discuss our engagement with Christian students, Muslim students, and
students with disabilities as another aspect of Janusz Korczak’s
pedagogy.

4:15
- 5:30 PM

Keynote Panel 2

Moderator: Senior Rabbi Daniel Weiner

Engaging
Different Faiths, Making the World a Better Place for Children and Youth

Janusz Korczak, Prayer of a Teacher (Read by David Woodward) from the book,

Korczak,
J. (1979). With God I shall
converse: The prayers of those who do not pray.
(Y. Markoitz, Trans.) Jerusalem:
Kiryat Sefer.

Senior Rabbi Daniel Weiner,
Temple De Hirsch, Seattle, WA

Senior Rabbi Daniel
Weiner believes passionately in building Judaism for the 21st century and in
healing the world through social justice. Temple De Hirsch Sinai has
grown to more than 5000 members and 1,600 families in two campuses in Seattle
and Bellevue since he took charge in 2001. His innovations in worship
include producing “rabcasts” on video, bringing services to travelers and
shut-ins on the Internet and leading a rock band in popular Rock Shabbat
services. He tweets @rocknrabbidanny. Weiner and his team won the Religion
Action Center’s Fain Award for their campaign on gun responsibility.
Rabbi Weiner’s efforts with other clergy contributed to the founding of
the Washington Alliance for Gun Responsibility, which drafted and helped pass
Initiative 594 in 2014.

Aneelah Afzali, Executive
Director of the Muslim Association of Puget Sound’s American Muslim Empowerment
Network (MAPS-AMEN)

A 2003 Harvard Law graduate, Aneelah Afzali does not only
reinforce the responsibility that comes with her faith, but also keeps working
to remind everyone that Islam is part of America and its history. She builds
coalitions to combat injustice, provides education to counter Islamophobia,
encourages the media to challenge negative Muslim stereotypes and empowers
future leaders. That’s a tall order in an era of escalating hate rhetoric, but
the effusive Afzali is energized by the work. “I’m an optimist,” she explains.
“My faith teaches me that, and it’s in my nature. It’s exhilarating to be able
to do the work we do. We have the opportunity to influence history.” Afzali
attended President Trump’s first State of the Union address as a guest of U.S.
Representative Pramila Jayapal, clad in her iconic stars-and-stripes hijab. She
says the garment reflects pride in her American Muslim identity and
demonstrates that a person can be both without conflict. Daily demonstrations
that love is stronger than hate give Afzali hope, as does the arc of history.
“If l lose hope, it would be insulting to people like Martin Luther King Jr.
and Nelson Mandela,” she says. “They endured much worse.” Seattle Magazine
chose Afzali as one of the Most Influential of 2017, describing her as the
"Bridge Builder."

Mark S. Markuly,
Ph.D., Dean, School of Theology and Ministry at Seattle University, Seattle, WA

Mark S. Markuly, Ph.D., has been Dean and Professor of
the School of Theology and Ministry at Seattle University since 2007. Dr.
Markuly has specialized in interdisciplinary areas of study, particularly
cognitive science and religion, the interface between educational psychology,
sociology and anthropology with theology and religion, and the application of
religious insight to other professional fields, such as criminal justice,
specifically in the area of restorative justice.

Kristin Poppo, Ph.D., Provost, Alfred State
University, Alfred, NY

Kristin Poppo is
an ordained minister in the United Church of Christ and the provost of Alfred
State College. She is passionate about children's rights and has been
very concerned about how religion perceives the child. Specifically, she
has explored the juxtaposition between scripture that sees child as sacrifice
and child as sacrament. A long time student and follower of Janusz
Korczak's ideas, Professor Poppo believes that Korczak’s work serves as a model
of seeing the child as sacrament because it is through the child we can learn
more about the divine.

5:30
– 5:55 PM

Keynote Presentation

Moderator: David Woodward

Alla
Lipkin
,
a pianist and a
retired music professor from Ulster Community College, Menlo Park, CA, a daughter of Gersh Mandelblat

Professor
Alla Lipkin

will talk about her father’s life-long search for his schoolmates – Jewish
orphans raised and educated by Doctor Janusz Korczak. A fascinating life story
and unknown facts from the life of the orphanage and some of its pupils will be
presented together with some recordings from her father’s talks.

6:00
– 9:30 PM

Reception

At
the invitation of the Polish Honorary Consul in Seattle, Polish Cultural
Center, and other local Polish organizations, a concert by the Polish
children’s dance group, piano music (Alla Lipkin), guitar music and singing
(Arie de Bruin, Irina Demakova). Multiple creative short group projects.

Thursday, August 23

7:30
- 8:20 AM

Breakfast

8:30
- 10:05 AM

Plenary Session 1

Moderator: Tatyana
Tsyrlina-Spady

1. Gilles Julien,
MD, a
social pediatrician, charismatic leader, and
creator of the model of community social pediatrics, and Hélène
Trudel, a lawyer, certified mediator, bonified the model by integrating law into
it for the Foundation Dr. Julien, Montreal, Canada.

Convention
on the Rights of the Child in Action: Community Social Pediatrics

Despite
the declaration of the Convention on the Rights of the Child (CRC),
far too many impoverished children are denied their right to global
health. Community social pediatrics is an innovative multidisciplinary
model that contributes to reading the CRC as a whole. It integrates law
into medicine and social work to ensure free access to coherent services and
care. It aims at engaging all significant networks (family, community,
institutional) around the most vulnerable children in an effort to identify and
eradicate various sources of toxic stress (social determinants) that affect
children’s chances to develop their full potential as human beings. It
puts forward fresh social development initiatives, such as the Music
Garage, the Child’s Protective Circle, the Children’s Rights Committee and the
Children-Adults-Networks (CAN) project, to bring about social justice, equity
and the inherent human dignity of the child.

2. Darcia Narvaez,
Professor of Psychology at the University of Notre Dame, South Bend, Indiana,
USA.

The Evolved Nest and
Child Wellbeing

Every animal has a nest
for its young that matches up with the maturational schedule of the offspring.
The Evolved Nest refers to the developmental system that humans inherit as an
adaptation from their ancestors. The human nest in early life is particularly
intensive because of the vast immaturity of newborns and includes responsive
care from a community of caregivers, affectionate touch, soothing birth,
breastfeeding, self-directed play, and positive climate. Nest components
influence the neurobiological formation of all systems, affecting wellbeing for
the long term. Early experience shapes systems that influence cognitive,
social, emotional and moral capacities. Understanding the species typical nest
helps us identify species-atypical experience and target ways to mitigate its
effects and reshape society to optimize development.

10:15-11:15 AM

Concurrent
Paper Sessions

Session
1:
Philosophical Roots and Foundations. Comparative Research

Moderator: Sara Efrat
Efron

1.
Alexander
Gontchar
,
Fellow, Harvard University, Cambridge, MA, USA

Korczak, Vygotsky, Plato: Teaching the Soul to See. This paper deepens
the conversation between pedagogy and philosophy
by putting in dialogue Janusz Korczak’s pedagogical legacy, Lev Vygotsky’s concept of the “zone of proximate
development,” and Plato’s
vision of the
soul’s creative power of self-reinvention as presented
in the very end of his Republic, in the famous “Myth
of Er.” Korczak,
Vygotsky, and Plato
allow us to more fully understand the practical
implications of the pedagogical, psychological, social, and political
aspects of how the representational and
conceptual interact,
structuring human
experience of living in the world and our ways of
knowing, in the world where the highest degree of
freedom can only be
achieved in a vision
of interdependence as a form of finitude making
creative infinity possible.

2.
Avi
Tsur
, Ph.D., Member of the
Korczak Association of Israel, Tel Aviv, Israel

Korczak as a Revolutionary Educator. Korczak attempted to
rebuild society with a radical shift beginning at
its very
core. He was both a researcher and a pedagogue. Korczak’s
revolutionary radical pedagogical innovations
undertaken in Poland
between the two
World Wars are still relevant today. His basic ideas
developed originally in a different era and cultural
setting will be
outlined, and the central
features of his pedagogy described.
Like
other European school reformers, such as Maria Montessori and A.
S. Neill, Korczak advocated educational experiences
based on the
child’s natural order of
development. These reformers
turned to
the children themselves as the pivotal points in school
reform, building a home-like environment where
learning would take place.
They were
inspired by a social vision that saw schools as a place for
a new democratic social order.

3.
Mikhail
Epshtein
,
Ph.D.,
College of Staten Island, CUNY New
York, New York, NY, USA;
St. Petersburg
State University, St. Petersburg, Russia

Democracy
and Respect as Educational Goals in New Education at the Beginning of the 20th
Century: What Can We Learn from Janusz Korczak and Stanislav Shatsky

The
proposed presentation will discuss general theoretical grounds for
the movement of "new schools" that developed
in the first third of the
twentieth
century. Supporters of these pedagogical ideas were John Dewey
in the USA, Célestin Freinet in France, Ovide Decroly
in Belgium, and many other
practitioners
and researchers. The commonality of the ideas and practices of the leaders
of
pedagogical and social changes of the
first third of the 20th century
will be
compared and illustrated with the emphasis on the amazing coincidences of the

biographies and pedagogical practices of the
largest reformer of
education in Russia,
Stanislav Shatsky and Janusz Korczak, a humanist
who worked in prewar Poland.

Session 2: Historical Background. Comparative
Research

Moderator:
Mariola Strahlberg

1. Ewa Lukowicz-Oniszczuk, Specialist, Ministry of Foreign Affairs, Poland
Legionowo, Poland

Two UN Conventions and Their Fathers: Janusz Korczak and
Raphael Lemkin

This
paper is devoted to two outstanding personalities: Janusz Korczak
and Raphael Lemkin, who have been landmarks in the
development of
human rights. The author
will examine some aspects of their
biographies
to show how similar their inspirations were, how strongly
they were affected by dramatic events of their times.
Both were driven
by the belief that “We
cannot leave the world as it is.” Both devoted
their lives to one idea, guided by great passion and love and were
absolute pioneers in their fields. A message
emerges from their lives:
it is openness
to other cultures and ensuring open inclusive education
that can protect us from violence and war. This
message is meaningful
especially now, –
in times of reviving nationalisms. While keeping a
contemporary perspective, the author will consider
what can be done not to
waste their
sacrifice and legacy.

2. Rafal Nowak, Priest of the Christian Community - Movement for Religious Renewal,
Sacramento, CA,

and Cezary Ciaglo,
Eurhythmy teacher at Green Meadow Waldorf School Chestnut Ridge, NY, USA

Humanizing Education: Janusz Korczak and Rudolf Steiner - Pioneers of Moral Values in Education

Janusz Korczak developed his method based on the immediate observation of children - their behaviors, interactions, talents,
needs, and
limitations. His method is
rooted in the perception of the
independent,
free, and unique individuality – the spiritual entelechy,
developing in every human being. Such understanding of
the developing
child is known in Waldorf
Education, introduced by Korczak’s
contemporary,
Rudolf Steiner. Steiner’s methodical research of the
spiritual aspect of the human being – Anthroposophy -
provides the
foundation for understanding
the complex processes of the development
of
a child, as well as methodical guidelines for the development of
moral qualities necessary for teachers who seek to
deepen their
connection to students. If
we as teachers and educators want to
develop
necessary skills, which will allow us to see our students as
“eternal individualities”, developing their humanity,
manifesting
their unique being with all
its gifts and creative potential, we must
be
able to develop moral qualities in ourselves – me must engage in
inner work, allow ourselves to grow as moral human
beings and develop
‘moral imagination’ –
necessary to approach each pedagogical situation
with creative, practical helpful insight.

3.
Marlena
Seczek
, a
researcher and a documentarist,
Institute of Literary Research of the Polish Academy of
Science
Warsaw, Poland; Department of Documentation of
Contemporary
Literature at the Institute
of Literary Research of the Polish Academy
of
Sciences, Warsaw, Poland

Ancestors
of Janusz Korczak in the United States

The
subject of my presentation will be one of the most colorful
characters from the family of Janusz Korczak: his
uncle Jakub
Goldszmit. Before the great educator Henryk Goldszmit was born, his uncle,
Jakub, was
already active in the field of
education for excellence, diversity and
respect.
Together with his brother Josef, Korczak's father, he was an
important precursor of ideas later implemented by the
Old Doctor. An advocate by education, a literary and publicist by
passion, Goldzmit was highly distinguished in the
field of Polish-Jewish integration. At
the
end of the 19th century, for political reasons, he emigrated first

to Hungary and then to the United States. He
settled in Boston, where
he continued
writing as a journalist and editor of Polish-language
magazines. I will take a closer look at his fate, with
special regard to his activities in the United
States.

Session 3: Participatory Democracy and Korczak’s
Ideas Today

Moderator:
Teresa Indelak Davis

1. Ewa Jarosz, Ph.D., Social Advisor for Ombudsman for Children, Professor
at the University
of Silesia, Katowice, Poland

Finding
Korczak in the contemporary children’s participation idea: Looking back to legacy
... and going beyond

The
idea of children’s participation itself, and the whole Convention on the Rights
of the Child, grew out of Janusz Korczak’s philosophy of a child, his way of
thinking on a child, and child-adults relationships, as well as his educational
practice. Looking back at Korczak’s rich legacy there are many examples of his
utterances and explanations but also pedagogical actions and tools that can be
found as roots of what today we call the sense, the aspects and forms
of children’s participation. I am going to remind the audience of the most
significant examples, and I will also suggest to consider further steps in the
development of the idea of children’s participation and to analyze its
practice, circumstances, possibilities and demands in the modern world. The
presentation will be an attempt to link the contemporary idea of children’s
participation with some of Korczak’s thoughts and actions but also to show how
far this idea has been developed beyond his understanding.

2. Theo Cappon, member of the Dutch
Korczak Association, Amsterdam, Netherlands

Where and How Modern
Young People Learn Democracy?

Lessons from Korczak. A nation is
democratic to the extent that its citizens are involved, particularly at the
community level. Their confidence and competence are gradually acquired through
practice. It is for this reason that there should be increasing opportunities
for children to participate in any aspiring democracy, and particularly in
those nations that are considered democratic. With the growth of children’s
rights we are beginning to see an increasing recognition of children’s
abilities to speak for themselves. Regrettably, while children’s and youths’
participation does occur in different degrees around the world, it is often
exploitative or frivolous. This presentation is designed to stimulate a
dialogue on this important topic. It might be argued that ‘participation’ in
society begins from the moment a child enters the world and discovers the
extent to which she/he is able to influence events by cries or movements.

Session 4: Education for Excellence and Diversity:
Innovative Projects from Around the World (SPU)

Moderator:
Arthur Ellis

1. Alicia
de Alba
, Ph.D., Professor, National University, Mexico City, Mexico

Diversity and Respect?
The Education on the Edge of the Cultural-Demographic Revolution

This paper presents an
analysis of education regarding both diversity and respect focusing on the
reality of “given-giving” in the moment. Education is presently poised on the
edge of a cultural and demographic revolution, in the world – worlds. The edge
is a very complex moment of tremendous visibility and at the same time obscure
and possibly foreclosed. I work with Cultural Contact Theory and the
paradoxical migrant movements of the second decade of the 21st Century,
particularly events of 2016-18, taking curriculum as the core of education
(curriculum defined as a political/cultural project and as complex
conversation).

2. Arthur
Ellis
, Ph.D., Professor, Director, Center for Global Curriculum
Studies, SPU, Seattle, WA

Reflections on
Educational Innovations

This presentation
addresses the nature and structure of educational innovations, both pedagogical
and technological, over time. At stake are such matters as scalability,
compatibility, and sustainability. The question why some innovations succeed
while others do not is considered through the lens of school culture including
tradition, economics, and external pressures. Certain innovations have become
widespread in spite of the fact that empirical evidence is lacking, while
others that do show evidence of positive effects are sometimes not viewed as
compatible with teacher worldviews. Theoretical, empirical, and practical
criteria for judging the worth of educational innovations are explored, and a
list of innovations that “work” is provided.

3. Marian
Oluyemisi Odunaiya
, Federal College of Education (Technical) Akoka, Lagos, Nigeria

Character
Development in Learners: The Role of Teacher Education Programs

Every
Teacher Education Program is primarily meant to develop in future teachers a
positive attitude to work and due diligence in order to
train younger learners towards developing their
positive characters. This, in return, will help them to embrace a diverse world
outside the classroom. This presentation examines various Teacher Education
Programs and the way they have succeeded or failed in performing this
particular function. I will present the results of the empirical study with 100
respondents, all being teacher trainees, asked a number of questions on the
nature and importance of becoming character educators. Character Development in
Teacher Education
Program Questionnaire
(CDITEPQ) was used to get all the necessary data to be further analyzed using
t-test analysis.

11:15-11:30
AM

Coffee break

11:30-12:30
PM

Concurrent Paper Sessions

Session 5: The Appreciation of Children, Their
Childhood and Health

Moderator:
Kristin Poppo

1. Irina Demakova, Ph.D., Professor,
Department Chair, Moscow State Teacher Training
University; Founder and Leader of the Russian Korczak Youth Center, Moscow,
Russia

How to Humanize the
Space of Childhood

The
presenter discusses the concept of the Space of Childhood (SC),
identifies the meaning of this sociocultural phenomenon, and the basic
principles of its humanization. SC produces a considerable influence on
children’s development. The research shows that it serves not as a “neutral
container” for the child but rather as some kind of activity environment,
which, on the one hand, is closely related to the adults’ space and, on the
other, has a certain degree of autonomy. The author emphasizes invariant
characteristics of the social education practice including its values, goals,
priorities, functions, content, effectiveness and success as well as the specific
character of this practice today. The author will present the results of her
extended analysis of the realization of these principles in Korczak’s works.

2. Kristin Poppo, Ph.D., Provost,
Alfred State College, Alfred, New York, USA

As
a parent and higher education administrator, the level of anxiety I see in
children and young adults is alarming. Terrorism, gun violence and erratic
weather, as ever-present news on smartphones, contributes to skyrocketing
anxiety in youth. In this interactive presentation, we will explore how
Korczak’s orphanages provided a safe haven for children by recognizing
childhood as a time of enduring vulnerability, discovering uniqueness, joining
community and making meaning. We will also explore how a similar recognition of
each of these developmental processes in today’s youth can create supportive
environments.

3. Judith Lynam, Ph.D., RN, University
of British Columbia, and Dr. Christine Loock, Ph.D., a
Developmental Pediatrician and Associate Professor in the UBC Faculty of Medicine,
University of British Columbia, Vancouver, BC, Canada

Fostering
Child Health Equity
: RICHER Insights on the Role of Intersectoral
Partnerships and Engagement

The RICHER (Responsive,
Intersectoral-Interdisciplinary, Child-Community Health, Education and
Research) initiative was first introduced in Vancouver’s Inner City in 2006.
Since that time a model of intersectoral partnership and engagement has been
developed that has fostered access to healthcare and improved health and
developmental outcomes for children and families facing multiple forms of
social and material adversity. A key feature of the initiative has been its
partnership with educators in the School system and within childcare settings.
In this paper we draw upon insights from a community based research program
that illustrates the ways intersectoral and interdisciplinary partnerships
(between community groups, educators and health care professionals) has
fostered the capacity of educational and healthcare systems to be responsive
to, and respectful of, children and their rights.

Session 6: Respect of Children’s Rights

Moderator:
Helma Browers

1. Helma Browers, member of the Dutch
Korczak Association, Amsterdam, the Netherlands

Why Children
Should Learn to Take Risk?

One of the rights that Korczak formulated was ‘the
child’s right to his/her own death’
. It is one of those typical Korczak
provocations that can easily shock us. Children are not supposed to die. As
adults, we should do everything to protect our children. Right? But what Korczak
observed was, we are so afraid to lose our children that we make life
impossible for them. In our time, this tendency to overprotect children is even
worse. The result is anxious children who lack the experience to deal with
daily risks. In short, overprotection does not help children to live happily
and feel safe. How can we support children in a better way? By providing the
grounds where children could learn necessary risk competences, and this is what
this presentation will demonstrate and involve the participants in discussion
and design.

2. Liubov Klarina, Ph.D., Leading
Research Specialist,
Russian Academy of Education, Moscow, Russia

Preschoolers
as Researchers: How to Guarantee the Respect of Their Rights

The presenter shares
the results of her ongoing study of preschoolers’ cognitive development.
Special attention in this regard is paid to the relevance of educational
approaches originated in Janusz Korczak’s and Emmi Pikler’s (1902-1984) ideas.
Based on their call to respect children’s lack of knowledge and ability to
learn, the presenter is discussing different ways and conditions to promote
cognitive activities and help young learners grow in their studies. The author
demonstrates how the use of the above heritage helps current teachers better
understand and appreciate Leo Vygotsky’s sociocultural
theory of human
learning, and also change their attitude towards
“little researchers” as well as revise their own professional position on the
whole.

Session
7:
Education for Excellence and Diversity: Innovative Projects
from Around the World (SPU)

Moderator: Arthur Ellis

1.
Aysun GÜNEŞ, Anadolu
University, Eskisehir, Turkey

The
Development of the 21st Century Citizenship: A Metaphor Analysis Study

Having
basic rights and freedoms, being aware of these rights and
being sensible to these rights, from national and
international aspects,
constitute the
basics of citizenship. Twenty-first century citizenship and
21st century skills are taking the attention of
people, apart from the
aforementioned
topics about citizenship, the idea of citizenship has
been broadened to raising up individuals with the
skills of creative
and critical thinking,
collaborative and co-operative working and
empathy.
The aim of this paper is to assess the effectiveness of open
and distance education in developing 21st century
citizenship through
a metaphor analysis
research. By collecting metaphors from people
about 21st century citizenship and open and distance education and
also designing a MOOC
Massive Open Online
Course)
on 21st century citizenship to see how people from different backgrounds tend to learn about 21st
century
citizenship gave us a chance to
reach concrete results with the help
of
the triangulation method. Also, the study gave some invaluable
insights on the importance of open and distance
education as the MOOC
they enrolled
helped them learn the basics of 21st century citizenship
without taking their social or economic background
into consideration.
The results of this
study were promising to enlighten the path of
MOOC and 21st century skills & citizenship researchers.

2.
Donald Comi, Ph.D., Whitworth University, Spokane, WA, USA

An
Inconvenient Truth about Institutional Engagement: A Qualitative
Look at Freshmen Perceptions

This
presentation will unpack the results of a qualitative study of
university freshmen perceptions. Analysis of student
interviews
revealed engagements that were
perceived as both connective and
divisive.
Primary focus of the presentation will be on socio-cultural
connection, diversity, equity, and inclusion related
findings. Participants will gain a deeper
understanding
of the freshman experience, think deeply about
institution-to-student and faculty-to-student relationships, and consider ideas that may serve to break down barriers
to forming a
dynamically-interdependent,
culturally-diverse community.

3.
Lara Cole, Ph.D., SPU, Seattle, WA

Alternative Route
Teacher Education Programs

Alternative route
teacher education programs have increased to address personnel shortages in key
areas such as special education, mathematics, and science. Alternative route
programs may serve as a means to address such shortages, but require evaluation
to ensure that candidates emerging from these programs demonstrate skills
commensurate with those of traditional teacher education programs. Although
studies examining aspects of alternative routes programs exist, few studies
comparing alternative route programs with traditional programs have been
conducted. Unfortunately, differences in definitions used to describe
alternative routes programs confound efforts to compare programs. Nevertheless,
the research reviewed compared outcomes for alternative and traditional
programs on candidate satisfaction, academic achievement, multicultural
awareness, retention, and performance on competency-based assessments. Results
on these measures were mixed. Recommendations for practitioners are
discussed.

12:30-1:30 PM

Lunch

1:30-2:30 PM

Plenary
Session 2

Moderator: Tatyana
Tsyrlina-Spady

1.
Sara Efrat Efron, Ph.D., Professor, National Louis University, Chicago, IL,
USA

Practical
Implications of Korczak’s Pedagogical Legacy for Educators Today

Korczak was
a pragmatic dreamer that was ahead of his time and in many ways ahead of our
time as well. His ideas, educational insights and strategies should not belong
to the history of education but rather serve as a guiding light for
regenerating and rejuvenating educators’ current practices. His thoughts and
pedagogy embody the integration of a visionary insight with a practical
knowledge and have a timeless importance that can serve as an inspiration for
educators and researchers throughout the world. In this presentation I consider
the relevance of the principles and concepts that shaped Korczak’s practice at
the beginning of the last century for current educators, administrators, and
researchers, and discuss the implications of some of the most daring
innovations Korczak established in his institutions for current classrooms and
schools.

2.
Jonathan
Levy
,
a
teacher trainer and trainer of child professionals, CATS
Director, Vice President of IKA,
Paris,
France

Korczak and Children’s Rights: Practical Applications for
Children of Today.

2:30-3:20 PM

Concurrent
Paper Sessions and Workshops

Moderator: Joyce Reilly

Session
8:
Korczak and Progressive Practices in Classrooms

1.
Coleen
Bell
,
Ph.D.,
Hamline University, St. Paul, MN and Susie Oppenheim,
teacher,
Southside Family School, Minneapolis,
MN, USA

Teaching as a Political
Act: Building Critical Consciousness through the Study of Children as Actors in
History

Children’s social and
political agency is part of the null curriculum in many classrooms and schools.
This paper focuses on a long-standing effort in one K-8 school to teach and
learn in ways that incorporate children as actors in history. Through the “Kids
Make History” curriculum, upper level students study civil rights history and
sometimes meet older people who themselves were young activists in the civil
rights movement. Our session will (1) highlight concepts and theory
underpinning this curriculum; and (2) share vignettes to convey pedagogical
practices and illustrate how intergenerational conversations support middle
school students’ developing critical consciousness, encourage young learners to
take action in their own neighborhoods and communities, and remind elders how
their work continues to inspire.

2.
Ira
Pataki
,
Instructor, Sharpsville Middle School, Sharpsville
Area School District, Sharpsville, PA, USA

Youth
Courts and Postcards: Incorporating Korczak and Principles of Restorative
Justice in a Children's Court

The Youth
Court and its emphasis on the concept of restorative justice offers an ideal
way to promote individual responsibility and constructive group interaction to
promote change and empower our students as stakeholders in the school
community. The SKY (Sharpsville Korczak Youth) Court arose as an organic
hybrid of Korczak’s progressive vision and the concept of restorative justice.
Along with Korczak’s Children’s Court, the additional Korczakian element that
Sharpsville has added to our youth court involves our incorporation of
Korczak’s awarding of postcards in our proceedings. My presentation documents
the development of our program and outlines the connection between restorative
justice and Korczak’s method and practice. Specific activities and
materials will be included to be used at other schools.

Session
9:
Korczak and Progressive Practices in Schools

Moderator: Mariola
Strahlberg

1.
Susan
Christie
,
teacher, art educator, Brisbane, Australia

What’s Wrong with Being a Failure? Redefining Education and
Transitioning Change, as a Life’s Purpose within Present Day Shifting Global
Boundaries

Failure is not a dirty word. It means that there is something
amiss
with our One Size Fits All
education system. Testing procedures and
requirements, keep being reinvented and increased, with the cry of
ensure no child is left behind. This basically
leaves no child with
time to reflect,
think, solve problems, let alone find their true
self-values and life purpose. If they are not first grounded in themselves, how can they bridge that gap between their
inner and outer
realities and then form
interpersonal relationships so crucial to
wellbeing,
inquiry and innovation in the building of healthy
communities? I
propose a flexible framework with a multi-modal methodology through
which they can bridge the gap of their inner and outer
world
realities. The framework enables
them to understand where they fit in
the
bigger picture by discovering their own strengths and thereby
accepting the strengths of others.

2.
Kurt
Bomze
,
dentist, cofounder and former president of the Janusz Korczak Society of the
USA

Janusz Korczak: His
Story, Children’s Rights, and Making Kites

The presenter
introduces and analyzes one of the programs with school students based on
Korczak’s life story in any version or format available. This introduction is
followed by handing out the list of Korczak’s Rights for Children with the
subsequent discussion, led by teachers, where each student chooses his/her
favorite right/s and explains the choice. There is also a question whether any
rights are missing. The program concludes on the same or different day, with an
art project where the students make kites. Korczak was a great believer that
children should fly kites. The kites are to be decorated with each student’s
favorite right/s and with appropriate artwork. Lastly, the presenter shares
three venues where this program was carried out.

Session
10 (Workshop):
Korczak in the Classroom

1.
Luciana
Castrillon
,
Ph.D.,
School Psychologist, Framingham Public Schools, Framingham, MA, USA

Korczak in the Classroom

A
practical workshop for educators interested in learning about Doctor
Korczak's living lessons about children, education,
and the role of
caring adults. Selected
stories will exemplify applications of a
child-centered,
emotionally responsive model, understood through the
lenses of the multi-tiered Response to Intervention
model for
socio-emotional learning and
support. Participants are invited to
co-create
innovative responses to daily struggles in school,
empowering children, and responding to their authentic
and complex
emotional needs.

Session
11:
Spreading the word out about Korczak: Museums, Books, Holocaust
Education Activities

Moderator: Sara Efrat
Efron

1.
Dariusz
Stola
,
Ph.D., a historian, Director of the POLIN Museum of the History of Polish Jews,
Warsaw, Poland

Janusz Korczak: A Hero
and a Teacher of the POLIN Museum

Even before the opening
of its core exhibition in 2014, the Polin Museum of the History of Polish Jews
had run educational program that drew from the thoughts of Janusz Korczak.
Today, with more than 1.2 visitors to the core exhibition alone, and
educational program that has reached to hundreds of thousands of young people,
the museum is among the most active institutions, in remembrance of Korczak’s
life and work. Korczak is present at the museum in two ways: as a hero of the
history of Polish Jews, and as a pedagogue, whose ideas keep inspiring our
program. The paper will present both this aspects, in particular the design and
program of our Family Education Place, which bears the name of King Matt the
First.

2.
Jerry
Nussbaum
,
President, Janusz Korczak Association of Canada

Spreading the Legacy of Dr. Korczak: Facilitating the Development of the “Whole Child”

The Janusz Korczak Association of Canada has embarked on a long-range mission to disseminate the legacy of Dr. Korczak in
Canada and provide
Korczak-related
resources and materials for English speaking
audiences. This paper will describe the process by which we aim to
achieve our vision of child welfare
professionals embracing and
executing
Korczak’s holistic approach to the wellbeing of children. In
this spirit we have forged close ties with various
institutions in
fields crucial to
creating a positive environment for the children to
grow; we organize lectures, facilitate publications of
works by
Korczak and about Korczak, fund
a scholarship and award medals,
statuettes
and medallions to outstanding child welfare activists
acting in the spirit of Dr. Korczak.

3:20-4:20 PM

Concurrent
Paper Sessions and Workshops

Session/workshop
12:
How Protection Can Liberate Participation: Childhood
Policy and Justice, a Rights-Based Approach

1.
Jonathan
Levy
,
a
teacher trainer and trainer of child professionals, CATS
Director, Vice President of IKA,
Paris,
France

Participation
is the building
block of democracy. It creates active citizens and thriving civil societies. It
can hold governments to account and challenge corruption and undemocratic
practices.
During
our formative years, we build our understanding of society, first in the family,
then at school and through recreational opportunities and our encounters with
health centres and social welfare. We learn from our elders’ behaviour. We
observe whether we are respected or humiliated, whether we are protected,
under-protected or over-protected, whether our opinions are taken seriously. We
see whether we are enabled to find our unique place in democracy, whether we
are thought of as true competent partners. These elements will determine our
way of understanding our world and its complexities. They will decide whether
we acquire a critical consciousness that allows us to make informed decisions
so as to transform ourselves and our society for the better.
Taking away feelings of
fear, humiliation, or intimidation. We know that over protection does not
encourage experimentation and freedom to participation through exploration.
Under protective and ill prepared environments could lead to danger to
children. Early childhood is a key area to explore this delicate balancing act
and in particularly from an institutional and policy analysis. This workshop
will combine the use of a short film case study, interactive activity and
presentation.

Session/workshop
13:
Lessons for All-Time

1.
Julie
Scott
,
Eighth-grade English/Language Arts Teacher, East Valley Middle School/East
Valley School District, Spokane, WA, USA

Janusz
Korczak: Lessons for All-Time (One Teacher's Story)

I was
introduced to the story of Janusz Korczak on a trip to Poland to study the
Holocaust in 1998. I was immediately drawn to learn more about this
extraordinary personality. I soon realized that my own ideas about how young
people should be treated in a classroom were congruent with his. It
became a passion of mine, which I convey to my students, to keep studying
Korczak’s life and ideas. This workshop will address how I teach the story of
Korczak to eighth-graders. It will
also address how his
moral beliefs and legacy resonates with and inspires students through
expression in a found poem (prose to poetry)
and artwork
projects. Some of my lesson plans
and students’ artwork will be demonstrated.

Session
14:
Korczak and Progressive Practices in Schools and Colleges

Moderator: Rick
Eigenbrood

1.
Miri
Krisi
,
Administrator,
CLSD, lecturer, Ashkelon Academic College, Ashkelon, Israel,
and
Shlomi
Doron
,
Ph.D., Ashkelon Academic College, The Korczak Education Institute of Israel Ashkelon, Israel

Innovation and Korczak:
A Case Study of a Support Center for Learning Disabled Students and Students
with Special Needs (CLSD) in Israel

In
this research we examine Korczak’s innovation about dealing with
youth who have learning disabilities and physical
disabilities. Korczak's
point of view
supports the need to build a special program in order to help these students
succeed in their studies as it is being done in
our center. We offer services to
370 students with learning
disabilities
and 101 students with special needs. The category of
special needs includes students with visual
impairment, hearing
impairment, disabled
IDF veterans and some others.
The
services that are provided by the Support Centers are as follows:
learning support, technological support, workshops,
mental support and
providing
accessibility to all facilities in College.

2.
Noam
Lapidot-Lefler
,
Ph.D.,
Oranim Academic College for Education, Tivon, Israel

In the
Spirit of Korczak: Promoting Inclusion of Individuals with
Special Needs through an Academic Course

This
paper presents a learning model, developed in the spirit of
Janusz Korczak, for college students in an academic service learning course
titled, "From Rhetoric to Practice:
Promoting
the Inclusion of Individuals with Special Needs". The course was
accompanied by action research evaluation
that
was based on interviews with the course participants,
self-expression drawing, students’ reflections, and a
film that
summarized the process the
participants underwent. Moreover, it involved
people with disabilities from the community as well as college students. The following major features of the model will be discussed: inspiration
to see people and
hear their voice,
listening, acceptance, activity, creativity and
choice.

3.
Melissa
Charette
,
Washington Middle School, Olympia, WA, USA

Transforming Lives, Classrooms, and Schools through Peer Mentor Programs

The integration of special education students with their
general
education peers is an accepted
best practice across the United States, and one of the fundamental children’s
rights, put forward by Dr. Korczak.
The
implementation of this integration, however, has been challenging for all as
there
is such a diverse special education
population academically,
behaviorally,
and socially. The peer mentor program we have
implemented within my school has enabled my semi
self-contained
students to be integrated
100% of their day. I have 45 peer mentors
who
pull into my class daily to teach, interact, and learn about
special education. It has transformed the lives
of my students, peer
mentors, their
parents, and the school.

Session/workshop
15
:

1.
Kirsten Koetje, Clinical Faculty, SPU, Seattle, WA

Can I Sell You a
Bridge? Video Analysis Links Theoretical to Practical

This workshop will discuss the tool of teacher video analysis and will give a hands-on opportunity to practice structured
feedback. One
perennial criticism of
teacher education argues that the theoretical
learning in coursework diverges from “reality” in the classroom. Analyzing and getting feedback on one’s own teaching
in authentic
classroom contexts via video
analysis can bridge the theoretical to
the
practical, a form of theory in action. With video, teacher
candidates have the literal time and opportunity to
pause, rewind, and
get a bird’s eye view
of the classroom. When a teacher can watch the
same clip through various lenses, different interactions may be noticed while reducing the cognitive task for each
pass.

4:20 - 4:35 PM

Coffee
break

4:35 - 5:45 PM

Concurrent
Literature Salons: Books about Korczak

Session
16:
Literature Salon 1.

Moderator: David
Woodward

1.
Elizabeth
Gifford
,
writer and educator, London, UK

The Good Doctor of
Warsaw

This book by Elisabeth
Gifford was published by Atlantic Corvus in the UK in February 2018. It is a
novel portraying the last decade of Dr. Janusz Korczak told through the eyes of
the Doctor, his student teacher Misha Wroblewski and his wife Sophia, and some
of the orphanage children such as Erwin Baum. It is based on anecdotes from the
Wroblewski’s son Roman and the many diaries and firsthand accounts from
literature written inside the ghetto including Korczak’s diary. The aim is to bring
Korczak’s life and philosophy to a new and as wide an audience as possible in
order that they may then go on to enquire further into his teaching and writing
and so improve understanding of children’s needs and how to meet them in school
and family contexts.

2.
Marcia
Talmage-Schneider
,
writer and educator, New York, NY, USA.

Janusz Korczak: Sculptor of Children's Souls

What was it like to live in the Dom Sierot orphanage? What was it like to live under the influence of Janusz
Korczak and
Stefania Wilczyska? How did those years living with "Pan Doktor'
and 'Pani Stefa'
influence the lives
of ten persons who were interviewed by the author. The first hand
reporting of said influences Korczak's innovative methods and magical
personality on their
professional choices
and child rearing of their own families. These
persons range from photographers and artists to
psychologists and
educators. All illustrate lasting effects on their lives and on
the lives of
their future families.

3.
Olga
Medvedeva-Nathoo
,
Ph.D., writer and researcher, Vancouver, BC, Canada

May
Their Lot Be Lighter… Of Janusz Korczak and His Pupil

This is a
book about Korczak’s teachings, collected through testimonies of his pupil Leon
Gluzman (1923–1930 at the Home for Orphans), the Canadian businessman and
philanthropist. They show us how Korczak’s educational philosophy and his main
principle – a child’s right to respect – worked in his everyday practice.
Life scattered
Korczak’s children around various continents. Some of them maintained correspondence
with Korczak and his assistant Stefania Wilczynska for years, others
disappeared from their horizon – that was before WWII – after the war there was
nobody in Warsaw on Krochmalna Street left to write letters to. The pupil,
Leon Gluzman, who survived the war in Canada, describes his teacher’s valuable
historical accounts of prewar Jewish life in Poland.

4.
Mark
Bernheim
,
Ph.D., Professor Emeritus and writer, Ohio, USA

Decades ago
when the life and career of Janusz Korczak was little known in the US, Betty
Jean Lifton gave an important scholarly voice to him with The King of Children.
I decided then to complement her work with an illustrated biography in
English for young readers that would bring knowledge to that important audience
as well. Father of the Orphans (Dutton/Penguin, 1989) accomplished this
goal as part of a Jewish Biography series for adolescents. I was privileged to
attend meetings of Associations in Germany, Austria, Switzerland, and
throughout the US and meet others who encouraged me to continue in
post-Communist Poland as new materials surfaced. Now as an Emeritus professor,
I was given the opportunity by the Polish Foreign Ministry to visit Warsaw,
Krakow, and Markowa in 2016. My aim is to create a new young readers’
biography including significant new information on the lives of the children in
the orphanages and the history of the time. In 2018 with the ongoing
discussions in Poland, Israel, and the US about the new legislation concerning
the roles of Poles in the Holocaust as well as the establishment of the POLIN
museum in Warsaw, it seems to me all the more important to attempt to give a
new voice to carefully measured images of truth and reconciliation. My
aim will be to set the position of Korczak at the very center of a bridging
story in which all Poles and all people interested in truth and understanding
can find meaning. Speaking with other authors and scholars will be
greatly encouraging for this goal to continue publication and promotion of the
story.

Session
17:
Literature Salon 2

Moderator: Mariola Strahlberg

1.
Marc
Silverman
,
Ph.D., Senior Lecturer, Hebrew University of Jerusalem, Jerusalem, Israel

A
Pedagogy of Humanist Moral Education - The Educational Thought of Janusz
Korczak

Janusz
Korczak was among the most outstanding humanist moral educators the world has
ever known. Exceptional individuals engaged in creative, life-constructing work
can serve humanity as models above and beyond their specific field of endeavor.
I believe that exposure to Korczak’s personhood, educational work and thought
will inspire hope for a more human world, expand our vision of positive human
growth and cooperation, and offer us tools to translate this hope into reality.

2.
Lillian
Boraks-Nemetz
,
writer, poet, and a bearer of personal encounter with Korczak, Vancouver, BC,
Canada

A Personal Reflection
on Dr. Janusz Korczak, his heroism and its relevance in the 21st
century

Dr.
Janusz Korczak otherwise known as Dr. Henryk Goldszmit was a man of many masks
and talents. But as most rivers flow to the sea, so Korczak’s talents rushed
towards that one magnetic force -- his love for children. We know the facts of
Korczak’s activities but facts do not always reach the inherent nature of a
man’s mind, his soul, its qualities and inspirations which gave meaning to his
life and his ideology. Betty Jane Lifton, in her preface to the Ghetto Diary,
refers to Korczak as the “sculptor of children’s souls.” These reflections on
Korczak, both objective and subjective are explored and presented through the study
of his Ghetto Diary, Korczak’s many faces that reveal the nature of his heroism
and sacrifice.

3.
Marie-Anne
Harkness
,
teacher-librarian, member, The Holocaust Center for
Humanity Speaker’s Bureau, Seattle, WA; member of the Korczak Association of
the USA

Rescue
and Resistance in Paris during the Second World War

The
presenter’s grandmother Céline and her two teenage children remained in Paris
during the war. Céline formed a small network of the Resistance with a
neighbor. Her hardware store on rue de Patay became the last stop on the secret
journey of 300 refugees into
Free France. Among them were
three young orphan siblings from the Rothschild Orphanage in Paris.
Recently discovered, Georges David left a first-hand description of his
orphanage experience during the war. Compare Georges’ experiences with
Dr. Korczak’s and see how revolutionary Dr. Korczak’s philosophy truly was.

4.
Jacqueline
Silver
,
Ed.D., a retired school teacher and researcher, Seattle, WA

Education of Jewish
Children in Nazi Occupied Areas between 1933 – 1945

This book looks at the
efforts to educate Jewish children who lived under Nazi occupation in Europe
and North Africa between 1933 and 1945. It asked what the important factors
were that could help historians and educators understand the improvised, and
generally clandestine, education of Jewish children during the Shoah in German
occupied areas between 1933 and 1945. It offers answers to the questions who,
what, where, how, and why Jewish children received education and provides a
comprehensive understanding not only of how Jewish children were educated but
also the effects of this education on them emotionally, physiologically,
socially, and morally. Children, who lived in Germany during the rise of
National Socialism and later in German ghettos and concentration camps, in
orphanages, forests, or hidden in Christian homes, convents and monasteries,
dealt with constant fear, trauma, hunger, and other terrible conditions.
Despite severe restrictions there often were adults who took responsibility for
providing children with “schooling” that gave them a semblance of normality and
contributed to their lives in other ways.

5:45 – 6:15 PM

Poster
session

1.
Wen-Yan Chen, Associate Professor, Department of Educational Policy and
Administration at National Chi-Nan University,
Nantou County, Taiwan

Just a Laborer? The Effects of Role Perception and Role Identity on Teachers’ Leadership Behavior

The
study aimed to investigate the effects of teachers’ role
perception and role identity on their leadership
behavior. Using
a survey, 514 valid
questionnaires from 41 junior high
schools
in central Taiwan were collected. First, the results indicated that as
to teachers’ role perception, a “professional teacher”
ranked highest among
the three orientations,
followed by “divine teacher”, and finally “laborer teacher”.
In addition, analysis showed significant differences
between each
of them. Teachers’ role
identities also exhibited the same sequence.
Second, teachers’ role perception could significantly predict their
role identity. And third, the most predictive
variable of teacher
leadership behavior
was teachers’ role identity as “divine teachers.”
Teachers who perceived societal expectation of
teachers as “divine teachers”
or
“laborers” also displayed more leadership behavior.

2.
Zeynep Berber, Lecturer,
Anadolu University
, Eskesehir, Turkey

A
phenomenological study on EFL teachers' perceptions on cultural diversity in a
language classroom

At
Anadolu University School of Foreign Languages in Eskesehir, Turkey, there are
preparatory students coming from different countries.
This means more
responsibility for
teachers. The more they are aware of their student’s needs,
the more effectively the classroom practices can be
planned in such a
diverse community. For
this phenomenological study,
interviews
with three instructors who have foreign students in their
classrooms were conducted in order to gain insights
related to
this phenomenon and also to
understand how teachers’ perspectives of diverse classrooms influence their own
teaching strategies. The findings show that teachers’
understanding of their students’ cultural differences
helped
provide a more effective learning
environment.

3.
Feng I, Associate
Professor at the Department of Educational
Policy
and Administration, Chi Nan University, Taiwan

Using authentic leadership to support student learning in a
junior high school

This qualitative study explores one school leader’s enactment
of
authentic leadership to turn a
junior high school from retrogression
to
flourishing in the rural area of Taiwan. A case study was chosen to
provide a rich description of how principals conducted
authentic
leadership and its influence in
a poor region and in a low performing school.
The findings indicated that the principal aimed to build the school as a
family with students, teachers and parents based
on authentic
leadership. It positively
influenced stakeholders’ purpose of
schooling,
trust in principal and their school identification. It also
made a difference in students’ learning process and
outcomes through a
collective effort as
well. Moreover, teachers’ responsibilities and
spontaneous forces for school development were formed even though
the principal left the school some time later.

4.
Natalia Siniagina and Tatiana Bogacheva, Professor of the Institute "Higher School of Public
Administration" of
Russian Presidential Academy of
National Economy and Public
Administration,
Moscow, Russia
; Redmond, WA

Multicultural upbringing: a response to the modern society threats

All of us are responsible for our kids, supporting and educating them by methods of the multicultural education, in the
spirit of peace and
tolerance, making
sure they will grow into successful people of our
society. We
would like to talk more about the strategies and educational
methods of work with children and their families
regarding this
important topic. We wish all of us to understand it and to set our
hearts on it!

5.
Hakan Berber, Anadolu
University, Eskişehir, Turkey

A Teaching Strategy in
a Diverse Classroom

Today, classrooms in
Turkey are more diverse than ever. The reason of this diversity is usually
student exchange programs, scholarships provided for foreign students or
refugees. Whatever the reason is these students from different cultural
backgrounds, attitudes, beliefs and needs are interwoven into higher education
context. Language restrictions, financial problems and accommodation are some
of the problems that these students face in their daily life. This situation
gives the teachers an extra responsibility. As teachers we need to provide a
range of options for their engagement and enhance collaboration in language
classrooms. This study seeks to explore the impact of Turkish students'
interview with foreign classmates about their cultures as an extra
extracurricular activity on the attitudes and engagement of those foreign
students in EFL context.

6.
Chun-wen Lin, National
Pingtung
University of Science and
Technology,
Neipu, Pingtung, Taiwan

The Impact of College Students’ Smartphone Addiction on Normative Deliberative Deliberation and Civic Virtue:
Implications for
Deliberative Pedagogy

Using
Habermas’ communication action theory and Johari window
perspective, the associations among smartphone
addiction, normative
deliberative belief,
and civic virtue were explored by structural
equation modeling in a sample of 302 college students in Taiwan. Results revealed that normative deliberative belief
was positively
associated with civic
virtue, but smartphone addiction was not
significantly
associated with normative deliberative belief and civic
virtue among college students. It verified that the
deliberation may
promote civic virtue in
Habermas’ communicative action theory.
However,
the results also indicated that the communication among smart
phone users were not in ideal speech situations
because they were not governed by a basic deliberative rule. Educational
leaders may use these findings
to
implicate deliberative pedagogy to enhance students’ deliberation’s
capability.

6:15 –7:00 PM

Dinner

7:00-8:00 PM

Moderator: Joyce Reilly

Puppet
Show for Adults and Children:
Kaytek the Wizard.

Brian Hull, Puppeteer, Nashville,
TN

Kaytek
the Wizard - puppet play.
A musical
puppet play combining rod puppetry, character acting, shadow
puppets and projected animation. Produced with
permission from
Penlight Publications.
Adapted and directed by Brian Hull with music
by Sarah Hart. Story description: Kaytek, a mischievous schoolboy who
wants to become a wizard, is surprised to
discover that he is able to
perform magic
spells and change reality. Soon he discovers actions are
not without consequences and to grow he must
understand there is a
bigger world around
him.

8:00 – 9:30 PM

Creative
Activities for all: Candle Light

Following the tradition
of Korczak summer camps. Organized by Alsu Nikonorova, Aliya Shakirova and
Alina Talmanova from the Dutch Korczak Association.

Friday, August 24

7:30-8:20 AM

Breakfast

8:30-10:05 AM

Plenary
Session 3

Moderator: Teresa
Indelak Davis

1.
Marc
Silverman
, Ph.D., Senior lecturer,
Hebrew University of Jerusalem, Jerusalem, Israel

Korczak’s
Humanist Moral Pedagogical Legacy and Its Relevance to Education Today

This presentation focuses on the relevance of Janusz
Korczak’s life, world-outlook, educational practices, and thought to
education today. Through the lenses of Korczak’s religious sense of
the world, educators can address life’s penultimate questions with
their students. Through Korczak’s efforts to combine his
Polishness, Jewishness, and humanism together, educators can assist
students to inquire into the integration of their particular cultural
identities with their country’s reigning one. Korczak’s political
orientation based on an uncompromising egalitarian ethos can inspire
educators to promote critical perspectives on all the forms of inequality
in society. Korczak’s approach to moral education offers
guidelines to educators to engage in dialogical non-coercive democratic
moral education that does not fall prey to exhortatory, often coercive and
indoctrinating practices.

2.
John
Graham
,
Co-leader of the
Giraffe
Heroes Project, a global nonprofit organization, Langley, WA, USA

The Giraffe Heroes
Project: Sticking Your Neck Out to Serve

This
presentation combines the humanistic vision shared by Janusz Korczak and the Giraffe
Heroes Project with an inspiring description of one man’s search for that
vision over a lifetime of adventures. John Graham will describe the Project’s
three decades creating programs helping students build lives as courageous,
compassionate citizens. He’ll then explore why people choose compassionate
action even if it’s risky. The Project’s experience is that such people
are motivated by a
strong sense that what they’re doing is meaningful—that it satisfies a personal
sense of purpose at the core of their beings. Graham describes his own search
for that meaning and how a series of near death experiences finally pushed him
to new understandings.

10:05-10:20 AM

Coffee
break

10:20 AM - 12:30 PM

Concurrent
Sessions

Session
18:
Korczak’s books, Korczak’s theater, and school textbooks
about Korczak

Moderator: Tatyana
Tsyrlina-Spady

1.
Tamara
Scztyma
,
Ph.D., POLIN Museum, Warsaw, Poland

In
King Matt’s Poland – Exhibition at POLIN Museum of the History of
Polish Jews Inspired by the Thought of Janusz Korczak

The
paper will be dedicated topicality to the figure of Janusz
Korczak for the mission and narration of the POLIN
Museum of the History
of Polish Jews. Its
main focus will be the presentation of the temporary
exhibition “In King’s Matt’s Poland” that will be
organized at POLIN in
November 2018, on
the centenary of regaining Poland’s independence. It
will be based on the book King Matt the First, which
Korczak wrote at
the eve of the
reconstruction of Polish statehood in order to educate
children on the mechanisms of executing power and on
the
responsibility required to govern a
country. Inspired by Korczak’s
social and
pedagogical vision, the exhibition is aimed to encourage
“big and small adults” to reflect upon the meaning of
freedom,
responsibility, democracy, and a
self-governing community.

2.
Shlomi
Doron
,
Ph.D., Ashkelon Academic College; The Korczak Education Institute of Israel; Ashkelon, Israel

Korczak and Tagore at
the History Point: The Pedagogy of "The Post Office"

On July 18, 1942,
Korczak staged a play for the residents of the Warsaw Ghetto, "The Post
Office” (1912) by Rabindranath Tagore. Why did Korczak choose this play? Why
did he opt to end his days and those of the orphanage children with the
performance of a surrealistic production during the worst of horrors? What are
the powerful messages that Korczak tried to send? The basis of this research is
the ritual process, as stated by the anthropologist Turner (1969). Ritualistic
actions constitute a behavioral framework in which reference is made to
symbols. My central claim is that the play "The Post Office" served
Korczak for constructing a theatrical ceremony in which we learn of the complex
relationships and innovation in the social and cultural context that developed
in the Warsaw Ghetto. We gain an understanding of the system of messages and
the harsh life of the sick boy in the play as an analogy for the ghetto and its
dying residents. This is achieved through a ceremony and public event that
serves as a system of symbols and combines imagination and reality
(Constantakis, 2017).

3.
Shirane
Halperin
,
graduate student, lawyer, active member of the
Swiss Korczak Association, Geneva,
Switzerland

The Janusz Korczak
Contest of Youth Literature: Enhancing Children’s Rights Education through a Reading
Contest in Primary Schools

Introduced in
Switzerland in 2014, the yearly “Janusz Korczak Contest of Youth Literature”
has several aims: sensitizing primary school pupils to Korczak’s teachings, to
children’s rights, and promoting their right to free expression through active
participation. The contest begins with the selection of books related to a
different topic every year (“Children in the War”, "Exile",
“Handicap”, etc). Throughout the school year, discussions are organized in the
classes and pupils designate their favorite book. This process introduces them
to critical thinking and the practice of a democratic system (voting rules).
Each person involved in the contest profits from this unique experience, the
success of which is demonstrated by the huge progression of participation: in
Switzerland, an increase of 500% in just four years has been observed!

4.
Dobrochna
Hildebrandt-Wypych
, Ph.D., Adam Mickiewicz University, Poznan, Poland

Heroic
Memory and Mono-Ethnic National Identity: Korczak's History
Textbook Narrative within the Construction of
Nationhood in Poland

The
narrative of Korczak in Polish history textbooks is tied up with
memories of World War II and the national imaginary
constructed
around the ideas of national
suffering and national survival. In all
history
textbooks Korczak's image is presented as a part of general
considerations on the situation of occupied Poland
(within such
chapter headings, as:
“Poland under occupation and fighting”,
“Suffering
of occupied Poland” or “Occupational policy of Germany”).
Only in some textbooks there appears a separate
paragraph, entitled:
“Genocide of Jews”
and “Extermination”. In most of the cases, history
of Jews in Poland is intertwined with the dominant
strategy of
national self-glorification.
Korczak's school narrative fits into a
wider
issue of exclusion of Jews in Polish historical discourse and
national memory during the communist times.
Eventually, the name of
Korczak, as a
civilian hero of the Polish WWII narrative, is included in
the textbooks after the 1980s educational reform.
However, the
post-communist revision of
history is marked by a striking continuity
in
textbook narrative regarding WWII.

5.
Aviva
Levin
,
middle school teacher, Richmond, BC, Canada

Expanding the
Narrative: The Educational Value of ‘Improv’ in the Classroom

If you are looking for a way to:

Ø Build an empathetic classroom community

Ø Easily differentiate for each learner in your class

Ø Give immediate, targeted feedback to students

Ø Value the individuality and experiences of your students

Ø Reinforce key learning outcomes without using pen and paper

Ø Open up teachable moments where you can grapple with bigger
issues

Ø Encourage your students to be more active and less passive in
their learning

Ø Move away from resources that reinforce the perspective of
the
dominant culture…

Ø Then come see how incorporating improvised theater into your
classroom
(regardless of what you teach)
might be the solution.

10:20 AM
– 12:30 PM

Session
19:
Korczak’s Ideas in Shaping Teachers and Other Professionals
in the Field of Helping Professions: What is Happening in Korczak Associations
in the World

Moderator:
Mariola Strahlberg

1.
Roza
Valeeva
, Ph.D., Professor, Institute of Psychology and Education, Kazan Federal University, and Agzam Valeev,
Ph.D., Professor,
Kazan Federal University, Kazan, Republic of
Tatarstan, Russia

Janusz Korczak’s Ideas in Training Future Teachers in Russia

The paper discusses Janusz Korczak`s ideas on reasonable
education as
opposed to authoritarian forms
of education. The requirements for the
necessary
professional and personal qualities of a teacher in
humanization of education are analyzed in the context
of Janusz
Korczak’s ideas about a
“reasonable educator”. Modern Russian pedagogy
considers an educator as a critical indicator of the humanist education
paradigm. One of the ways of training this kind
of teacher is the
involvement of student
teachers into socially valuable activities. The
paper presents the activities organized by Korczak youth societies in
Russia. Janusz Korczak’s ideas of serving a
child, fighting for his
rights, and
helping disadvantaged children have become the priority of
these activities.

2.
Mariola Strahlberg, Founder and Executive Director, Korczak Association of the USA, Chestnut Ridge, NY, USA

How is Korczak Association of the USA enriching lives of students,
teachers and parents today and what is our vision for the future

For the
past 5 years, members of the Korczak USA are actively finding ways to bring
Korczak's pedagogical, pediatric and children's rights ideas to private and
public schools, community centers, after school programs and camps. Our vision
for the future is to establish a Korczak Institute and to offer an advance
certificate program in Korczak's pedagogy at one of the major US universities.

3.
Irving
Roth
, Director of the
Holocaust Resource Center of Temple Judea of Manhasset, NY; Manhasset, NY

Janusz Korczak: From
Treblinka Death Camp to Manhasset, NY

My acquaintance with
Janusz Korczak started more than five decades ago. My wife, an early childhood
educator, introduced me to Korczak’s educational innovations. I then learned
about his greatness and heroism when I attended a lecture by Betty Jean Lifton,
author of The King of Children. I had two incredibly moving experiences
involving Korczak; once during a visit to “Yad Layeled” the children’s museum
in Naharia, Israel at the exhibits devoted to Korczak; and again when I was
standing in the Korczak orphanage in Warsaw. It was at these moments that I
promised myself that Korczak’s life must become part of every Holocaust
education program in North America.

4.
Arie
de Bruin
,
educator, President, Dutch Korczak Association, Amsterdam, Netherlands

Children have something
to say and to sing! (Interactive workshop)

Last year the Janusz
Korczak Foundation of the Netherlands published its annual book, in which
various forms of child participation were described, such as school-based Youth
Courts and child-provided mediation processes. The presenter, Chairman of the
Janusz Korczak Foundation of the Netherlands, will introduce different types of
active participation in classrooms and other educational settings in the
Netherlands. Additionally, the presenter will discuss numerous methods of how
to motivate children’s active participation at school. All the attendees will
have a chance to enjoy themselves in an interactive workshop with a lot of
singing and music.

10:20 AM
- 12:30 PM

Session
20:
Education for Excellence and Diversity: Innovative Projects
from Around the World (SPU)

Moderator: Arthur Ellis

1.
Weihua Fan and Fan Wu, University of Houston, TX, USA

Expectancy for Academic Success Scale (EASS): Construct Validity and Reliability among College Engineering Students

As a core component of expectancy-value theory (EVT), expectancy for success is measured in a limited way, failing to
encompass its
multi-dimensional nature
and tailor to specific engineering settings.
The objective of this study was to develop a sophisticated scale to
measure students’ expectancy for academic
success in engineering
within EVT and
assess its psychometric properties. Approximately 163
college engineering students participated. Principle
component
analysis supported a
three-factor solution as we hypothesized:
Expectancy
for Successful Engineering Academic Relationships,
Expectancy for Completion of Engineering Academic
Tasks, and
Expectancy for Completion of
Engineering Education. The three factors
were
significantly positively related to each other. The study
contributes to the literature by helping explain
college engineering
students’ achievement
behaviors from EVT’s perspective.

2.
Jill
Heiney-Smith
, Ph.D., SPU, Seattle,
WA

Design, Implementation
and Perceptions of a Preservice Mentor Development Program

Teacher Education
programs support their mentor teachers through a variety of resources and
professional development, but generally lack a dedicated curriculum for
pre-service mentoring. This study was designed to learn what kinds of
resources, tools, trainings and experiences would better support mentor
teachers in a teacher education (or preservice) program. The study was grounded
in social learning theories and empirical research on mentoring, as well as
research on teacher induction and professional development. Mixed-methods data
was collected in three sequential phases with a total sample of n = 199 mentor
teachers. Results indicate that mentors have sophisticated expectations for
their professional development and desire a blend of formats, collaboration,
easily accessed resources and tools to promote reflection.

3.
Craig
Schieber
,
City University of Seattle, Seattle, WA

Breaking Out: How to
Get to 21st Century Education

Schools in the
industrial era brought educational opportunity to the entire population. In the
21st Century, we are evolving to understand that education can be
individualized for each learner. This evolutionary step is an historic paradigm
shift. As with any major paradigm shift, new ways of thinking about systems are
needed. To move out of the 20th century paradigm into the
information age requires an ability to surface hidden assumptions that guide
our thinking about how a system should work. Thomas Kuhn’s, “Structure of
Scientific Revolutions” and E.O. Wilson’s, “Consilience” provide the framework
for this discussion.

12:30-1:30 PM

Lunch

1:30 – 3:30 PM

Concurrent
Workshops

Session/workshop
21:
Practical Implications of Korczak’s ideas in after-school
programs, and summer camps

Moderator: Alina
Talmanova

1.
Michał Kozień, Deputy Camp Chief, Korczakowo, Kraków, Poland

How to encourage children's self-development?

Korczakowo Camp, Poland, established in 1959, is a youth summer camp
with pedagogical activities based on two pillars: scouting
and the heritage of Janusz Korczak. They both make this system
unique. During every summer camp Korczak’s techniques are used:
work shifts, older children taking care of the younger, and a camp
newspaper written and prepared by the children for the children. The
workshop leader will share Korczakowo’s experiences in introducing and
adapting Korczak’s ideas. Significantly, not all efforts have
been successful, and this also will be examined.

2.
Alsu
Nikonorova, Aliya Shakirova, Alina Talmanova
, leaders and organizers of the Dutch
summer camp “Nash Dom”, Amsterdam, Netherlands

An International Integration Camp “Nash Dom”: Korczak’s Pedagogy in
Practice.

Are you interested in learning how Korczak's pedagogy works
in the
modern world and in everyday
life?
Have you always wanted to visit a
children’s summer camp?
Would you agree
with the statement that phrases "active
participation" and "children" make sense to you but you
don't exactly
know how to put them
together in practice? Bring your ‘Inner Child’ and come to our workshop!

-
We will dive into the world of “Nash Dom” camp,
international integration camp
with 25 years
of history

-
We will closely look at the basic principles of
Korczak's teachings
and the way we can apply them to
our work with children (and adults
too).

-
We will share with you the results of numerous
“Nash Dom” camps and
show that our strategies and
interventions work, and can be used in
your
work as well.
Hope to see you soon in
“Nash Dom”!

Session
23:
Supporting All Learners, Embracing Diversity

Moderator: Melinda Pierson

1.
Melinda
Pierson
,
Ph.D., Professor, California State University at Fullerton, Fullerton, CA, USA

Supporting All
Learners: Active Engagement for the Literacy-Rich Classroom

Teachers will learn practical active learning strategies to strengthen the opportunity for students to engage in the learning
process. Over
25 strategies will be
discussed with opportunities to practice the
skills within the workshop. Teachers will learn how to encourage more
student responses, increase physical movement
related to content, and
increase
comprehension within specific subject areas.

2.
Deanna Jordan, Spanish Teacher, High School Transition
Specialist,
Hawthorne, CA, USA

Learning to Respect Cultural and Ethnic Diversity in High-Poverty Urban Schools: Janusz Korczak Revisited

Based on the presenter’s experience in LA high-poverty schools, this workshop addresses different ways to inspire student
social agility,
persistence, and
leadership skills at the secondary level.
Participants
will learn how to transform school climate and culture
and genially celebrate the racial, ethnic, religious,
and language
heritages of all students.
Strategies are included on ways to involve
community
members and parents in dispelling negative attitudes and misconceptions about
ethnic groups represented in the school.
Approaches
to encourage positive intergroup attitudes will be
discussed to promote cooperation and to move students
closer to a
world where respect for all
races, religions and ethnic backgrounds is
more
of a reality than a dream, as Janusz Korczak taught us years ago.

Session/workshop
24
: Meeting Basic Needs and Getting Kids on Track. Using
Puppets as a Healing Source

Moderator: Tatyana
Tsyrlina-Spady

1.
Darcia
Narvaez
,
Ph.D., Professor of Psychology, University of Notre Dame, South Bend, Indiana,
USA

Meeting Basic Needs and
Getting Kids on Track to Fulfill Their Potential (Attending to Neurobiology)

The empirically-derived
RAVES DEEP model helps educators and counselors facilitate moral character
development through Relationships, Apprenticeship, Village
connection, Expertise development and Self-authorship. RAVES
provides an intentional, holistic, comprehensive, approach to moral character
development that educators at all levels can adopt. The Developmental Ecological
Ethical Practices (DEEP) model helps revamp the neurobiological
underpinnings of the self. DEEP enables participants who missed optimal early
care or experienced trauma to foster self-calming, grow sociality, and expand
social and ecological imagination. Instruction is informed deeply by evolution,
ancient philosophical wisdom, and current developmental and learning sciences
about what contributes to the cultivation of human wellbeing. Handouts will be
provided and guidebooks from the Minnesota Community Voices and Character
Education project will be available.

2.
Joyce
Reilly
,
Board of Associates, Center for Holocaust/ Genocide Study,
Drew University
Madison, New Jersey, USA

Healing Puppetry: Restoring the World through Story and Character

In this workshop, we will begin the process of learning to tell
and write stories with a healing character. We will draw upon our
own experiences as children to imagine what can help and heal a child
in both – extreme traumatic circumstances, and ordinary/extraordinary
challenges of growing up! Using the device of archetypal character, we
will create and explore simple puppets that speak for and to the child.
The puppets will be created on the spot, and the participants will have
the tools to continue this creation in their classrooms and therapeutic
settings. The story creation and telling, as well as the puppetry, serve
the child not as entertainment or relief but helps by drawing out a sense
of wholeness and peace in the face of adversity, and a reinforcement of
the sense of community and safety.

Session/workshop
25:
In the spirit of Janusz Korczak: Creative projects in Washington
state

Moderator: David
Woodward

1.
John
Graham
, Co-leader of the Giraffe Heroes Project, a global
NGO, Langley, WA, USA

The Giraffe Heroes Project:
Practical Implementations

In this interactive
workshop, I’ll describe the methodology and tools the Giraffe Heroes Project
has developed over nearly 30 years of helping young people become active,
compassionate and courageous citizens.
Each version of the K-12 Giraffe Heroes
curriculum starts by telling stories of real heroes, then takes students into
their own communities to find more heroes and to deepen their understanding of
why heroes are important. Students become their own heroes by deciding what public
problem they most care about, then carrying out a project that helps solve it.
I’ll describe the
seven-step process we teach for getting kids involved in successful service
projects—from deciding what problem most needs solving, to making a plan, creating
a vision, carrying out effective actions and celebrating when the work is done.
I’ll suggest how to keep the focus on what works, and how to master the
challenges and avoid the pitfalls. The workshop will be interactive and
participants will have ample opportunities to ask questions and make comments.

2.
Keith Lambert, Lisa
Laurier
, Doreen Keller
,
Whitworth University, Spokane, WA, USA

Partnerships
with a Purpose: Growing Awareness and Hope in Waiʻanae

Long-term success in the development and sustainability of a partnership such as this one requires a commitment to
learn and a
commitment to developing
authentic relationships. This partnership
richly serves both the Whitworth and Wai’anae Coastal Communities. While fostering economic opportunities that will allow
Wai’anae
students to achieve a
post-secondary degree and return to their
communities
as future leaders and change agents, it also serves future
teachers by allowing them an authentic experience
immersed in a
different culture. Learn
how one university is leading the way in
building
authentic relationships that are mutually beneficial and life
changing for all participants.

3:30 - 4:30 PM

Concurrent
workshops/sessions

Session/workshop
26:
Education for the Common Good Today

1.
Malgorzata
Kmita
,
Co-Secretary General, International Korczak
Association,

Manchester, Greater Manchester, United Kingdom

Education for the Common Good in a Changing World

This workshop aims to explore perspectives on the Common Good from a range of disciplines including pedagogy, philosophy,
literature and
the social sciences. It
will relate these perspectives to Janusz
Korczak's
life and writings and will inspire and encourage workshop
participants to collaboratively explore how Korczak's
ways of seeing
can be relevant to their
personal and professional contexts. Key Korczak projects in the UK will be also
covered.

Session
27:
Empowering Empathy in Schools and Engaging Families’
Participation in the Education of Their Children

Moderator: Roza Valeeva

1.
Brigitte Bavousett, Lecturer, Arizona State University School of
Sustainability, Tempe, Arizona, USA

The Role of Empathy in
Education: A Vital Key Towards a More-Sustainable Future

The world population is
approaching 8 billion, and will reach 9.6 billion by the year 2050, which is
considered the ‘carrying capacity’ for our Earth. If the human population
doesn’t become more sustainable in our everyday choices, we will experience
hunger, overcrowding and increased illness due to the pollution of our air, our
oceans, and our land. The trait of empathy can influence more-sustainable
choices for us and our world. Empathy leads to kindness, respect for diversity,
and better social equity, creating more access to the basic human needs of good
nutrition, affordable housing, and less pollution. As Janusz Korczak stated,
“The child has the right to optimal conditions in which to grow and develop.”

2.
Julieta Altamirano-Crosby, PhD., Graduate student at SPU; Mukilteo, WA


De Boca
en Boca: communication strategies among Latino Parents who feel invisible

Within the educational
system, engaging with parents and families has become an increased priority as
the demographics across America change. This is particularly of concern
regarding the Latino community as schools struggle to find effective strategies
to invite the participation of parents and families. With this change there
came new challenges and urgency for effective response and intervention. Yet,
there is a discrepancy between perceived and actual needs of the Latino
community. Even though education is typically highly valued by Latino families,
many Latino parents lack knowledge and awareness of how the education system
works. This perspective was clearly articulated by the Latino men and women who
participated in a recent study I conducted and that leads to this paper. This
paper explores some of the “mouth to mouth” communication strategies that
Latino parents use across nine different counties in Washington State and the
challenges that schools, and more specifically – Catholic schools coveting this
demographic market, face to access this discrete and evasive flow of
information.

4:40-7:30 PM

Bus tour
for international and out-of-state participants. Major Seattle Attractions.

7:30 – 10:00 PM

Getting
together, dinner, creative activities, and music. Exchange of ideas and plans
for the future
.

Saturday, August 25

7:30 - 8:20 AM

Breakfast

8:30 - 9:30 AM

Concurrent
sessions/workshops

Session/workshop
28
: Creative Projects around the World

1.
Nair
Kremer
,
art educator, art therapist and artist, Curitiba, Brazil

Children’s
Rights Today: Looks and Voices

This is an interactive
workshop where all participants will receive updated lists of children’s
rights, then they
will need to choose one right and perform a provided task which
could be in any of the following forms – visual, theatrical, musical ... etc.
After the participants show their ‘performances’, there will be an exhibition
of their works and a short discussion. This experience may become a starting
point for broader discussions in different areas.

Session/workshop
29
: Creative Projects from Around the World

1.
Lukas Ritson, educator and entrepreneur, Gold Coast, Queensland,
Australia

Sustainability in Early Childhood Development - The Own Grown
Organics
Experience

Sustainability means living within our limits and
understanding the
interconnectedness of the
environment, society and the economy without
compromising the ability of future generations to meet their own needs. It is a way of thinking, living and working.
We aim to embed sustainable practices into each
early childhood center
we work with as
well as the wider community through providing
education programs and functional, sustainable outdoor environments
that prioritize the development of children.
With our cities growing and our suburbs
sprawling, it’s easy to see
how children
today may be suffering from disconnect. As educators, we
have a responsibility to create connected, resilient,
self-aware,
and empathetic future leaders.

Session/workshop
30:
Listening to Fairytales, Playing with Dolls

1.
Tania
Novinsky-Haberkorn
,
President of the Janusz Korczak Association of Brazil, São Paulo, Brazil

Tales as a resource to
foster security and strength in young girls from underprivileged backgrounds

Through a famous
Russian fairytale and the manufacture of a doll, this workshop was designed as
a resource for educators working to empower young girls as they move from
childhood towards adulthood. Facing many challenges, growing up in disadvantaged
environments, these children need support to find their own inner voice, trust
their instincts, and what they have learned with the women in their lives.
Through craftsmanship and dialogue, they explore how to find their inner
strength to overcome the challenges and pitfalls of the human experience with
kindness and courage, trusting themselves to make the world a better place.
Activities of the Korczak Association of Brazil will be also covered.

9:40 – 11:30 AM

Plenary
Session 4

Moderator: Joyce Reilly

1.
Presidents
and Representatives of Korczak Associations from different countries present
their projects:

* Sarah Lewis Switzerland

* Avi Tsur Israel

* Bogdan Bashkovaty Ukraine

* Barbara Sochal Poland

* Hatem Elabed Tunisia

2.
General
discussion about the place and future of Korczak’s inspirational ideas and
legacy in the world

11:30 - 12:15 PM

Plenary
Session 5

Moderator: Tatyana
Tsyrlina-Spady

Awards and concluding
remarks. Thanks and farewells. Photo together.

12:30-1:30 PM

Lunch

2:00-6:00 PM

Sightseeing
around Greater Seattle area. Planned at an additional cost.