Erica Hodgin is the associate director of the Civic Engagement Research Group (CERG) at Mills College and the Research Director of the Educating for Participatory Politics project — an action group of the MacArthur Foundation Research Network on Youth and Participatory Politics (YPP). She is also co-principal investigator with Joe Kahne of Educating for Democracy in the Digital Age – a district-wide civic education effort in partnership with Oakland Unified School District and the National Writing Project. Her current research focuses on the the educational implications of youth civic and political engagement in the digital age. She has authored articles in Theory and Research in Social Education and the Journal of Digital and Media Literacy, as well as book chapters in Digital Equity and Educational Opportunity and #youthaction: Becoming Political in the Digital Age. She received her Ed.D. in educational leadership from Mills College and completed her dissertation on the ways cultural humility can enable teachers to build effective relationships with students across racial and cultural differences. Before joining CERG, she taught English and social studies and served as an instructional coach at the middle school and high school level. She also coordinated educational programs in several nonprofit organizations in California and Maharastra, India.
Thursday, August 11, 2016
“Ms. Tate asked the ninth graders in her social studies class in Oakland to choose a contemporary issue related to a social movement they had studied and to develop their own Taking Action Plan. One student used Facebook to show her peers that feminism is still relevant today. On her Facebook page, she circulated links to information and thought-provoking memes about the status of women in today’s society. Another student produced a music video about marriage equality that she circulated to her networks on YouTube in order to raise awareness about gay rights. The ease with
Thursday, June 16, 2016
When I earned my teaching credential in the late 1990s, I had to take a class called “Technology for Teachers.” We mostly talked about using programs like Microsoft Office to prepare students for the workplace. Absent were conversations about the ways learning, communication, and engagement have changed in the digital age. Unfortunately, such supports are still rare in teacher education and schools. For example, a district-wide survey conducted in Oakland, California in 2013, found that 93% of teachers believe that technology is essential, but 63% reported not having had ANY technology-related professional development. The innovative teachers