Four 91探花 faculty members are among the leaders in academia, business, philanthropy, the humanities and the arts of the , one of the nation鈥檚 oldest and most prestigious honorary societies.

The 91探花fellows are , professor emeritus of education; , professor of atmospheric sciences; , professor of biology; and , professor emeritus of Asian languages and literature. They are among .

鈥淲e are honoring the excellence of these individuals, celebrating what they have achieved so far, and imagining what they will continue to accomplish,鈥� said David Oxtoby, president of the academy. 鈥淭he past year has been replete with evidence of how things can get worse; this is an opportunity to illuminate the importance of art, ideas, knowledge and leadership that can make a better world.鈥�

Honored for his work in education,听听is the founding director of the Banks Center for Educational Justice 鈥� originally the Center for Multicultural Education 鈥� in the 91探花College of Education. He holds the Kerry and Linda Killinger Endowed Chair in Diversity Studies Emeritus and retired from the UW听in 2019, after 50 years.

Widely known as the 鈥渇ather of multicultural education,鈥� Banks specializes in the teaching of social studies, diversity and citizenship education. Banks has written and edited numerous articles and books, including 鈥淭he Handbook of Research in Multicultural Education,鈥� 鈥淭he Encyclopedia of Diversity in Education鈥� and the70-plus-volume Multicultural Education Series of books published by Teachers College Press at Columbia University.听 Most recently, a collection of his works was published, 鈥淒iversity, Transformative Knowledge and Civic Education: Selected Essays.鈥� Banks is a member of the National Academy of Education and a Fellow of the American Educational Research Association.

The Banks Center, established in 1992, is devoted to cultivating partnerships, and developing programs and collaborative research from early childhood through higher education.

, a 91探花professor of atmospheric sciences who holds the Tamaki Endowed Chair, is recognized for his work on climate variability. Battisti earned his doctorate in atmospheric sciences at the 91探花in 1988, then went to the University of Wisconsin before returning to the 91探花as a faculty member in 1990.

Battisti鈥檚 research looks at how interactions between the ocean, air, land and sea ice can affect the climate on timescales from seasons to decades. His more recent research has looked at how climate change is likely to affect global food production. Battisti directed the Joint Institute for the Study of the Atmosphere and Ocean, a partnership between the 91探花and NOAA, from 1997 to 2003, and co-chaired the science steering committee for the U.S. program from 1998 to 2002. He is also a fellow of the American Meteorological Society and of the American Geophysical Union.

, a professor of biology and director of the , earned a doctoral degree in zoology from the Ohio State University in 1974 and joined the 91探花faculty later that year. She has studied the health, behavior and ecological dynamics of South American penguins for nearly four decades 鈥� particularly Magellanic penguins in Argentina and Gal谩pagos penguins in Ecuador.

Boersma advocates for penguins as indicators of ocean health. Her research on Gal谩pagos penguins has focused on their adaptations to El Ni帽o and other events in this 鈥減redictably unpredictable鈥� region. Recent Magellanic penguin studies seek to understand how conditions in the ocean 鈥� where they feed outside of the breeding season 鈥� impact their health, well-being and reproductive success.

Over the years, Boersma has worked with partners such as the Global Penguin Society to protect Magellanic nesting grounds and welcome thousands of ecotourists to view the penguins. She holds the Wadsworth Endowed Chair in Conservation Science at the 91探花and has thrice been a finalist for the Indianapolis Prize, the highest honor for animal conservation.

is professor emeritus of Asian languages and literature and the William P. and Ruth Gerberding university professor emeritus. He was recognized for his contributions to religious studies. He is the former president of the International Association of Buddhist Studies and of the American Oriental Society, and since 1996 the director of the UW鈥檚 Early Buddhist Manuscripts Project, which is charged with the study and publication of the oldest surviving Buddhist manuscripts, dating back to the first century BCE. Salomon earned his doctorate in Sanskrit from the University of Pennsylvania in 1975 and joined the 91探花in 1981.

Salomon is a leading figure in the field of early Buddhist studies. His specialties include Sanskrit language and literature, Indian Buddhist literature and textual studies, Indian epigraphy and paleography, G膩ndh膩r墨 language and Gandh膩ran studies, and the world history of writing. He has published seven books and over 150 articles in these and other fields.

The Academy was established in 1780 to provide guidance to a young nation that would face challenges and need expertise and excellence to emerge stronger. Its founders, including John Adams and John Hancock, believed the new republic should honor exceptionally accomplished individuals and engage them in advancing the public good. The Academy鈥檚 dual mission remains essentially the same today with members from increasingly diverse fields working together to share ideas and recommendations in the arts, democracy, education, global affairs and science.

A reviewer from Stanford University wrote that Banks’ book of essays “illustrates the importance of the current quests by marginalized groups around the world for full citizenship and sheds light on the heated and divisive debates that are taking place around citizenship and civic education.”

Banks has gathered many titles over the years; he is the Kerry and Linda Killinger Endowed Chair in Diversity Studies Emeritus and the founding director of the UW’s , which is now the

He is the author of many books and dozens of articles. Often referred to as “,” Banks retired from the 91探花in 2019 but remains active professionally.

91探花Notebook caught up with Banks for a few questions about his new book.

What guided your choices as you gathered these essays from across your career?听

James Banks: Because I am an African American who grew up in the Arkansas Delta in the 1950s and 1960s, I was denied many citizenship rights that most White Americans take for granted because of racial segregation. For example, our school’s yearly visit to the zoo in Memphis, Tennessee (which is about 60 miles from Marianna, Arkansas, the town in which my school was located), was a highlight of the school year. However, we could only visit the zoo on the day reserved for Blacks, which was Thursdays. Consequently, the yearly visit to the Memphis zoo is a both a painful and joyous memory.

Because of my personal journey in the South and later in Chicago after I migrated there in 1960, how to change schools and social studies teaching so that African Americans and other marginalized groups would attain full citizenship rights became a major goal of my teaching and publishing career. This collection of essays consists of articles that I published from 1983 to 2019 that focus on ways in which the social studies and civics curriculum in schools can be changed so that students of color and other marginalized groups can attain full citizenship rights within the schools and society writ large.

The book explores what you term “the citizenship-education dilemma.” Could you explain that a little? Is it about the disconnect of teaching democratic values in an often unequal and unjust world context?听

J.B.: Yes, the “citizenship education dilemma” is about teaching students about justice and equality when they are being educated in schools and a nation that contradict and violate the values and ideals they are being taught.

I was educated in a racially segregated school in which we walked five miles to and from school, while the White students rode to school in a bus that spilled mud on us as it speedily passed us on the muddy road. That is one of my most powerful and poignant memories of my school days. Yet each day in the school morning exercise we said, “I pledge allegiance to the flag and to the republic for which it stands, one nation, indivisible, with liberty and justice for all.”

Our Black teachers knew there was not “liberty and justice for all” in the Arkansas Delta nor in the United States. That is why our teachers required us to sing both the “Star-Spangled Banner” and the Negro National Anthem, “,” every morning in morning exercise. Our teachers wanted us to develop an identity and loyalty to the United States but also an identity with our cultural and ancestral roots.

Throughout the U.S., students are still experiencing a “citizenship education dilemma” because they are learning about democratic ideals and social justice in schools and a nation that are highly stratified by social class inequality and in which racism, sexism and negative attitudes toward LGBTQ people are widespread and institutionalized.

You write that students can learn democratic values by directly experiencing them in transformative classrooms, which you envision in the book. To the non-educator or parent, what might transformative classrooms look like?听

J.B.: In a lengthy, engaging, and informative 2018 history of the United States that I finished reading last night, , “All over the world, populists seeking solace from a troubled past sought refuge in imagined histories.” In the U.S. as well as in most other nations, the social studies curriculum is replete with “imagined histories”: national myths, the denial and marginalization of the struggles of diverse racial, cultural, ethnic and religious groups, and the glorification of and the conquering of indigenous groups such as Native Americans and Aboriginal Australians.

In the transformative curriculum, students develop the knowledge and skills that are needed to question “imagined histories,” to construct versions of history that reflect the struggles and experiences of diverse groups within the nation, and to conceptualize ways in which they can take civic action to make their local communities, the nation, and the world more humane and just.

They examine case studies of transformative citizen actors, such as Mahatma Gandhi, Martin Luther King, Jr., and Rosa Parks, who took actions that violated local laws but which actualized human and civil rights. In transformative classrooms, students learn to know, to care, and to act to make their communities and nation more just and humane.

Do you remain hopeful for the future in such a time as this?听

J.B.: , the great African American educator and founder of Bethune-Cookman University said, “Without faith, nothing is possible. With it, nothing is impossible.” My African Americans teachers in Arkansas were greatly influenced by the teachings and example of Mrs. Bethune. Consequently, I have internalized her ideas about faith and hope.

As educators we must be hopeful, and we must have faith that our work will make a difference. Faith and hope enable us to wake up every morning and to keep going 鈥� believing that we can make a difference. Without faith and hope we are immobilized.

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Other education book notes:

Jennifer Hoffman book studies connection between higher education and sports

A new book by 91探花College of Education faculty member , delves into the intersection of athletics and higher education, exploring how college athletics departments reflect many characteristics of their institutions and are susceptible to many of the same challenges in delivering on their mission.

One of the book’s key messages is that all who work in higher education must view sports not merely as a spectator, but also be mindful of ways sports can be more educational and purposeful on college campuses.

The book also explores the level of control athletes have over their name, image and likeness. Hoffman is a faculty affiliate of the UW’s

Learn more and listen to a podcast with Hoffman on the College of Education .

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Education faculty Meredith Honig, Lydia Rainey to publish book on supervising school principals

An upcoming book by College of Education faculty members and will explore how school district leaders can more effectively support principals as instructional leaders. “ will be published in May by Harvard Education Press.

Based on extensive research of school district central offices, the authors argue for a shift in the focus from an orientation of compliance and evaluation to one where administrators are learning partners for the principals.

Honig is a professor in the program and an adjunct professor in the Evans School of Public Policy & Governance. Rainey is a research scientist and director of research for the College of Education’s . The college plans a on the topic in coming months.

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Three 91探花researchers among editors for ‘Education in Movement Spaces’

“” is a new book edited by

, and of the 91探花and Timothy San Pedro from The Ohio State University.

Studying recent social movements in the U.S. 鈥� from Standing Rock to Black Lives Matter 鈥� the book shows the vital connections among Native American and Black communities in education.

Contributors to the book 鈥� scholars, educators and organizers 鈥� highlight the importance of activist-oriented teaching and learning “in community encampments and other movement spaces for the preservation and expansion of resistance education.”

Django Paris is the James A. & Cherry A. Banks Professor of Multicultural Education and directs the Banks Center for Educational Justice. Rae Paris is an assistant professor of English and affiliate of the center and Alayna Eagle Shield a research assistant. The book was published in April by Routledge.