Explorez tous les épisodes du podcast Ethical Schools
| Titre | Date | Durée | |
|---|---|---|---|
| Honesty: What it means and how to teach it | 28 Mar 2025 | 00:37:21 | |
We talk with Sarah Stitzlein, author of "Teaching honesty in a populist era: Emphasizing truth in the education of citizens." Dr. Stitzlein, a professor of education and affiliate professor of philosophy at the University of Cincinnati, is concerned with how to teach in a political context where truth and honesty seem increasingly at risk. She contrasts the philosophical approaches of populism and the pragmatism of educational philosophers such as John Dewey. Overview 00:00-00:41 Intros 00:41-02:10 Why the book and the title 02:10-03:15 Defining populism 03:15-04:24 Differences between left and right populism—book is mostly about right populism O4:24-08:00 Contrasting populist and pragmatic notions of truth and honesty 08:00-09:55 Defining honesty, and what it looks like in a classroom context 09:55-11:59 Honesty as a habit, not just a virtue 11:59-13:13 Is there a difference between truth and reality? 13:13-15:36 A truth claim in an educational context 15:36-16:49 Doing honesty as a verb 16:49-21:15 Seeking truth versus seeking solutions 21:15-23:20 “Alternative facts” 23:20-24:22 Philosophy, ethics, and education 24:22-25:58 From honesty in the classroom to honesty in the wider world 25:58-27:41 Scalability 27:41-29:30 Ethical outlook on civics 29:3o-31:40 Connections between democracy and education 31:40-35:56 Impact of AI 35:56- Outro Transcript Click here to see the full transcript of this episode. References Book "Teaching Honesty in a Populist Era: Emphasizing Truth in the Education of Citizens" By Sarah Stitzlein Soundtrack by Poddington Bear | |||
| Creating democratic learning environments: Educators in conversation | 21 Feb 2025 | 00:46:48 | |
We speak with Dr. Linda F. Nathan and Jonathan Mendonca, two co-editors of the recently published book, "Building Democratic Schools and Learning Environments: A Global Perspective," an anthology of accounts of creating innovative schools around the world. We discuss autonomy vs large-scale uniformity, issues of scaling innovations, and defining success. The book, intentionally available free online, includes both existing schools and concepts of possible schools. Overview 00:00-00:59 Intros 00:59-02:48 Building democratic schools and learning environments 02:48-07:02 How the book came to be written 07:02-08:00 “Many ways” that schools can prepare students for democracy 08:00-11:32 The four pillars of democratic education 11:32-14:12 The “common good” 14:12-16:13 Barefoot EDU (Unifly Collective) and Shikha Institute of Education 16:13-20:58 Jonathan Mendonca’s vision of scale and reactions to it 20:58-23:32 Resolution of whether to teach in English or mother tongue in school in Madhya Pradesh 23:32-28:10 Managing tensions between autonomy and large-scale administration in U.S. schools, and examples 28:10-29:15 Sharing innovations 29:15-33:34 Building ability to meet students’ needs into systems: equity vs equality 33:34-37:16 Catalyzing large scale professional development for pre-school teachers in Haryana State 37:16-39:08 Looking at success for the next generation 39:08-41:46 Teaching students to nurture the planet 41:46- Outro Transcript Click here to see the full transcript of this episode. References
Soundtrack by Poddington Bear | |||
| Going deep: Student-directed learning in Performance Standards Consortium schools | 09 Aug 2024 | 00:39:31 | |
We speak with Adam Grumbach, social studies program coordinator of the New York Performance Standards Consortium, and Naseem Haamid, a law student who attended Fannie Lou Hamer High School. We discuss inquiry based learning, Performance Based Assessment Tests, Habits of Mind, and self-directed, interdisciplinary portfolios, as alternatives to standardized-test driven curricula. Overview 00:00-00:54 Intros 00:54-02:04 NYS Performance Standards Consortium 02:04-03:54 Potential effect on Consortium of elimination of Regents exams as graduation requirement 03:54-05:09 Inquiry- and literacy-based education 05:09-06:27 Creation of curricula 06:27-07:39 Students’ input into what they focus on 07:39-10:54 Naseem’s transition from a test-oriented school to Fannie Lou Hamer HS (FLH HS) 10:54-10:39 The most valuable things about FLH HS for Naseem 10:39-14:31 Transition from FLH HS to more traditional college and law school classes 14:31-17:21 Performance based assessment tests (PBATs) and other assessments 17:21-19:26 Rubrics 19:26-20:09 Grading of PBATs 20:09-24:45 Portfolios 24:45-28:25 College and career planning 28:25-32:56 Selecting and supporting teachers 32:56-35:35 Lessons for teachers elsewhere from the Consortium 35:35:36:31 “This is what education should be like” | |||
| The power of happiness: A Buddhist approach to secular education | 05 Aug 2021 | 00:48:30 | |
We speak with Drs. Isabel Nuñez and Jason Goulah, editors of “Hope and Joy in Education: Engaging Daisaku Ikeda across curriculum and context.” According to Ikeda, the internationally-famous Buddhist philosopher, education should first and foremost engender happiness and instill habits of global citizenship. Drs. Nuñez and Goulah talk about implications for teachers’ classroom practice. Overview 00:00-00:52 Intros Transcript Click here to see the full transcript of this episode. References
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| The Algebra Project: Bob Moses on math literacy as a Civil Right (Encore) | 28 Jul 2021 | 01:18:20 | |
Bob Moses died this week. In memoriam, we repost our interview with him from February 2020. The Algebra Project founder and president–and lead organizer of the famous 1964 Mississippi Freedom Summer voting rights campaign–talked about math literacy as an organizing tool to guarantee quality public school education for all children. He described the Algebra Project’s strategies to connect math to students’ life experiences and everyday language. Overview 00:00-1:15 Introductions 01:15-15:05 Math literacy as an organizing tool; experiential learning; Willard Van Orman Quill’s “regimented language” 15:05-16:45 Literacy across the curriculum 16:45-20:35 Logistics of working with schools 20:35-25:53 Bottom up movement; involving students and parents 25:49-32:07 Funding as a critical issue: District 13 in Brooklyn, Miami/Broward County; need for direct federal investment 32:07-48:15 Quality education as a Constitutional right; Who are “We, the People?”; Circular 3591; Douglas Blackmon, Slavery by another name; equitable funding 48:15-50:12 STEM funding, National Science Foundation (NSF) 50:12-43:39 Establishing math literacy and educational quality as a Constitutional right 43:39-55:37 Next Gen curriculum; math texts become obsolete as soon as they are printed 55:37-1:02:57 Flagway game/sport 1:02:57-1:10:07 Relationship of Algebra Project to Culturally Responsive and Sustaining Framework; fundamental metaphors and concepts that can anchor math education 1:10:07-1:15:25 Nicholas Lemann’s “Transaction Man”; coming together at the intersection of different interests around a common problem; Math Literacy Institute at University of Ohio, Mansfield 1:15:25-1:17:17 Calling attention to the need for a national approach 1:17:17 Outro | |||
| Savage inequalities: How school funding intentionally privileges white, wealthy communities (Encore) | 21 Jul 2021 | 00:34:34 | |
Zahava Stadler, Policy Director of EdBuild, explains how housing discrimination and state funding policies disadvantage Black and low-income districts. EdBuild has reported on funding schemes throughout the country, documenting a $23 billion annual funding gap between White districts and districts of color. Ms. Stadler describes how states could allocate education dollars more equitably, benefitting at least 70% of students. References Access EdBuild’s knowledge base and tools on the website: edbuild.org Overview 00:00-00:48 Intros 00:48-02:26 How schools are funded in most of the country 02:26-05:02 How reliance on property taxes shortchanges Black and other communities of color; impact of housing discrimination 05:02-08:23 Gerrymandering of school districts to advantage affluent communities 08:23-11:14 Examples of Indianapolis and Columbus school districting boundaries 11:14-13:44 Micro districts 13:44-16:23 Shifting school district funding to county or state levels to eliminate some of the inequalities; 70%+ of students would benefit 16:23-20:12 Funds from outside the formulas exacerbate inequalities 20:12-23:42 Problems with funding formulas 23:42-27:41 | |||
| Teaching differently about being “modern”: Questioning Western mindsets | 14 Jul 2021 | 00:26:21 | |
In our guest episode of Lev Moscow’s podcast, A Correction, Professor Walter Mignolo of Duke discusses decoloniality, a radically different way of thinking and teaching which rejects the “naturalness” of racial capitalism and its development. Lev and Dr. Mignolo discuss what this can look like in high school and college classrooms. | |||
| Addressing teachers’ trauma; plus, antiracist teaching in a white classroom | 08 Jul 2021 | 00:40:11 | |
We speak with Shayla Ewing, English and drama teacher in Pekin, Illinois, about supporting teachers experiencing secondary and primary trauma, which the pandemic intensified. We also talk about the how and why of teaching about white privilege in an all-white classroom. Overview 00:00-00:44 Intros 00:44-02:23 Becoming a Pekin High School English and drama teacher 02:23-03:40 Teach Plus Illinois 03:40-04:46 “Compassion fatigue Is overwhelming educators” 04:46-06:54 Symptoms and contributing factors of compassion fatigue 06:54-10:46 Recommendations for compassion fatigue healing, including things to do and not to do 10:46-13:19 Healing for teachers’ own trauma 13:19-16:38 Support for teachers and students in crises 16:38-20:29 Rewards for working unsustainable hours 20:29-24:05 Incorporating educator well-being into educational initiatives 24:05-29:04 Talking about white privilege in all-white classes 29:04-32:57 Students’ reactions 32:57-35:21 Parents’ reactions 35:21-40:11 Outro Transcription | |||
| The attack on public education: Will public schools survive? | 01 Jul 2021 | 00:45:30 | |
We speak with University of South Carolina law professor Derek Black about the history of education as a core government service and the current wave of voucher laws in red states. Professor Black argues that these will permanently reduce education funding levels and threaten the very existence of public schools. We also talk about the #RedforEd resistance and the need to substantially increase funding for schools with many low-income students. Overview 00:00-00:48 Intros 00:48-01:38 Why “Schoolhouse Burning” is subtitled “Public Education and the Assault on American Democracy” 01:38-03:38 Importance of Reconstruction for government role in education 03:38-06:13 Commitments to education in state constitutions 06:13-08:25 Tension between schools as reproducing social structures and vehicles for social mobility 08:25-16:35 How to achieve equity in school funding 16:35-18:49 Recent voucher laws around the U.S. 18:49-20:47 Vouchers and parochial schools 20:47-22:54 Impact of proliferation of charter schools 22:54-25:02 Why now for vouchers? 25:02-27:08 Why today’s battles over charters and vouchers are undermining the concept of public education 27:08-29:07 Libertarianism and the idea of removing government from education 29:07-30:19 Privatization and race 30:19-33:29 Reducing taxes on the wealthy and long-term reduction in public funding for education 33:29-36:23 Significance of #RedforEd teachers’ strikes 36:23-37:4... | |||
| Authentic history: Too uncomfortable for white kids? | 24 Jun 2021 | 00:27:45 | |
We speak with Betty Collins, eighth grade teacher in Tulsa County, Oklahoma. Ms. Collins speaks about conservatives’ hostility to Critical Race Theory, which looks at the role of systemic racism in US history. We discuss a just-enacted law in Oklahoma that tries to ban teaching history that may make any students “uncomfortable” and how unions and educators are responding. Overview 00:00-00:46 Intros 00:46-01:10 Union School District, Tulsa County 00:10-02:10 HB 1775 02:10-02:44 Why HB 1775 was passed 02:44-03:59 Critical Race Theory: Misunderstandings and opposition 03:59-05:07 Educators’ responses to HB 1775 05:07-06:11 Range of the law’s impact in different districts 06:11-08:33 Teaching about Blacks and Native Americans through a Critical Race Theory lens 08:33-09:35 Penalties for teaching accurate history? 09:35-10:30 Relationship between HB 1775 and the state educational standards 10:30-11:07 Black and brown students’ discomfort at their true history not being taught 11:07-12:40 Responding to a parent who doesn’t want their child to be “uncomfortable” 12:40-13:05 When Betty Collins learned about the Tulsa Race Massacre 13:05-14:04 Becoming politically engaged through #RedforEd 14:04-16:24 Encouraging students to be civically engaged 16:24-17:13 #RedforEd 17:13-19:00 Oklahoma’s low schoo... | |||
| Air quality in schools: At the intersection of technology and equity | 16 Jun 2021 | 00:39:15 | |
We speak with Anisa Heming and Corey Metzger of the U.S. Green Building Council and ASHRAE about a new report on schools’ efforts around the country to protect against COVID-19 by improving indoor air quality. Like so much else about schools, air quality comes down to resources, in this case, for infrastructure and maintenance. Also, there has been no central source of reliable information for district administrators. While COVID-19 has drawn our attention to air circulation and ventilation, there are other reasons to be concerned about air quality. Not only are there other airborne pathogens, but studies show that learning improves with better indoor air quality. Overview 00:00-01:07 Intros 01:07-02:18 Center for Green Schools and ASHRAE Epidemic Task Force Schools Team 02:18-03:39 “Preparation in the pandemic: How schools Implemented air quality measures to protect occupants from COVID-19” 03:39-05:07 Importance of air quality 05:07-08:28 Air quality and student performance; CO2, VOCs 08:28-18:57 ASHRAE’s and Center for Green Schools’ recommendations for air quality 18:57-23:59 Obstacles to improving air quality 23:59-25:58 Standards and code requirements 25:58-27:14 Impacts of building ages and funding 27:14-29:15 Structural inequities in funding—construction, renovation, and maintenance 29:15-32:33 Big cities and rural districts—common funding issues 32:33-35:12 Difficulties in obtaining information and guidance 35:12-36:45 Equity issues in the future | |||
| Holistic education: Joy, wellness, and rigor | 10 Jun 2021 | 00:50:01 | |
We speak with Dr. Linda Nathan of the Center for Artistry and Scholarship and the Perrone-Sizer Institute for Creative Leadership about her experience in creating progressive schools. Dr. Nathan says all teachers, no matter their subject areas, should have expertise in teaching reading and students with moderate disabilities. The arts are central to her educational vision. Dr. Nathan talks about how to achieve predictable and collaborative authentic assessment of student work and how to deal with standardized test requirements when necessary. She also describes why “grit” is not enough for student success when students are caught in the insidious web of a racist system. Overview 00:00-00:37 Intros 00:37-02:35 Changes at the Center for Artistry and Scholarship and Perrone-Sizer Institute 02:35-06:54 Why the outdoors is so important in an educational vision 06:54-08:42 Joy, wellness, and rigor 08:42-13:07 Why grit is not enough 13:07-15:47 School systems pervaded by White supremacy 15:17-18:07 The Boston Arts Academy and Perrone-Sizer vision of education 18:07-21:44 Preparing teachers to work at a school like Boston Arts Academy 21:44-25:08 Measuring student success 25:08-29:12 Markers of success on graduation 29:12-31:15 How colleges need to better support students 31:15-36:39 How a principal can support and sustain faculty and the school’s vision in an unsupportive district 36:39-40:50 Dealing with high-stakes testing 40:50-44:58 Dialoguing with parents who disagree with what the school is doing | |||
| Black men as teachers: Recruitment, retention, development, empowerment | 03 Jun 2021 | 00:51:43 | |
We speak with Dr. Daman Harris and Dr. Inger Swimpson of Building Our Network of Diversity, the BOND Project, in Montgomery County MD, which provides spaces for Black and Latino men to support one another in their teaching and their lives. Although having Black teachers benefits Black and white children alike, U.S. schools have few Black teachers, and even fewer Black men. BOND works to make schools better places for boys of color, making it more likely that they’ll go into teaching, and better for Black men, so they’ll be more likely to stay in teaching. Networks and partnerships, especially with HBCUs, are crucial. Overview 00:00-00:51 Intros 00:51-06:32 The BOND Project 06:32-08:19 BOND’s relationship with schools 08:19-13:09 How to make schools better for Black boys/young men 13:09-13:49 Untapped potential of men of colors as teachers 13:49-18:36 Recruiting teachers of color 18:36-24:01 Similarities/differences in challenges Black men and women face as teachers 24:01-26:19 Similarities/differences in Black and Latino men’s experiences as teachers 26:19-31:10 Distinction between equity and anti-racism 31:10-34:30 How BOND generates conversations about race in Montgomery County 34:30-36:36 Liberatory consciousness 36:36-42:35 Recognizing students’ strengths and teachers; successes even when test scores are low 42:35-46:04 Teachers with a deficit mindset can change 46:04-49:13 Impact on girls of Black men as teachers 49:13-51:45 Outro | |||
| Rebuilding the Black teacher pipeline: Advancing justice and academic outcomes | 23 Jul 2024 | 00:32:41 | |
Ansharaye Hines and Mimi McKee of the Center for Black Educator Development discuss how the presence of highly qualified Black teachers supports students’ educational success. The Center advocates for educational equity and provides multiple teaching pathways to encourage and support Black high school and university students to become teachers. Overview 00:00-00:43 Intros Transcript Click here to see the full transcription of this episode. References Center for Black Education Development website | |||
| Creating antiracist classrooms: Listening and other essential skills | 27 May 2021 | 00:49:30 | |
We speak with Dr. Steven Cohen of Tuft’s Department of Education about helping teachers to think critically about race and class. He talks about the importance of listening to students over time, even watching the media they watch, to get a better understanding of their life experiences. He describes how to create fair strategies for resolving conflicts and for grading and he explains how to introduce complex subject matter in ways that students find relevant. Overview 00:00-00:50 Intros 00:50-02:39 Tufts education courses 02:39-05:37 Race and class differences experienced by Tufts student teachers in working class schools 05:37-07:46 Helping students navigate these differences 07:46-11:28 How to diversify teacher ed program student bodies 11:28-13:12 Preparing teachers to create anti-racist classrooms 13:12-16:49 Ethical issues in day-to-day teaching 16:49-23:01 Support for conflict de-escalation and resolution 23:01-31:56 Grading 31:56-35:54 Evaluating/grading in group work 35:54-42:16 Addressing complex issues when students lack basic knowledge or context 42:16-47:35 Advice to new teachers 47:35-49:30 Outro Transcript | |||
| Critical analysis: not just for students | 20 May 2021 | 00:33:30 | |
We speak with Dr. Sam Abrams of the National Center for the Study of Privatization in Education (NCSPE) at Teachers College, Columbia University. Dr. Abrams describes his analyses of statistics released by local and national education systems and widely disseminated by the media. Sometimes the reports are wrong or misleading, which can have serious consequences for students. We also talk about some of the differences between Finland’s schools and our own. Overview 00:00-00:41 Intros 00:41-05:39 Misleading narrative about admissions to NYC screened high schools 05:39-08:23 Why Department of Education and principals don’t correct the narrative 08:23-12:05 Sam Abrams’s Columbia Journalism Review article 12:05-13:02 How changes in admissions policies at Beacon and Bard High School and Early College will change the schools 13:02-17:31 What an equitable admissions policy could look like; screening; focusing on reducing large economic consequences for students of tracking 17:31-24:15 “Teaching time” in US and other countries—errors in comparative data and their importance 24:15-26:31 Looking at assessment in Finland and the U.S. 26:31-31:22 Educational option plans—implications for integration and for instruction 31:22-33:30 Outro Transcript Click here to see the full transcription of this episode. References | |||
| Building communities of trust: transforming family-school relationships | 12 May 2021 | 00:43:34 | |
We talk with Dr. Ann Ishimaru of the University of Washington about correcting the power imbalance between schools and low-income families and families of color. We also discuss “learning loss” and why families of color are much more reluctant than white families to return to in-person learning as the pandemic eases. Overview 00:00-00:42 Intros 00:42-01:47 Disjuncture between theory and practice in school/parent/community relationships 01:47-03:55 How we got here in the disjuncture 03:55-05:20 Why deficit-based narratives persist despite the evidence 05:20-06:49 Narratives based on class and race myths 06:49-10:53 Learning loss—what it is and isn’t; how it is measured 10:53-13:14 How definition of learning loss will impact stimulus money allocations 13:14-14:31 Options for how stimulus money could be spent 14:31-15:34 Overturning deficit-based assumptions about low-income parents and parents of color 15:34-17:18 How the pandemic has changed assumptions about family/school relationships 17:18-20:49 How the pandemic affected students’ social-emotional and mental health 20:49-23:31 How relationship dynamics have influenced groups’ willingness to return to in-person classes 23:31-27:16 Dual Capacity Building Framework for Family-School Partnerships—strengths and areas for further development 27:16-29:55 Communities’ funds of knowledge 29:55-32:48 Making the balance of power between schools and low income families and families of color more equal <... | |||
| Creative problem solving: Developing solutionary thinkers | 06 May 2021 | 00:45:45 | |
We welcome back Zoe Weil, of the Institute for Humane Education, along with Laura Trongard, Oceanside (NY) High School teacher to discuss how teachers are implementing IHE’s Solutionary program. Laura describes how students adopt habits of solutionary thinking in their schoolwork and their lives. Zoe talks about IHE’s new micro-credential program, an online course that prepares teachers to use the solutionary framework. The new edition of Zoe’s book, “The World Becomes What We Teach,” with new content on pandemics and racial tensions, will be released in June. Overview 00:00-00:44 Intros 00:44-03:52 IHE’s Solutionary graduate programs 03:52-06:14 Implementing the Solutionary program districtwide in Oceanside NY 06:14-08:16 Looking at root causes and solutions 08:16-09:28 Cross-discipline and cross-age teacher and student collaborations 09:28-15:37 “Responsibility” 15:37-17:17 Student research and investigation 17:17-30:39 Addressing controversial topics, conflicting interests, power dynamics 30-39-32:36 Impact on students 32:36-34:18 Micro-credential program 34:18-36:13 Resources for after-school and community settings 36:13-40:16 “The World Becomes What We Teach”—new edition 40:16-44:03 “A better world is possible.” 44:03-45:45 Outro Transcription ... | |||
| Research in schools (Part 2): Safeguarding the data | 28 Apr 2021 | 00:20:00 | |
We continue our conversation with Marianna Azar, director of NYC Department of Education’s Institutional Review Boards (IRBs). This week, Ms. Azar discusses the potential privacy dangers created by collection and dissemination of research data, strategies to combat them, and the need to strengthen the Family Educational Rights and Privacy Act (FERPA). References Click here to listen to the first part of this conversation “Students as subjects: Ethical considerations of research in schools”. Soundtrack by Poddington Bear | |||
| Students as subjects: Ethical considerations of research in schools | 21 Apr 2021 | 00:41:41 | |
We talk with Marianna Azar, Director and Chair of the NYC DOE’s Institutional Review Boards. The IRBs review all research proposals conducted through the schools to make sure they are conducted ethically and that the benefits to the students outweigh any burdens. In Part 1 of a 2-part interview, Ms. Azar describes how the IRBs work and their impact on researchers, schools, students and parents. Next week we’ll continue exploring the ethical issues that confront IRBs, including issues raised by Big Data. Overview 00:00-00:57 Intros 00:57-02:42 NYC Institutional Review Boards (IRBs) 02:42-07:20 Relevance of background in philosophy and ethics 07:20-10:10 Examples of research projects submitted to NYC DOE IRBs 10:10-14:49 Topics researchers ask about 14:49-16:21 Biomedical and psychology studies 16:21-17:56 Why there are two NYC DOE IRBs 17:56-22:19 Recruiting volunteer IRB members 22:19-36:09 Submittal and review process 36:09-37:37 Factors affecting timeline from submittal to approval 37:37-39:47 Post-approval compliance 39:47-41:42 Outro Transcript Click here to see the full transcript of this interview. ... | |||
| Ethical outreach: a parent coordinator anchors immigrant families | 14 Apr 2021 | 00:37:00 | |
We speak with Herminia (Ita) Saldana, parent coordinator at MS 328, a middle school in Washington Heights, Manhattan. Every public school in NYC has a parent coordinator. Virtually all of the MS 328 students are current English Language Learners or have tested out of ELL status. As parent coordinator, Ita encourages and facilitates parent engagement as both advocate and navigator. She also helps recent immigrant families to access all kinds of community services as they adapt to life in NYC. Overview 00:00-02:21 MS 328 demographics 02:21-03:39 Most important aspects of parent coordinator job 03:39-06:44 Job requirements, professional development, career status 06:44-10:01 Issues faced by new immigrant families 10:01-15:29 Tensions between immigrant parents and their children 15:29-19:52 How parent coordinator/school can help 19:52-23:06 Balancing power imbalances between families and the school 23:06-25:46 Culturally responsive support 25:46-29:46 Taking external circumstances into account when evaluating academics 29:46-32:10 Ethical questions 32:10-35:02 How the DOE can provide more support to parent coordinators 35:02-37:00 Outro Transcript | |||
| Making antiracist change: A template for educational leaders | 08 Apr 2021 | 00:36:00 | |
We speak with Dr. Sarah Diem of University of Missouri and Dr. Anjalé Welton of University of Wisconsin, Madison. They discuss the seemingly neutral “colorevasive” policies that actually reinforce racial inequity. Drs. Diem and Welton present an action protocol for school and district leaders who seek to create antiracist schools. Overview 00:00-00:51 Intros 00:51-02:38 Educational policies framed by neo-liberalism; market-driven policies 02:38-06:20 Impact of statewide educational policy approaches 06:20-09:03 Color evasiveness 09:03-11:27 RTI and PBIS and “acceptable student norms”—when students of color are viewed through a deficit lens 11:27-18:04 Anti-racist policy decision-making template 18:04-20:13 Anti-racist work is a continuous cycle 20:13-23:52 Protocol implementation in Latino/a and Black districts 23:52-26:57 Circumstances in which schools/districts are willing to undertake policy reviews 26:57-29:43 Dealing with obstacles 29:43-33:46 Risk-taking; planning and acting strategically 33:46-36:00 Outro Transcript | |||
| Grief and loss: Supporting students, families, and teachers in a pandemic (encore) | 31 Mar 2021 | 00:29:56 | |
As of today, March 31st, 2021, over 550,000 Americans have died of COVID-19. We’re reposting our conversation with Cynthia Trapanese former grief counselor, now teacher, who explains that the adults in a school need to grapple with their own losses in order to help children and families. Cynthia Trapanese, a teacher who spent 17 years as a pediatric chaplain, observes that we are all grieving right now, and that adults need to be aware of their own feelings of loss in order to help children and families effectively. During this period of isolation, children miss not only extended family, especially grandparents, but also their friends, classrooms, and the details of their school days. The impact of prolonged separation from school will be long-lasting. Cynthia is holding webinars for teachers and parents, and shares tips and resources with us. Overview 00:00-01:27 Intros 01:30-02:28 Defining “loss” 02:29-04:00 Helping children stay connected while in physical isolation 04:01-05:59 Examples of what loss looks like in children’s lives 06:00-07:45 Responding to children’s expressions of how they are feeling 07:46-09:07 The importance of not trying to “fix” 09:10-11:16 Losses layered onto other Adverse Childhood Experiences 11:16-13:49 When adults don’t have answers 13:50-15:39 Being helpful to children when adults themselves are grieving and frightened 15:39-17:59 How the New School of SF is supporting teachers and parents how other schools can support teachers 18:00-20:56 Parents’ concern about students keeping up with academics during this time 21:20-22:30 How this experience can help reflection about the most important aspects of education 22:34-25:16 How teaching at Institute for Humane Education (IHE) impacts thoughts on the pandemic and impact on children 25:20-26:43 Integrating humane education about animals into 1st grade teaching 26:45-28:29 Integrating IHE “solutionaries” program into 1st grade 28:30-29:50 Outro | |||
| Exacerbating inequality: Private money in public schools | 25 Mar 2021 | 00:43:30 | |
We speak with Dr. Sue Winton of York University in Toronto about the effects of private money–much of it from parents–that replaces decreased public funding of schools. Fundraisers and fees for special programs benefit affluent schools and the children who already have the most access to opportunities. Low income parents often feel pressure to donate beyond their means for their children’s sake. Overview 00:00-00:45 Intros 00:45-03:18 How private money comes into public schools 03:18-08:18 Impacts of private money 08:18-10:58 Government funding patterns; fees; waivers 10:58-14:03 Discretionary funds 14:03-15:34 Grants 15:34-19:39 Connections to privatization; book sales; school photos; candy sales 19:39-22:45 Fundraising sales: dilemmas for parents 22:45-26:04 Changes in fundraising as public funding for schools decreases and changes 26:04-28:44 Fundraising as part of competition among schools and districts 28:44-32:13 Creating alternatives to individual school fundraising 32:13-34:34 Schools—public good, private interests 34:34-38:35 Short and long-term approaches 38:35-41:17 Toronto school district—things it’s doing right 41:17-43:31 Outro Transcript | |||
| High stakes: Teaching to the tests in K-12 | 15 Jul 2024 | 00:37:16 | |
We continue our conversation with Harry Feder of FairTest. This time, we discuss high stakes tests in K-12 schools. Harry explains how tests and the prep for them came to dominate education and the consequences for students, teachers, and schools of high or low scores. He also describes how the same companies dominate textbooks and testing, and suggests some alternatives to high-stakes tests. Overview 00:00-00:50 Intros 00:50-06:35 How testing became such a huge part of the K-12 experience 06:35-09:31 Amount of testing autonomy of districts and schools 09:31-14:23 Consequences and benefits of test scores 14:23-16:32 Impact on teaching as a profession 16:32-19:51 Test score use for middle and high school admissions 19:51-23:42 Relationship between commercial testing companies and textbook companies 23:42-26:36 PISA—Program for International Student Assessment 26:36-30:01 Fairtest’s proposals for alternatives to current testing system 29:45- Outro References
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| Shared visions: Creating an abolitionist school culture | 18 Mar 2021 | 00:37:45 | |
We continue our conversation with Grace Alli Brandstein, a school improvement and instructional coach supporting struggling high schools in the Bronx. This week, Ms. Brandstein focuses on humane, antiracist education, and explains Dr. Gholdy Muhammad’s construct of literacy as identity, skills, intellect, criticality, and joy. She also speaks about the conditions for successful adult learning, giving teachers the training they need to lead one another and the space to coalesce around a shared vision, expectations, and protocols. Overview 00:00-00:58 Intros 00:58:-03:59 Coaching: whom, theory of action, teachers’ feelings 03:59-09:56 Key elements of school improvement 09:56-13:12 Adult learning 13:12-15:04 Self-reflection and culturally-responsive teaching: importance of knowing the “why” 15:04-21:30 Culturally responsive education in practice; Dr. Gholdy Muhammad 21:30-29:36 Examples: a biology lesson on testosterone; Project Soapbox; Facing History; 1619 Project; NY Times writing curriculum 29:36-34:00 Bettina L. Love: We Want to Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom 34:00-35:35 Culturally responsive education: Adult learning, classroom level work, systemic change 35:35-37:45 Outro Transcript Click here to see the full transcript of this episode. <... | |||
| The bigger picture: High school improvement in the Bronx | 11 Mar 2021 | 00:40:30 | |
We speak with Grace Alli Brandstein, an improvement and instructional coach with the New York City Department of Education. Ms. Brandstein works with Bronx high schools that the State has designated as needing support. This is part one of a two part interview. Today, we discuss challenges teachers and students at these schools face, and their everyday achievements. Ms. Brandstein talks about the impacts, both positive and negative, of being rated as needing improvement, especially the pressure it puts administrators, teachers, and students. Next week, Ms. Brandstein talks about abolitionist education. Overview 00:00-01:10 Intros 00:10-02:37 State Ed criteria for schools being in need of “Support and Improvement” 02:37-04:03 Ethical issues of categorization 04:03-10:13 The Renewal Program successes and weaknesses 10:13-13:48 Impacts on students and teachers of being on State lists 13:48-17:31 Effects of pandemic freeze on standardized testing 17:31-19:50 Alternatives to high-stakes testing 19:50-24:23 ELA Regents and English Learners 24:23-26:54 Other obstacles students face 26:54-29:54 Teacher turnover 29:54-32:43 Keeping experienced teachers 32:43-35:51 Parking; resources 35:51-38:08 Principal turnover 38:08-40:31 Outro Transcript Click here to see the full transcript of this interview. | |||
| Toward antiracism: The evolution of an undergraduate teacher ed program | 04 Mar 2021 | 00:21:59 | |
We speak with Dr. Marsha Daria of Western Connecticut State University. Dr. Daria teaches undergraduate courses in the Department of Education and Educational Psychology. She explains how in the aftermath of George Floyd’s murder, the department reconfigured its curriculum to center social justice, equity, and self-reflection. She discusses the department’s recruitment initiatives to increase teacher candidate diversity. Overview 00:00-00:29 Intros 00:29-02:44 Western Connecticut State College and its community 02:44-05:14 Westconn education department re-evaluation after George Floyd murder and subsequent movement 05:14-07:06 Social justice and equity assessment; self-reflection 07:06-07:53 Biases 07:53-08:25 Balancing academic and practical experience 08:25-09:46 Responding to “I’m not racist.” 09:46-15:27 Outreach and recruitment to Danbury students: 5th graders, and recruitment of high school students to go into education 15:27-16:37 Forthcoming article in The School-University Partnership Journal 16:37-17:00 Pushback? 17:00-18:19 Recruitment of faculty of color 18:19-19:12 Why college undergraduates are less diverse than Danbury schools student body 19:12-20:06 Challenges with teacher candidates 20:06-21:59 Outro Transcript ... | |||
| Teaching the “isms”: Students’ lived experiences in context | 25 Feb 2021 | 00:43:15 | |
We speak with Jillian McRae and Sam North, English and history teachers at Ossining (NY) High School, and their student, Alaysha. For 15 years, Sam and Jillian have co-taught a college-level course called “racism, sexism, and classism: a popular approach.” They focus on pervasive systems of power, and encourage students to discuss their own experiences of privilege, disadvantage, and intersectionality. Overview 00:00-00:46 Intros 00:46-01:54 Ossining’s demographics 01:54-03:35 Latiné as an alternative to Latinx or Latino/a 03:35-06:27 Origin of SUNY Racism, Classism, & Sexism course 06:27-09:16 Why students take the course 09:16-10:37 “Popular approach” in the course title 10:37-14:26 Curriculum 14:26-17:02 Avoiding “losing” students during controversial topics 17:02- 18:47 Student conversations outside of class 18:47-21:15 Impact on other classes 21:15-23:47 Impact on ethical thinking 23:47-25:52 Religion 25:52-28:15 Materials 28:15-28:25 Alaysha: what she values in the course 28:25-31:59 Conversations in class; for example, relationships between Black boys and Black girls 31:59-35:23 Teachers modeling relationships for students 35:23-40:23 Ossining: Increasing equity and implementing culturally responsive education | |||
| Antiracist school leadership: Courage and commitment | 17 Feb 2021 | 00:42:30 | |
Dr. Bradley Carpenter, associate professor of educational leadership at Baylor University, speaks about developing and supporting antiracist school principals. Very few leadership prep programs prioritize or embed antiracism principles or practices. A principal committed to centering antiracism needs to have a full equity audit of existing curriculum and practices and to lead faculty members through the emotionally laborious process of examining everyone’s own privileges and biases. The principal also needs to build support from above. Antiracism is an organizing principle, not an end point. Overview 00:00-00:51 Intros Transcript Click here to see the full transcription of this episode. References | |||
| Early childhood education: It is play, but it is not “babysitting” | 11 Feb 2021 | 00:29:00 | |
We speak with Michele Washington, longtime early childhood lecturer at Lehman College, about expertise at the preschool level. Head Start, pre-K, and 3-K teachers can support children and families in myriad ways once parents or guardians trust them. Cultural humility is essential; teachers need to understand and respect their children’s families and communities. Overview 00:00-00:57 Intros 00:57-02:26 Why are early childhood educators undervalued? 02:26-03:10 Major crises in early childhood 03:10-03:57 UPK and 3-K (NYC) 03:57-05:01 Losing teachers to Department of Education schools 05:01-05:59 Teachers’ relationships with families 05:59-08:08 Knowing students’ communities 08:08-10:20 A deficit lens and overcoming it 10:20-12:04 Transition from working with 3- and 4-year olds to infants and toddlers 12:04-16:16 Early childhood as “women’s work” 16:16-18:30 Culturally responsive education 18:30-20:13 Graduate schools and culturally responsive education 20:13-22:47 Ethical decision-making for early childhood educators 22:47-25:25 Being a second home 25:25-27:43 Responding when there is a serious disagreement between a teacher and a parent or guardian 27:43-29:01 Outro T... | |||
| Student record privacy: Danger looms from police and hackers | 04 Feb 2021 | 00:40:30 | |
We speak with Mark Lieberman, Education Week tech reporter. Pasco County FL schools give the sheriff records of students deemed “destined to a life of crime.” NYS Education Department funded facial recognition of school visitors to schools. Hackers hold district data hostage for ransom. We discuss legal and ethical privacy issues in the age of tech, including the dilemmas for teachers if a “D” leads to a police database. Overview 00:00-00:38 Intros 00:38-05:31 Pasco County schools turn over student list of “at-risk” students “destined to a life of crime” to sheriff’s office 05:31-7:14 Consequences of being on the list 7:14-09:26 Potential racial disparities 09:26-11:59 Federal Education Records and Privacy Act 11:59-14:35 Community response to the list 14:35-16:20 What we don’t know about data use 16:20-18:38 Ethical questions for teachers 18:38-22:08 Impact on trust in school communities 22:08-25:56 Facial recognition 25:56-30:23 Video conferencing platforms 30:23-34:51 Cybersecurity concerns 34:51-39:06 Student directories 39:06-40:30 Outro Transcript | |||
| Districtwide decisions: Day to day ethical considerations | 27 Jan 2021 | 00:34:00 | |
We speak with Dan Callahan, Assistant Superintendent for Secondary Education in Peekskill City School District, 45 minutes north of Manhattan. The low-income district in wealthy Westchester is 70% Latino, including many students from immigrant families. We discuss how the district has adapted to rapid demographic changes and schools’ role in helping students meet challenges. Mr. Callahan reflects on the decisions he and his staff make that impact students’ lives in very concrete ways, and the tension between consistency, applying the same rules for all students, and specificity, looking at the totality of circumstances in each individual case. Overview 00:00-00:36 Intros 00:36-02:31 Peekskill and its demographics 02:31-03:36 How Peekskill schools have adapted to changing demographics 03:36-08:15 Ethics-infused decisions—balancing competing needs 08:15-08:48 Student data system 08:48-11:11 Addressing inequities systemically 11:11-13:35 Equity in student competitions with wealthy districts 13:35-15:04 BOCES 15:04-17:37 District equity audit 17:37-20:13 Immigrant family/school relationships 20:13-22:47 Helping to ease family tensions between immigrant parents and their U.S.- raised children 22:47-27:21 Culturally responsive education 27:21-30:18 Reducing suspensions and disproportional suspensions of Black boys/young men 30:18-32:17 Advice to a new superintendent or assistant superintendent 32:17-34:01 Outro ... | |||
| UPDATE: Moving toward admissions equity and culture change at Manhattan’s Beacon High School | 21 Jan 2021 | 01:02:23 | |
We speak with Beacon PTA members Toni Smith-Thompson and Robin Broshi about NYC’s new requirements and the school’s proposed admission plan. Then we listen back to last June’s interview with activist students from the Beacon Union of Unions. Overview 00:00-00:53 Intros 00:53-05:37 What has happened with admissions in NYC and at Beacon since last school year 05:37-15:45 Current status at Beacon; plans for admissions for 2021-22 school year 15:45-18:49 Stakeholder consensus 18:48-19:31 School Leadership Team 19:31-23:00 Need for school culture changes beyond admissions 23:00-23:23 TRANSITION TO ENCORE INTERVIEW WITH BUU STUDENTS 23:23-23:56 Intros 23:56-29:03 Students’ experiences at Beacon 29:03-35:52 Student demands 35:52-38:22 Anti-racist curriculum 38:22-39:33 Teens Take Charge 39:33-41:35 What teachers need to do in making change 41:35-44:42 First Beacon demonstration in Fall 2019 44:42-50:35 December incident, response planning, and sit-in 50:35-54:10 Sit-in’s impact on relationships among students and with teachers 54:10-56:31 Sources of support for students’ June demands to administration 56:31-57:14 Administration’s response 57:14-59:23 Talkin... | |||
| Systemic racism in special education: Parent participation legitimizes inequities | 14 Jan 2021 | 00:34:15 | |
We continue our conversation with LaToya Baldwin Clark of UCLA School of Law. Dr. Baldwin Clark explains how the special education system advantages White middle class families. Poor families and families of color tend to lack cultural capital to navigate the system and advocate effectively for their children. While resources flow to White children with special needs, Black children tend to be stigmatized and placed in more restrictive settings. Dr. Baldwin Clark offers recommendations. Overview 00:00-01:00 Intros 01:00-01:54 Racial disparities in special education 01:54-06:41 How White parents/children benefit from social and cultural capital in special education process 06:41-08:59 Parental participation fails to protect Black children from segregation in special education placements 08:59-14:01 Process of mandated parental participation exacerbates/legitimizes racial inequities 14:01-20:22 Racial breakdown of children placed in more or less restrictive special education environments; greater physical segregation of Black children 20:22-21:53 Suspensions and expulsions 21:53-24:13 Recommendations for change 24:13-28:42 Disproportional suspensions of Black youth; biases and stereotypes of Black girls 28:42-29:51 Responsibility of school districts to ensure White middle class students do not get more resources 29:51-32:46 Need to educate White middle-class parents about equitable distribution of resources 32:46-34:15 Outro Transcription | |||
| SATs and the illusion of fairness | 26 Jun 2024 | 00:44:31 | |
We speak with Harry Feder of FairTest, an organization that advocates for fair and open testing, about the reinstitution of standardized test requirements at some “Ivy Plus” colleges, and why it matters. We discuss how testing choices affect inclusion and exclusion in admissions and what most non-“Ivy Plus” schools do. In a follow-up interview with Harry Feder, we will discuss standardized tests in K-12 schools. Overview 00:00-00:46 Intros Transcript Click here to see the full transcription of this episode. References
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| Policing attendance boundaries: Education as private property | 06 Jan 2021 | 00:42:15 | |
We speak with Dr. LaToya Baldwin Clark, assistant professor at UCLA School of Law. Dr. Baldwin Clark explains how school boundaries are used for racial exclusion. In many cases, schools don’t just reflect, but cause, segregated neighborhoods. Dr. Baldwin Clark argues that closing the education gap isn’t just about bringing up the bottom, but bringing down the top as well. Parents, teachers, and administrators need to work together to prevent children from benefiting from unearned privilege. Inequality is intrinsically detrimental. Overview 00:00-00:57 Intros 00:57-03:12 Schools are not preparing all students to be lifelong learners 03:12-13:16 Education as property; cultural and social capital 13:16-15:28 Schools as community enterprises 15:28-18:20 “Schooling in Capitalist America;” caste; legacies of slavery 18:20-21:32 Enforcement of school district boundaries 21:32-25:28 School segregation and housing segregation 25:28-28:20 “Bringing up the bottom and bringing down the top”; reducing the relative distance between the bottom and the top 28:20-31:30 Making the gap less consequential 31:30-35:10 What Culver City (CA) is doing to address inequality in a relative way 35:10-37:44 Implications for Black students when “good schools” look like “White schools” 37:44-40:50 Aggressions and microaggressions in predominantly White schools 40:50-42:15 Outro Transcript | |||
| Supporting English Learners: pandemic and post-pandemic solutions | 30 Dec 2020 | 00:31:45 | |
We speak with Dr. Julie Sugarman of the Migration Policy Institute about meeting the needs of English Learners. We discuss the meaning and implications of ELs “falling behind” during virtual instruction and difficulties administering upcoming English language proficiency tests. Dr. Sugarman talks about a model for incorporating ELs into planning. She also talks about what is lost (and gained) through technology, given the importance of personal relationships to teaching and learning. Overview 00:00-00:40 Intros 00:40-02:32 English Language Learners (ELs) and how they receive instruction 02:32-03:31 What research shows about language acquisition 03:31-11:46 Legal and ethical aspects of English language instruction; status around the country 11:46-15:00 Challenges facing ELs and ENL teachers during the pandemic and efforts to overcome them 15:00-17:05 Involvement of parents during the pandemic 17:05-17:50 Varying terms/ synonyms for ESL/ESOL/ENL teachers 17:50-18:22 Nashville as an example of a district centering ELs in planning 18:22-21:30 Issues with taking the English language proficiency test during the pandemic 21:30-23:20 English language proficiency tests’ quality 23:20-25:04 Experience with Betsy DeVos’s Education Department 25:04-26:56 Recommendations to Biden Administration 26:56-30:20 Technology and ELs post-pandemic 30:20-31:45 Outro | |||
| Students as experts: Diversity, equity, and inclusion | 23 Dec 2020 | 00:39:30 | |
We speak with Dr. Judith King-Calnek, United Nations International School’s first Director of Diversity, Equity, and Inclusion. Since UNIS faculty and students come from all over the world, they draw on one another’s backgrounds and lived experience in presenting and analyzing social issues. Faculty, parents, alumni, and, especially, students are involved in new DEI initiatives. Students are actually writing curriculum, providing feedback, and delivering DEI modules to other students. Overview 00:00-00:52 Intros 00:52-01:41 UNIS 01:41-03:25 Anthropological viewpoint 03:25-08:05 Teaching history: Decentering Europe; globalization 08:05-09:26 Priorities as Director of Diversity, Equity, and Inclusion (DEI) 09:26-13:33 Restorative mindset and practices 13:33-15:56 Student DEI committee 15:56-19:40 Students writing curriculum 19:40-23:39 Approaching controversial issues 23:39-27:41 Faculty conversations on curriculum and pedagogy 27:41-30:29 Handling microaggressions 30:29-34:04 Students as ethnographers 34:04-37:51 An ethical environment 37:51-39:30 Outro Transcription | |||
| Dodging responsibility for our children: Reducing learning to test scores | 17 Dec 2020 | 00:36:50 | |
We speak with Samuel E. Abrams of Teachers College, Columbia University. The root problems in K12 education — including poverty-related stress and underpaid and underprepared teachers — are pervasive and expensive to fix. So instead, the U.S. has adopted a “commercial mindset,” measuring success through standardized test scores and increasingly outsourcing school management to for-profit and nonprofit corporations. Dr. Abrams explains what we can learn from Finland’s education system. Overview 00:00-00:42 Intros 00:42-03:01 What “education and the commercial mindset” means 03:01-05:26 Examples of for-profit and non-profit privatization 05:26-13:57 Effects of privatization 13:57-20:01 What can be done to enable public education to better meet student needs 20:01-21:45 Separation of church and state 21:45-28:37 Potential positive lessons from business; W. Edwards Deming; rejecting value-added measurement 28:37-32:13 Comparison of U.S. and Finnish education systems 32:13-35:27 Key changes that can be made in U.S. education system 35:27-36:50 Outro Transcript Click here to see the full transcript of this episode. | |||
| Students doing original research: Project-based learning in Ohio | 09 Dec 2020 | 00:56:47 | |
We speak with middle school teachers, Debbie Holecko and Claudia Bestor, and their former student, Rafel Alshakergi, about a student-led research project that led to ethical civic engagement. Rafel explains how the experience emboldened her to ask questions and “speak [her] mind.” The project, which got national attention, cut against Ohio’s high-stakes test orientation; many teachers are afraid to do project-based learning because Ohio doesn’t have tenure and bases 40% of teacher evaluation on student test scores. The teachers discuss how to meet standards through project-based learning. This interview is just a joy to listen to! Overview 00:00-00:42 Intro 00:42-02:23 Assignment 02:23-07:01 Projects 07:01-08:08 Student reactions to doing original research 08:08-13:47 “Colored graves” cemetery project 13:47-17:44 Project’s impact on students 17:44-19:50 Effect on understanding North Olmstead and its history 19:50-21:18 Students’ realization of their ability to make change 21:18-23:01 George Floyd’s death and BLM demonstrations 23:01-25:14 Relationships among teachers/students 25:14-27:47 Teachers and students learning together 27:47-29:35 Integrating language arts and social studies in practice 29:35-32:06 Meeting the ELA standards 32:06-36:04 Smooth and effective collaborative teaching 36:04-42:12 Inquiry learning and Ohio’s test-driven system 42:12-43:45 Students’ identifyi... | |||
| Abolitionist education: Creating liberatory spaces (Part Two) | 02 Dec 2020 | 00:35:30 | |
We continue our conversation with Dr. Edwin Mayorga of Swarthmore College. We discuss the corporatization of schools that reduces students to their test scores. Dr. Mayorga encourages educators to center joy and healing. Schools should be liberatory rather than places that are too often focused on punishment and surveillance. Schools, as “localized nodes of political power,” should adopt democratic processes that cultivate voice, participation, and collaboration. As an organizer, he encourages coalitions of people resisting different aspects of racial capitalism, including those fighting destruction of the planet and exploitation of other species. Overview 00:00-01:34 Intro 01:34-04:55 Making the shift from a more traditional to a more liberatory school 04:55-08:11 Sustainability after school founder(s) leave 08:11-11:37 Relationships of capital to schools: Now and a century ago 11:37-14:47 Education sovereignty 14:47-18:08 Community land trusts as models for schools 18:08-22:20 Balancing autonomy with accountability 22:20-24:41 Humans’ relationships with other animals: Moving away from anthropocentrism 24:41-28:58 Where the joy is 28:58-34:32 Takeaways: joys, hope, healing, radical possibilities 34:32-35:30 Outro References | |||
| Abolitionist education: Creating liberatory spaces (Part One) | 26 Nov 2020 | 00:44:30 | |
We speak with Swarthmore’s Dr. Edwin Mayorga, who explains how abolitionist classrooms and schools create “freedom as a place” in contrast to racial capitalism. Teachers are the lead inquirers and try to “move at the speed of trust,” helping to create classrooms full of joy. Edwin describes Philadelphia’s Kensington Health Sciences Academy as a school where teaching and learning are based on establishing relationships of mutual respect. Overview 00:00-00:42 Intros Transcription Click here to see the full transcription of this episode. References
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| BIPOC and undocumented: A trauma-filled intersection | 18 Nov 2020 | 00:33:10 | |
Dr. Christiana Best, who spent thirty years in the New York City child welfare system before becoming a full-time academic, discusses her personal experience of being left behind in Granada while her mother settled in the US. Dr. Best, now an assistant professor of social work at St. Joseph’s, delves into the difficulties of providing holistic support to immigrant children and families, who are (justifiably) hesitant to trust government agencies. Overview 00:00-00:51 Intros 00:51-02:23 Impact on students of being undocumented 02:23-07:00 How separation affects children and parents 07:00-08:42 Supports for students suffering separation effects and aftereffects 08:42-11:38 Support for parents? 11:38-14:37 Collaboration among schools, agencies, CBOs: obstacles and potentialities 14:37-18:59 Issues of mandated reporting; building trust 18:59-20:34 Cultural competence vs. cultural humility 20:34-22:58 School social workers and school counselors 22:58-23:37 School social workers and immigrant families trust 23:37-25:12 Need for more school social workers 25:12-29:58 Microaggressions: what they are; examples; applying a Deweyan framework for anti-microaggression education 29:58-31:54 What the incoming Biden Administration can do to support vulnerable children Transcription Click here to see the full transcription of this episode. | |||
| The impact of deportation policies on Latinx students’ mental health | 11 Nov 2020 | 00:28:45 | |
Dr. Randy Capps, Director of Research for U.S. Programs at the Migration Policy Institute, surveyed Latinx high school students to see how fear of deportation – of their parents, relatives, friends, or themselves – impacts their mental health. The students, roughly half foreign-born and half US-born, suffered anxiety, depression, and PTSD at significantly higher rates than other students their age. Strong bonds immigrant students formed with one another were a source of mutual support. Students who engaged in public policy activism showed improved mental health. Overview 00:00-00:44 Intros 00:44-03:44 Study of impact of immigration policies on Latinx students’ mental health; demographics; key findings 03:44-05:41 Differences in number of traumatic experiences between foreign-born and U.S. born students and potential reasons 05:41-06:49 Differences by gender 06:49-09:40 Levels of perceived discrimination 09:40-13:18 Sources and forms of student support, including educators, parents, peers 13:18-14:38 Role of school counselors 14:38-18:30 Links between discipline practices and immigration-related fears; restorative justice; roles of school resource officers 18:30-24:17 Obstacles in accessing mental health resources and ways to reduce them 24:17-26:51 Student participation in public policy advocacy and its effect on students’ mental health 26:51-27:28 Thanks to collaborators in the study 27:28-28:45 Outro Transcription Click here to see the full transcription of this episode. | |||
| Empowering school counselors to support struggling students | 04 Nov 2020 | 00:36:30 | |
Dr. Mandy Savitz-Romer of Harvard Graduate School of Education sees counselors as schools’ academic conscience, the hub for providing holistic support to students. To be effective, they need a seat at the leadership table. Respondents in Savitz-Romer’s 1000-counselor survey described obstacles and successes in serving students during the pandemic. Overview 00:00-00:46 Intros Transcript Click here to see the full transcription of this episode. References
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| Early intervention: Model assessment center reduces youth arrests | 30 May 2024 | 00:42:16 | |
Steve Evangelista, longtime NYC educator, and Anthony Celestine, director of the Office of Juvenile Justice Services at Calcasieu Parish, Louisiana, talk about Calcasieu's Multi-Agency Resource Center. MARC, an assessment center that coordinates services for struggling families, has been extraordinarily successful in reducing young people's involvement with the juvenile justice system. Transcript Click here to see the full transcription of this episode. Overview 00:00-00:50 Intros 00:50-01:28 How Steve and Anthony met 01:28-03:19 What the MARC is and how it is innovative 03:19-04:51 Families’ fears 04:51-07:59 Educator’s perspective on demystifying assessment centers 07:59-15:16 Matching needed services with referrals 15:16-18:57 Building support from different stakeholders 18:57-25:23 Changes in community attitudes over time 25:23-27:11 Patterns of success and difficulty with assessment centers 27:11-32:43 Environmental conditions for successful assessment centers 32:43-33:21 Schools reaching out for intervention before explosions 33:21-36:26 Suggestions for listeners 36:10- Outro References
Soundtrack by Poddington Bear | |||
| Holistic history: The African diaspora | 28 Oct 2020 | 00:39:45 | |
Dr. Kim Butler, who leads Rutgers’s Africana Studies program, says that while we usually teach history and social studies in discreet, testable units, events are complex and interconnected. Slavery throughout the Americas was central to the development of capitalism. Dr. Butler describes how working class students often can’t choose a liberal arts education because they have to focus on getting jobs. Overview 00:00-00:50 Intros 00:50-05:23 What Africana Studies is 05:23-07:28 Relationship of slavery and capitalism 07:28-10:47 Why all students should take Africana Studies 10:47-14:21 How high schools could do a better job of teaching about the African diaspora 14:21-18:30 Learning about the Western Hemisphere 18:30-22:22 Importance of learning writing skills 22:22-25:57 Impact of “teaching to the test” 25:57-27:39 “Teaching to the test” v. a freer engagement with new ideas 27:39-34:49 Liberal arts education and workforce development 34:49-36:49 Potential impact of Movement for Black Lives on students 36:49-37:57 Critical importance of educators 37:57-39:45 Outro Transcription Click here to see the full transcript of this interview. | |||
| Students leading change: Inclusiveness at an elite school | 22 Oct 2020 | 00:49:12 | |
Stacey Cervellino Thorp and Naima Moffett-Warden teach drama at Manhattan’s famed LaGuardia High School, and Abigail Rivera is a senior in the drama studio. Although all LaGuardia students are extraordinarily talented, their families, neighborhoods, and middle schools have vastly different resources. Students and faculty, led by students of color, have won changes and are demanding more steps to make the school more accessible and the curriculum more culturally responsive. Overview 00:00-00:44 Intros 00:44-08:26 LaGuardia admissions standards and how they have changed 08:26-11:23 The sit-in and movement for changing the previous principal 11:23-13:40 Pressures to take AP courses; academics prioritized over arts and the efforts to change that 13:40-18:22 Teaching students with diverse arts backgrounds 18:22-21:37 Teaching and learning on-line: impacts on process and equity 21:37-24:19 Changing Eurocentric curriculum; Young Idealists 24:19-30:02 Conversations and actions since George Floyd’s death 30:02-34:46 The school’s responses 34:46-35:42 Students’ interest in using careers for social change 35:42-40:50 Making high quality arts education available to many more students on an equitable basis 40:50-42:09 Students’ talking at their middle schools 42:09-47:43 Broadening visions of arts careers, especially for BIPOC students and their families 47:43-49:12 Outro Transcript Click here to see the full transcription of this episode. | |||
| Teaching economics as political and ethical choices | 14 Oct 2020 | 00:37:00 | |
We welcome back Lev Moscow of the Beacon School to discuss his approach to teaching political economy, which actually applies to any social science. It’s not primarily about the numbers but about the human choices behind them. How do we determine who gets paid what and who gets to spend 80,000 hours in a lifetime engaged in meaningful work? Also, how our mantra of continuous economic growth will end life as we know it. Overview 00:00-00:39 Intros 00:39-02:25 Why teach economics 02:25-08:55 “What Money Can’t Buy”: When are markets corrupted; ethics of markets 08:55-12:34 “Political economy” as distinguished from “economics” 12:34-18:09 Consequences of using increasing growth as metric of healthy economy 18:09-22:43 Ethical questions of teaching from textbooks that don’t correspond to how things work 22:43-26:20 Education for democracy vs education for workforce preparation 26:20-30:36 “80,000 Hours”: Encouraging students to think of maximizing the potential usefulness of their work lives 30:36-32:43 Grades as part of the economic system 32:43-35:37 Supporting young women to become economists 35:37-37:00 Outro Transcript Click here to see the full transcription of this episode. | |||