Ethical Schools (Ethical Schools)
Explorez tous les épisodes de Ethical Schools
| Date | Titre | Durée | |
|---|---|---|---|
| 26 Nov 2020 | Abolitionist education: Creating liberatory spaces (Part One) | 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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| 02 Dec 2020 | Abolitionist education: Creating liberatory spaces (Part Two) | 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 | |||
| 08 Jul 2021 | Addressing teachers’ trauma; plus, antiracist teaching in a white classroom | 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 | |||
| 16 Jun 2021 | Air quality in schools: At the intersection of technology and equity | 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 | |||
| 03 Nov 2021 | Anna Allanbrook on Brooklyn New School: Centering children, marginalizing tests (Encore) | 00:30:41 | |
We speak with Anna Allanbrook, longtime principal of Brooklyn New School (BNS). Learning at BNS is inquiry-based and cross-disciplinary. As well, BNS is known as the “opt-out school” because 95% of families opt out of standardized testing. The school offers no test preparation. References Find more about the Brooklyn New School on bns146.org Overview 00:05-01:11 Intros 01:12- 01:58 Key principles of Brooklyn New School 01:59-04:05 Relationships 04:06-06:05 Who seeks the school out and why 06:06-07:30 Why the special needs population is relatively high (30%) 07:31-09:15 English Language Learners 09:16-11:29 Making parents comfortable who are used to a more traditional teaching style 11:30-13:28 Differentiating reading instruction 13:29-21:12 Standardized testing and opt-out 21:13-22:38 Performance-based assessment 22:39-25:18 Social emotional learning (SEL) 25:19-27:04 Relationship between SEL and opt-out 27:05-28:52 | |||
| 09 Sep 2020 | Antiracism: Lessons for the classroom and faculty lounge | 00:48:00 | |
We speak with Mica Pollock about US vs Hate and Schooltalk. Student anti-racism messaging in any medium can catalyze youth activism. Comments embedded in teachers’ everyday communication can impact students’ lifetime trajectories. Overview 00:00-00:45 Intros Transcription Click here to see the full transcription of this episode. References Discover more about #USvsHate on usvshate.org | |||
| 17 Feb 2021 | Antiracist school leadership: Courage and commitment | 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 | |||
| 13 Aug 2020 | Audit culture: The dehumanization of education | 00:58:57 | |
World renowned educational consultant Bill Stroud talks about schooling within our capitalist culture and the impact that on-line learning will have on teachers’ autonomy and teacher-student relationships. He discusses similarities and differences among classrooms in different countries, the potential impact of the Movement for Black Lives on schools, and what envisioning a different system of schools would look like. Overview 00:00-00:45 Intros 00:46-02:52 Individual great schools will be anomalies without larger changes 02:53-05:50 A systemic culture of mistrust 05:51-11:23 Desegregation as a quality assurance step; impacts of segregation 11:24-13:29 Diversity of ideas as well as race/ethnicity 13:30-15:22 Local and national cultures’ impact on schools 15:23-17:04 Teacher dominated classrooms are the norm around the world 17:05-20:34 Different take-aways from education in the U.S. and in Thailand 20:35-23:56 Challenges sustaining schools with values that are different from the dominant culture 23:57-32:31 Impacts of technology and on-line learning 32:32-39:13 Free time, its uses and value; free time. class and race 39:13-43:40 Denmark: changes in daily school experiences during COVID-19 43:41-47:05 Potential effects of Movement for Black Lives on schools as systems and institutions 47:05-49:05 A vision for a movement to organize schools differently 49:66-52:20 Role of public education in creating an intelligent citizenry 52:21-57:35 Getting students invested in schooling; creating community 57:36-58:57 Outro Transcription Click here to see the full transcription of this episode. | |||
| 24 Jun 2021 | Authentic history: Too uncomfortable for white kids? | 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... | |||
| 18 Nov 2020 | BIPOC and undocumented: A trauma-filled intersection | 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. | |||
| 03 Jun 2021 | Black men as teachers: Recruitment, retention, development, empowerment | 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 | |||
| 12 May 2021 | Building communities of trust: transforming family-school relationships | 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 <... | |||
| 26 Aug 2020 | Busting out of the classroom: Connecting local history to everyday life | 00:43:30 | |
Social studies teacher David Edelman and student Raúl Baez speak about their class’s “Virtual Walking Tour of Slavery in New York City” and other projects in which students become teachers. David’s goal is to instill curiosity and encourage students to connect history to their lived experiences. He shares suggestions for virtual teaching and teacher collaboration. Overview 00:00-00:47 Intros Transcription Click here to see the full transcription of this episode. References To find more information about David’s projects, go to cagebustingclassrooms.com | |||
| 04 Jun 2020 | Challenging hierarchies: The role of the social justice teacher educator | 00:39:00 | |
Dr. Sherry Deckman speaks about creating classroom environments that challenge cultural and social hierarchies. Teachers need to be aware of the lenses through which they view the world and their students, especially lenses that center Whiteness. She discusses everyday anti-racism for educators and creating humanizing spaces for all students, as well as the isolation that teacher educators of color often feel.    | |||
| 19 Nov 2021 | Changing school culture: The Concerns-Based Adoption Model (CBAM) | 00:32:00 | |
We continue our conversation with Dr. David Osher of the American Institutes for Research, delving deeper into the CBAM approach to school culture change. Dr Osher describes a study he and colleagues conducted, following every student who had been suspended in New York City over ten years. The study confirmed that exclusionary suspension has damaging impacts throughout a student’s academic career and beyond and has damaging impact on other students in the student’s classes as well. Overview 00:00-00:47 Intro 00:47-10:13 CBAM (Concerns Based Adoption Model) 10:13- 20:34 Impacts of exclusionary discipline on suspended students 20:34-24:17 Need to systematically create alternatives 24:17-29:11 Impact of exclusionary discipline on other students 29:11-30:18 Meaning-making 30:18- Outro Transcript Click here to see the full transcription of this episode. References Listen to the first part of this interview: “The right to thrive: Expanding our definition of equity” | |||
| 17 Dec 2021 | Climate education: not just for science class | 00:40:30 | |
We speak with Dr. Deb L. Morrison, research scientist at the University of Washington School of Education, about centering climate science throughout the K-12 curriculum. Dr. Morrison talks about ClimeTime, a Washington State-funded program that teaches how to engage in climate science and climate justice education across disciplines, and describes nationally-available resources. She emphasizes the importance of integrating society, technology, and science education and says that climate science can be taught even in very conservative areas through place-based education, addressing what matters to kids in their communities. Overview 00:00-00:35 Intros 00:35-03:32 ClimeTime: What it is, how it is funded 03:32-06:05 Climate change education and climate justice 06:05-07:36 Mentorship, all of us learning 07:36-10:34 Project-based learning; action civics 10:34-13:02 Teaching science as it actually works 13:02-16:54 Engaging conservative communities while teaching climate science 16:54-18:44 Socioecological systems; humans’ relationships with each other and with nature 18:44-19:57 The doughnut economy 19:57-22:05 Society, technology & science (STS) as an interdisciplinary field 22:05-26:28 Examples of teaching STS, place-based learning 26:28-29:13 Collaborations among colleges in Washington and Oregon 29:13-33:32 Resources for teaching climate change, including industrial farming 33:32-37:38 Action for Climate Empowerment at national and international levels 37:38- | |||
| 03 Sep 2020 | Consumption as ethics: Talking with students about food | 00:27:15 | |
We welcome back Monica Chen of Factory Farming Awareness Coalition. She describes the animal-agricultural complex that exploits workers in meatpacking plants and animals in factory farms and devastates communities and the environment. Monica introduces FFAC’s culturally-competent virtual lessons and presentations for students from middle school through university, customized for all subject areas. Students who want to become social justice activists, with food as the hub that connects worker rights, sustainability, and environmental racism can apply to FFAC’s intern program. Overview 00:00-00:52 Intro 00:52-03:29 Definition and origin of factory farms (FF) 03:29-05:27 Impact of FF on climate change 05:27-06:07 Methane from cows and climate change 06:07-08:17 Depletion and pollution of natural resources 08:17-09:31 Water use and drought (particularly in California) 09:31-12:33 Chickens 12:33-13:52 Pigs 13:52-16:20 Meatpacking plants 16:20-19:16 Factory Farming Awareness Coalition (FFAC) programming for classrooms and distance learning 19:16-22:12 Tailoring content area presentations 22:12-24:05 FFAC’s intern program 24:05-25:52 Relationship of FF to spread of infectious diseases 25:52-27:15 Outro Transcript Click here to see the full transcription of this episode. References ... | |||
| 27 May 2021 | Creating antiracist classrooms: Listening and other essential skills | 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 | |||
| 06 May 2021 | Creative problem solving: Developing solutionary thinkers | 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 | |||
| 10 Jun 2020 | Crises and opportunity: A holistic approach to supporting and empowering youth | 00:46:50 | |
In light of the pandemic, which has disproportionately impacted BIPOC, and BLM uprisings, we’re revisiting Jon’s interview with Jason Warwin of The Brotherhood/Sister Sol. COVID-19 has devastated Bro/Sis’s community of Black and Brown youth and their families. And despite the pandemic, Bro/Sis staff and members are joining protests to demand systemic change. We’ll check in with Jason and then listen to the interview from last June. | |||
| 20 May 2021 | Critical analysis: not just for students | 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 | |||
| 05 Feb 2022 | Dismantling bias in schools: A multiyear model | 00:46:53 | |
We speak with Dr. John Pascarella, Chief Academic Officer of K-12 Professional Learning at USC Race and Equity Center. The Center works with schools to identify disparate outcomes for students and strategies to eliminate them. Dr. Pascarella discusses the need for educators to stand up against systemic bias as it occurs in daily school life. He points out that we need to be aware that we are all inevitably involved in differential power relationships and offers suggestions for teachers engaging in ongoing self-reflection. Overview 00:00-00:37 Intros 00:37-01:39 USC Race and Equity Center 01:39-03:49 What precipitates involvement with a district or school? 03:49-06:48 What happens when people from a school ask the Center for involvement? 06:48-10:53 Conditions for involvement 10:53-15:31 Defining implicit bias 15:31-17:52 Individual and systemic bias 17:52-23:57 Ways of addressing both individual and systemic bias 23:57-29:37 Strategies for working with teachers who are resistant 29:37-33:16 What happens when school leaders leave 33:16-37:02 Racial Equity Leadership Academy and COSAs project in LA Unified School District 37:02-41:41 Parent involvement 41:41- Outro Transcript | |||
| 12 Aug 2021 | Disrupting power structures: Organizing youth for equity in schools | 00:46:45 | |
We speak with Keith Catone, executive director of CYCLE, the Center for Youth & Community Leadership in Education at Roger Williams University. CYCLE helps students, those who are most affected by school policies, to destabilize systemic power hierarchies, and encourages teachers to adopt an “organizing disposition.” Through trainings and ongoing support, CYCLE helps community youth organizations to build capacity, alliances, and power to achieve equity-based change. Overview 00:00-00:43 Intros Transcription Click here to see the full transcription of this episode. References
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| 09 Dec 2021 | Distortions and fabrications: The state of climate education | 00:29:45 | |
We speak with Katie Worth, investigative journalist and author of Miseducation: How Climate Change is Taught in America. Ms. Worth explores what children across the country are taught, or not taught, about climate change. In 24 states, oil and gas company representatives teach children about the wonders of fossil fuels, downplaying or denying their climate impacts. With an eye on sales in Texas, textbooks falsely depict a scientific debate over climate science, and often cover it in the last unit of the last chapter. Overview 00:00-00:46 Intros 00:46-02:33 Patterns in what children are (and aren’t) being taught about climate change 02:33-03:30 Pre-service training about teaching climate change 03:30-04:52 Climetime in Washington state 04:52-05:55 Professional development resources 05:55-08:22 State science standards and climate change 08:22-12:24 Textbooks and climate change 12:24-15:20 Public/private partnerships that provide climate change programming 15:20-18:47 Oklahoma’s Energy Resources Board 18:47-22:08 Pressures teachers face in teaching accurate science 22:08-25:43 Cloaking religion in academic sounding language 25:43-27:44 Discovery Institute 27:44-29:45 Outro Transcript | |||
| 27 Jan 2021 | Districtwide decisions: Day to day ethical considerations | 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 | |||
| 17 Dec 2020 | Dodging responsibility for our children: Reducing learning to test scores | 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. | |||
| 02 Dec 2021 | Doing democracy: School participatory budgeting | 00:47:29 | |
We speak with Dr. Daniel Schugurensky and Tara Bartlett of Arizona State University and Madison Rock of the Center for the Future of Arizona about school participatory budgeting in Arizona and worldwide. Students, and sometimes parents and school staff, determine how a pool of money will be spent. By participating in democratic, meaningful decision-making, students become acclimated to civic engagement. Trust and other positive elements of school climate increase as well. Overview 00:00-01:04 Intros 01:04-04:36 Overview of School Participatory Budgeting (SPB) 04:36-05:17 Arizona State University involvement 05:17-08:58 Roles of teachers and administrators 08:58-10:37 Amounts and allocations of money 10:37-16:20 Models of student participation 16:20-19:29 School day and afterschool activities; registration of students as adult voters 19:29-21:52 Roles of external organizations 21:52-23:00 Timespans of SPB processes 23:00-24:21 Changes in the school 24:21-31:05 Design factors for effectiveness 31:05-36:41 Impacts on student engagement during and after the SPB processes 36:41-38:42 “Mini-public”: involving all students, especially those beyond the “usual suspects” 38:42-42:58 Phoenix Union H.S. District (PUHSD) PB for alternatives to police school resource officers 42:58-45:03 Public response to PUHSD PB project 45:03-47:30 Outro | |||
| 22 Sep 2022 | Early childhood classes: Crucial (and endangered) developmental support | 00:19:45 | |
We talk with Lesley Koplow of the Center for Emotionally Responsive Practice at Bank Street College and Allison Demas, an instructional coordinator in the NYC Dept. of Education about the recent struggle in NYC to save social worker and IC positions and why these roles are so important for children’s emotional and academic development. Overview 00:00-00:42 Intros 00:42-03:12 NYC DOE excesses 360 early childhood social workers and instructional coordinators (ICs) as school year starts; backtracks after intense reaction 03:12-07:35 What early childhood social workers and ICs do 07:35-09:39 An example of social worker and IC collaboration 09:39-12:38 Why these collaborative roles are essential during and after traumatic events such as the pandemic and immigration journeys 12:38-15:08 Why early childhood specialties around the country are always vulnerable to cuts and reassignments 15:08-16:50 Pressures on early childhood teachers from systemic pressures on children 16:50-17:43 Are we being “good ancestors” to our children? 17:43- Outro Transcript Click here to see the full transcription of this episode. References | |||
| 11 Feb 2021 | Early childhood education: It is play, but it is not “babysitting” | 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... | |||
| 07 Oct 2020 | Education denied: What should reparations look like? | 00:48:00 | |
Daarel Burnette II of Education Week delves into the history of Black communities demanding education and school boards conspiring to deprive them of opportunities and resources. We zoom in on Virginia’s reparations to Black citizens, now in their 60’s, who were excluded from schools when Prince Edward County shut its schools to avoid integration. Mr. Burnette, a “military brat,” theorizes about why children of Black military families do so much better academically than their civilian peers. Overview 00:00-00:50 Intros 00:50-02:06 Prince Edward County and its significance 02:06-03:31 Virginia’s reparations fund 03:31-07:09 Reactions of reparations recipients 07:09-09:44 Lessons from other state reparations programs 09:44-13:28 Essential elements of a reparations program 13:28-17:24 Overtaxing and underfunding 17:24-19:28 Black Lives Matter movement and educational equity 19:28-22:00 Teachers’ beliefs about genetics and achievement 22:00-24:08 Coleman report and assumptions about Black families 24:08-26:05 History of Black demands for public education; Freedmen’s schools; Rosenwald schools; attacks on Black schools by KKK and White Citizens Councils 26:05-29:00 Students from Black military families outperform civilian students; achievement gap almost eliminated in Department of Defense schools 29:00-35:25 Military base interventions to improve schools serving military families 35:25-38:48 Integration blinds us to what happens afterward; not the end of the story 38:48-44:30 Freedmen’s schools and Rosenwald schools 44:30-46:31 Why knowledge of history is so essential 46:31-48:00 Outro Transcript Click here to see the full transcription of this episode. | |||
| 06 Jan 2022 | Efforts to ban books escalate: Tips for resistance | 00:29:30 | |
We speak with Dr. Richard Price, associate professor of political science at Weber State University, about recent attempts to ban books, especially those about GLBTQIA+ people and people of color, from classrooms and school libraries across the country. (Spoiler alert: it’s not only in red states). Dr. Price offers strategies for teachers, principals, and school districts for responding to book challenges. Overview 00:00-00:40 Intros 00:40-01:27 Becoming involved in anti-censorship work 01:27-02:36 Anti-diversity activists: who they are and what materials they target 02:36-03:43 Where book challenges are taking place 03:43-06:22 Current censorship efforts compared to past ones 06:22-09-07 Challenges, district responses, and outcomes 09:07-12:17 Steps administrators and teachers can take when there are complaints 12:17-14:10 Mechanics of opt-outs 14:30-16:06 Training and resources for teachers 16:06-18:18 Objections to “white savior” books or books with the N-word 18:18-20:06 Self-censorship 20:06-22:33 Responding to challenges based on N-word 22:33-26:46 Roles of American Library Association and other resource organizations 26:46- Outro Transcript ... | |||
| 04 Nov 2020 | Empowering school counselors to support struggling students | 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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| 13 Oct 2021 | Engaging young black men in school: What we can learn from art class (Encore) | 00:56:58 | |
Dr. Don Siler, a researcher and inservice teacher educator, himself a former high school dropout, discusses how art classrooms invite students to be themselves, to explore their lived experiences, and to work on projects that mean something to them. Student engagement in the art classroom can be leveraged across subject areas by incorporating both the arts and art-based pedagogy throughout the curriculum. Student outcomes improve when we broaden the ways in which students get information, process the information, and demonstrate their understanding of the information. Overview 00:00-00:34 Intros 00:35-9:34 Don Siler’s experiences and their influence on his areas of interest 9:35-11:03 “Game of school” 11:04-18:03 A phenomenological study of several young Black men in an 8th grade art class 18:04-20:24 Kinds of engagement: emotional, cognitive, and behavioral 20:25-23:38 Studio thinking 23:39-32:48 Arts funding/cuts; fundamental value of the arts as “basic expression of human experience”; “upside down to make arts subservient to ELA even though they do improve test scores 32:49-37:36 Arts-based pedagogy across the curriculum 37:37-46:33 Neuro-education; Multiple intelligences; examples; David Sousa; Howard Gardner 46:34-49:13 Experience-based culturally responsive education; Sousa, Ladson-Billings; Paris 49:14-53:06 Teacher training for culturally responsive classrooms 53:07-56:50 Outro Transcript Click here to see the full transcription of the episode. References | |||
| 14 Apr 2021 | Ethical outreach: a parent coordinator anchors immigrant families | 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 | |||
| 25 Jun 2022 | Evolving demographics: Rural schools in transition | 00:29:29 | |
We speak with Dr. David Fine, school superintendent in Dover, a mostly white small town in rural Dutchess County, NY, where longtime residents have been joined by other families to create a more diverse and integrated demographic base. Dr. Fine emphasizes inclusivity, building close relationships with families, and encouraging student engagement in conversations across divides. As there are few social service or mental health programs nearby, Dover schools fill critical roles in the community.
Overview 00:00-00:35 Intros 00:35-01:33 Dover and its demographics 01:33-02:04 Economy 02:04-02:52 Student body demographics 02:52-03:52 Reacher recruitment challenges 03:52-05:15 Bilingual teacher recruitment 05:15-06:37 Skills needed by teachers working with new immigrants 06:37-07:15 Special ed evaluations for students learning English as a New Language 07:15-08:58 Why immigrant families come to Dover 08:58-10:23 Students with Interrupted Formal Education 10:23-11:10 Inclusivity 11:10-13:03 Schools’ central role in community with limited resources overall 13:03-14:53 Supporting youth mental health 14:53-16:... | |||
| 25 Mar 2021 | Exacerbating inequality: Private money in public schools | 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 | |||
| 20 Aug 2020 | Food injustice: The corporatization of school meals | 00:35:59 | |
We speak with Monica Chen, veteran teacher and executive director of Factory Farming Awareness Coalition. Monica tells us how cow’s milk became a staple in school lunches even though most children of color do not have the ability to digest lactose, the main carbohydrate in dairy products. She explains how checkoff programs like Got milk? mislead the American public into thinking these are healthy foods for human children. References
Overview 00:00-00:49 Intros 00:49-02:41 Factory farms and why is it important for students to know about them 02:41-04:46 How schools started serving meals 04:46-05:33 Why school food looks the same across the country 05:33-11:06 Why most schools serve milk even though many students, those from especially other-than-European backgrounds are lactose intolerant 11:06-13:10 Reimbursable lunches 13:10-16:01 Factory farm conditions for cows 16:01-18:11 Making connections between choices and impacts 18:11-21:07 Culturally responsive conversations about food 21:07-25:01 Respect/disrespect for Navajo culture in a Bureau of Indian Education school in the Navajo Nation 25:01-33:05 How schools can encourage students to think broadly about impact of choices 33:05-34:30 Impact of industry lobbying campaigns on low-income schools 34:30-35:59 Outro | |||
| 21 Jan 2022 | From Skinner to computer-based education: Can machines teach? | 00:44:30 | |
We speak with independent journalist Audrey Watters, author of “Teaching machines: The history of personalized learning,” about the origins of teaching machines and the pedagogies that incorporate mechanical devices for teaching and learning. Ms. Watters explains how BF Skinner’s emphasis on behaviorism, in combination with commercial opportunism, has led in some cases to the supplanting of teachers by computer software. Overview 00:00-00:37 Intros 00:37-01:33 Significance of the book title 01:33-04:19 What personalized learning is 04:19-05:40 Teaching machines and today’s computers 05:40-09:06 Encouraging students to find their interests: how humans are better than computers 09:06-10:29 How choices are presented in personalized study tools 10:29-12:10 Responsibility of adults to help students experience things they don’t even know they don’t know 12:10-15:35 “Dewey lost and Thorndike won,” “Skinner won and Papert lost” 15:35-17:58 B.F. Skinner 17:58-21:04 Economics of technology in schools 21:04-26:38 “Technology shapes education; education shapes technology and capitalism and white supremacy shape both” 26:38-30:01 Algorithms and their problems 30:01-32:35 Can software be a useful supplement to constructivist or project-based learning; why don’t we invest in humans? 32:35-34:39 Underlying reasons why Dewy and Papert lost to Thorndike and Skinner 34:39-36:51 Education is the “practice of care” 36:51-40:23... | |||
| 24 Nov 2021 | Gender Inclusivity: Where Science and Ethics Intersect (Encore) | 00:32:10 | |
We speak with high school science teachers and trans men, Sam Long and Lewis Maday-Travis, who have developed resources and trainings to help biology teachers develop gender-inclusive curricula. Science tells us that sexual and gender diversity is both normal and positive. ReferencesTo know more about Lewis and Sam’s projects, please go to sam-long.weebly.com, fishyteaching.com and transeducators.com. Overview00:00:54 Introductions 00:56-03:19 Experiences as LGBTQ high school students 03:20-06:15 As teachers, coming out as trans men to colleagues and students 06:16-11:13 Key elements of a gender-inclusive biology curriculum 11:14-16:26 Working to help make other teachers’ instruction more accurate and inclusive | |||
| 22 Oct 2021 | Global citizenship education: Building on the legacy of Paulo Freire | 00:33:00 | |
We speak with Carlos Alberto Torres, Distinguished Professor at UCLA. Dr. Torres worked closely with Paulo Freire and now directs the UCLA Paulo Freire Institute. He argues that we need to create a model of ethics education that combines social justice and natural justice, or sustainability. Freire viewed the planet as an oppressed entity. We talk about creating a political culture in our schools that centers peace and the global commons, what in other places is called civic culture. Part one of a two-part interview. Overview 00:00-00:42 Intros 00:42-04:07 Global citizenship education 04:07-13:41 Principles of global citizenship education; global ethic of the global commons 13:41-17:12 Democracy under threat 17:12-23:44 Integrating the global commons into schools; civic culture 23:44-28:49 What this looks like in classrooms 28:49-30:52 How can public schools become sites of social justice? 30:52-33:00 Outro Transcript Click here to see the full transcription of this episode. References Book Theoretical and Empirical Foundations of Critical Global Citizenship Education by Carlos Alberto Torres. New York and London, Routledge/Taylor and Francis, 2017. | |||
| 11 Aug 2022 | Going public: Education scholars as policy advocates | 00:47:45 | |
We speak with Dr. Kevin Kumashiro, a founder of Education Deans for Justice and Equity and organizer of the International Conferences on Education and Justice. Dr. Kumashiro describes how education scholars across the country are forming professional communities, both to build their capacity and to speak collectively on issues of public policy, leveraging their research to promote justice and equity. He argues that progressives must cease ceding the framework of education policy to corporate forces. Overview 00:00-00:47 Intros 00:47-02:15 Importance of scholars collectively addressing policy issues 02:15-05:08 Horizontal organizing 05:08-09:03 Examples of public statements on policy issues 09:03-15:35 Different nature of different stalwarts—intersection of mobilization, public education and advocacy 15:35-20:12 CareEd in California 20:12-24:22 Education Deans for Justice and Equity 24:22-26:18 “Think tank” aspects 26:18-32:02 EDJE Framework for Assessment and Transformation 32:02-40:59 “Surrender”: How progressives are losing some of the biggest battles to the corporate sector 40:59-44:12 12 International Conference on Education and Justice in October 2022 44:12- Outro Transcript Click here to see the full transcript of this episode. References | |||
| 29 Apr 2020 | Grief and loss: Supporting students, families, and teachers in a pandemic | 00:29:30 | |
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.  | |||
| 31 Mar 2021 | Grief and loss: Supporting students, families, and teachers in a pandemic (encore) | 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 | |||
| 10 Jun 2021 | Holistic education: Joy, wellness, and rigor | 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 | |||
| 28 Oct 2020 | Holistic history: The African diaspora | 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. | |||
| 30 Sep 2020 | Identity-focused classes: Experiments in cultural relevance | 00:38:45 | |
We speak with Dr. Emily Penner, who studied the impacts of two programs in which students delved into their respective races, ethnicities, and communities. San Francisco’s was designed for academically-struggling students of a range of ethnicities. Oakland’s was designed for young Black men across academic achievement levels, as part of the district’s “targeted universalism” approach. The results, in both cases, were dramatic. Overview 00:00-00:30 Intros 00:30-01:32 San Francisco ethnic studies curriculum 01:32-03:01 Student selection 03:01-03:41 Students’ ethnicities and classrooms’ composition 03:41-04:19 Student voice and reflection 04:19-05:02 “Critical pedagogy” 05:02-12:40 Effects on student attendance and achievement 12:40-15:11 Teachers exercising their professional judgment 15:11-15:18 Professional development 15:18-18:01 Differentiating between impact of “great teachers” and the curriculum 18:01-19:49 “High fidelity context” 19:49-23:48 Oakland’s African American Male Achievement program 23:48-25:27 Targeted Universalism & working with a range of groups of students 25:27-28:57 Outcomes and effects 28:57-29:21 Spillover effect on young Black women 29:21-30:24 Avoiding deficient orientation 30:24-31:42 Relationship to My Brother’s Keeper 31:42-35:19 Developments in ethnic studies in California 35:19-37:15 Qualitative resources about Oakland program 37:15-38:45 | |||
| 02 Sep 2021 | Identity vs branding: The power of messiness | 00:32:15 | |
Part One of a two-part interview. We speak with Dr. Garrett Broad of Fordham University about social media and how it informs student outlooks. One of Dr. Broad’s key objectives is to help students to be comfortable with the messiness–the fluidity and complexity–of identity and to resist the pressure to be fully formed, branded. High school teachers can help students to understand the factors that shape people’s perspectives.They can encourage students to be open-minded, cultivate intellectual humility, and “show up” for social justice. Overview 00:00-00:57 Intros 00:57-02:42 Critical thinking by students 02:42-05:39 Branding vs. identity 05:39-09:17 The “messiness” of identity 09:17-12:56 Thinking by students about the ethical implications of their work plans 12:56:-15:06 Networked movements for social justice 15:06-19:31 Social media’s impact on students’ views 19:31-21:21 Social media and intergroup conflict/understanding 21:21-26:17 Things high school teachers can do 26:17-30:30 Town-gown collaborations 30:30-32:15 Outro Transcript Click here to see the full transcription of this episode. | |||
| 16 Sep 2021 | Leaving students behind: The tyranny of testing | 00:30:44 | |
Bob Schaeffer, Executive Director of FairTest, talks about high-stakes standardized tests as barriers to equal opportunity. Fairer college admissions criteria are increasing admissions diversity, but well-funded supporters of high-stakes tests are still resisting replacement of the tests in elementary and secondary schools. Many schools eliminated high-stakes testing during the pandemic, and FairTest supports making high-stakes waivers or repeals permanent. Overview 00:00-00:46 Intros 00:46-01:31 FairTest’s objectives 01:31-02:22 Most success in higher ed 02:22-03:40 Changes in test use in college admissions 03:40-05:20 Affect on affirmative action 05:20-06:48 Relative costs in time and money of alternative measures for college admissions 06:48-07:33 Admission of foreign students 07:33-08:47 High stakes testing in other countries 08:47-10:48 Changes in high stakes testing in K-12 10:48 13:05 Resistance to changes in K-12 testing 13:05-15:17 Organizations who oppose changes; National PTA changed its position and began to support testing after Gates Foundation funding 15:17-16:59 Black parents’ concerns about wanting an “objective measure” of their child’s knowledge and why standardized tests don’t provide that 16:59-18:45 Alternatives to high stakes testing 18:45-20:09 False promises of improving academic quality and reducing gaps 20:09-21:57 Appropriate role for standardized tests 21:57-23:34 Testing and regulation of charter schools 23:34-24:50 Corporations in testing-industrial complex | |||
| 30 Jul 2022 | Looping: It’s all about the relationships | 00:17:30 | |
We speak with Dr. Leigh Wedenoja of the Rockefeller Institute of Government about the benefits to students of having a teacher for more than one year. Test scores improve, behavior problems subside, absenteeism decreases. Very few schools have intentional looping policies, but many students have a teacher more than once, especially in middle and high school. Overview 00:00-00:41 Intros 00:41-01:43 How students have teachers more than once 01:43-02:11 Data from Tennessee 02:11-03:18 Having repeat teachers, not including holdovers 03:18-04:30 Improved test scores and behavioral outcomes 04:30-05:27 Impact beyond one class; relationship aspects 05:27-06:29 Building sustained relationships 06:29-08:21 Outcomes by gender and race 08:21-09:43 Researching absenteeism 09:43-10:51 Creating positive attachment to school 10:51-12:24 Obstacles to planned looping 12:24-14:22 Areas for further research 14:22-15:30 Spillover academic effects within a classroom 15:30- Outro Transcript Click here to see the full t... | |||
| 08 Apr 2021 | Making antiracist change: A template for educational leaders | 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 | |||
| 24 Sep 2021 | Malign neglect: School systems fail immigrant students | 00:27:30 | |
We welcome back Stephanie Carnes, a school social worker who has worked extensively with Central American immigrant students and their families. School systems are designed for homogenous student populations, rather than the diverse reality. Despite new immigrants’ high motivation levels, they often fail for lack of support. School social workers could help design asset-based programs but often aren’t given a seat at the table. Overview 00:00-00:48 Intros Transcript Click here to see the full transcription of this episode. References Click here to listen to our first interview with Stephanie Carnes “Post-traumatic growth and resilience: Creating safe environments for Central American immigrant children”. | |||
| 30 Sep 2021 | Math literacy: Every student’s right | 00:41:48 | |
We speak with Dr. Terri Bucci of the Mathematics Literacy Initiative at Ohio State University, Mansfield. Beginning in kindergarten, the MLI builds on Bob Moses’s Algebra Project. Like reading and writing literacies, students need to understand the language of math to succeed in today’s world. Through shared experiences and reflections, the MLI makes math accessible and fun. This is Part One of a two-part interview. Overview 00:00-00:41 Intros 00:41-05:20 The Math Literacy Initiative (MLI)—what it is 05:20-18:56 The Algebra Project’s 5-Step Curricular Process 18:56-21:42 The MLI’s students 21:42-24:16 “All people should see themselves as mathematicians.” 24:16-27:16 Thinking of “everyone seeing themselves as mathematicians” as an ethical issue 27:16-31:12 Defining what it means to “be good at math?” 31:12-39:14 “Abuse” of students in traditional math classes; power and control in classes and in statewide governance of schools 39:14-41:49 Outro Transcript Click here to see the full transcription of this episode. References | |||
| 07 Oct 2021 | Math literacy: Every student’s right (Part 2) | 00:28:44 | |
We continue our conversation with Dr. Terri Bucci of the Mathematics Literacy Initiative at OSU’s Mansfield campus. Dr. Bucci observes that we rarely ask children how they learn best. MLI’s implementation of the Algebra Project changes the classroom culture, giving agency to even the youngest students. “We have to get rid of ‘sharecropper education.'” Dr. Bucci talks about the constitutional amendment that Bob Moses envisioned, guaranteeing a quality education to every child. Overview 00:00-00:25 Intros 00:25-03:56 Preparing students for standardized tests 03:56-06:30 Mathematics Literacy Initiative’ influence in Ohio and elsewhere 06:30-14:10 Ending “sharecropper education” 14:10-17:58 Fighting for a constitutional amendment guaranteeing a quality education 17:58-26:34 “Pedagogy of the Oppressed” and working with teachers in Haiti 26:34-28:45 Outro Transcript Click here to see the full transcription of this episode. References
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| 29 Jan 2022 | Mentors and passages: The power of teen-centric programs | 00:42:00 | |
We speak with Al Kurland, longtime leader of out-of-school-time programs in Upper Manhattan’s Washington Heights. Mr. Kurland founded youth programs that help teens to “rewrite their stories” with the support of adult and peer mentors. He collaborated with other local youth organizations, creating a cluster of empowering and horizon-broadening experiences for students, helping many expand “tunnel vision.” Overview 00:00-00:39 Intros 00:39-04:50 Washington Heights community and its youth 04:50-09:05 What made programs successful 09:05-12:48 The Dreamers 12:48-15:15 Teens changing from fatalism to purpose 15:15-17:47 Teen-centric programming and its impact on young people 17:47-23:01 Increased isolation of teens in “modern” compared to traditional societies 23:01-27:38 Meaningful rites of passage 27:38-33:06 Storytelling, mentors, co-mentors 33:06-35:03 How schools can enhance adolescents’ sense of efficacy; action civics 35:03-39:35 Suggestions for starting a youth program 39:35- Outro Transcript Click here to see the full transcription of this episode. References | |||
| 11 Feb 2022 | National Sex Ed Standards: Equity and expanded comfort zones | 00:32:00 | |
We speak with Brittany McBride, Associate Director, Sexuality Education at Advocates for Youth, who partners with schools to provide the complete sex education that all students deserve. Though parents, students, and teachers largely agree on sex ed’s importance, few teachers (other than health teachers and PE coaches) have any formal training, and many parents haven’t had sex ed themselves. Overview 00:00-00:26 Intros 00:26-00:56 Advocates for Youth 00:56-01:57 National Sex Education Standards; why they matter 01:57-02:36 How the Standards were developed 02:36-03:38 Key elements of the Standards 03:38-04:08 Teacher autonomy 04:08-06:00 Range of state standards across the country 06;00-07:47 Relationship between state and national standards 07:47-09:02 Adaptation guide 09:02-10:21 Helping teachers become comfortable teaching sex ed 10:21-13:37 Virtual Professional Development; what it is, how to access it 13:37-14:31 Advocates for Youth’s capacity 14:31-15:59 Pre-service training on sex ed: who gets it and who doesn’t 15:59-18:22 Teachers asked to teach sex ed without advance preparation 18:22-21:46 Resistance to/support for sex ed 21:46-23:49 How parents can support/defend sex ed 23:49-26:03 Many parents say they haven’t had sex ed themselves; resources | |||
| 19 Aug 2021 | ”No excuses” charter schools: Teaching to the script | 00:30:15 | |
We speak with Dr. Joanne Golann of Vanderbilt University, author of “Scripting the Moves: Culture and Control in a No Excuses Charter School.” Corporate-run charter networks instill obedience and conformity above all else, leaving nothing to chance (or creativity). We look at the academic and social outcomes of “no excuses” schools, and the reasons for their lavish funding. Overview 00:00-00:51 Intros 00:51-03:35 “No excuses” charter schools: what they are; what they do well; what they do poorly or not at all 03:35-05:35 Scripts for students and teachers and why these schools rely on them 05:35-07:05 Impact of scripts on students 07:05- 09:34 Teachers’ reactions; turnover rates 09:34-12:34 How students do after graduation 12:34-14:04 Selection process and its effects 14:04-15:23 Student attrition rates 15:23-17:43 “No excuses” results in schools without selection processes 17:43-18:48 Seen as a niche or solution to the system as a whole? 18:48-20:38 Impact of district public schools in their area 20:38-21:42 Types of citizenship skills that are developed and not developed 21:42-22:54 Individual-focused approach to equity 22:54-24:17 Parents’ roles 24:17-25:57 Relationships with communities 25:57-27:32 Difficulties in attempts to change “no excuses” culture in aftermath of George Floyd’s murder | |||
| 17 Sep 2020 | Parent voice: Supporting families with special needs | 00:51:00 | |
Ellen McHugh, long time activist and Public Advocate Williams’s appointee to the NYC Citywide Council on Special Education, delves into the challenges facing parents of students with special education needs. Ethical relationships among educators, parents, and the students themselves are crucial to these students’ success. Too often educators minimize the importance of parental input even though the law requires that they be equal partners in their children’s educational planning. Remote and hybrid learning has added new obstacles to and opportunities for partnerships between parents and educators. Overview 00:00-00:43 Intros Transcription Click here to see the full transcription of this episode. | |||
| 22 Jul 2020 | Police and metal detectors in schools: Student perspectives | 00:27:30 | |
Nia Morgan and Anahi Ortiz Fierros of Urban Youth Collaborative describe how police and metal detectors humiliate and traumatize students. The story of the “fork in the backpack” illustrates the system’s absurdity. And while NYC school arrests are down overall, Black and Latinx students are arrested at much higher rates than white students. NYS legislature considers Solutions Not Suspensions Act. Campaigns for police-free schools are taking place around the country. Overview 00:00-01:02 Intros 01:02-01:29 The Urban Youth Collaborative 01:29-02:39 90% of school arrests, summons, juvenile reports are of Black and Latinx students 02:39-03:48 UYC’s shift from improved interactions to elimination of police from schools 03:48-06:14 Examples of student experiences with police 06:14-07:40 Differences in how police and school staff treat students 07:40-09:55 NYC’s new budget will not bring necessary change 09:55-13:01 Campaigns around the country for police-free schools; Salem OR school board member wears blackface throughout meeting on BLM 13:01-13:44 Toronto as a model 13:44-16:24 Solutions Not Suspension Act in NYS legislature; opposed by teachers union 16:24-20:05 What’s needed in school culture; staff professional development to create safe schools; NYC commitment to restorative practices expansion but now not in budget 20:05-23:31 Effects of metal detectors in schools; student stories of incidents including a fork in a backpack and art supplies in a bag 23:31-25:42 Traumatic effects of police in schools; policing just doesn’t work 25:42-27:30 Outro Transcript | |||
| 06 Jan 2021 | Policing attendance boundaries: Education as private property | 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 | |||
| 23 Dec 2021 | Policing attendance boundaries: Education as private property (Encore) | 00:42:38 | |
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 | |||
| 23 Sep 2020 | Practicing ethics: Case studies | 00:41:00 | |
We speak with Meira Levinson, Professor of Education at Harvard, about her website justiceinschools.org and books of “hard cases,” designed to help educators and youth workers think about the ethical implications of their decisions. Often, there are no perfect solutions, and these decisions can have far-reaching consequences in children’s lives. A former teacher herself, Meira would like teachers to be able to consult with specially trained school ethicists. Overview 00:00-00:43 Intros 00:43-3:50 Justice in Schools (justiceinschools.org)—what it is and why Meira Levinson started it 03:50-08:49 Why cases in case studies must be hard 08:49-16:14 Scenarios 16:14-17:32 Writing and researching the cases 17:32-21:05 Variation in cases among regions and countries 21:05-22:44 Who and how people are using the cases 22:44-24:10 No cost to users except for multi-media version 24:10-28:52 Defining success 28:52-30:52 Out-of-school-time cases 30:52-38:43 Involvement of students and parents 38:43-39:15 Unknowns about outreach 39:15-41:00 Outro Transcript | |||
| 14 Jan 2022 | Radical care: Leading with love | 00:47:15 | |
We speak with Dr. Rosa Rivera-McCutchen, associate professor of leadership studies at Lehman College, CUNY, about the importance of school leaders and teachers practicing radical care, including listening with intent and addressing skill gaps with honesty. Dr. Rivera-McCutchen talks about the importance of teachers getting to know the life of the neighborhoods around their schools. Overview 00:00-00:50 Intros 00:50-02:57 Meaning of the book title, ”Radical Care” 02:57- 04:55 Five components of radical care 04:55-08:00 Creating a culture of radical care 08:00-10:27 Graduate students’ reactions to going on walking tours into the communities of their schools 10:27-12:21 Listening, reflecting, not selling students short 12:21:16:45 How principals can create authentic relationships with staff 16:47-20:07 Working and talking with teachers who are burned out or not interested in change 20:07-23:38 Balancing demands for excellence with realities of skills gaps 23:38-31:16 Talking with graduate school students, teachers, students about gaps in their skills 31:16-34:53 How school leaders can leverage their power strategically for change 34:53-38:09 Hw school leaders can avoid burnout 38:09-43:40 Need for change in teaching and leadership education programs 43:40- Outro Transcript | |||
| 24 Jun 2020 | Reimagining college admissions: Performance assessment pilot at CUNY | 00:45:00 | |
Dr. Michelle Fine speaks about better alternatives to standardized tests for students to demonstrate college-readiness. NYC’s Consortium Schools, which use Performance Based Assessment Tasks, collaborated with CUNY to open CUNY’s 4-year colleges to more low-income Black and Latinx applicants. Students, especially Black males, did better at college than test score-admitted peers. Dr. Fine calls for democratic school cultures based on student initiated work and collaborative revision. | |||
| 28 Apr 2021 | Research in schools (Part 2): Safeguarding the data | 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 | |||
| 01 Jul 2020 | Savage inequalities: How school funding intentionally privileges white, wealthy communities | 00:34:30 | |
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. | |||
| 21 Jul 2021 | Savage inequalities: How school funding intentionally privileges white, wealthy communities (Encore) | 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 | |||
| 18 Mar 2021 | Shared visions: Creating an abolitionist school culture | 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. <... | |||
| 17 Jun 2022 | Solving chronic absence: A whole-school approach | 00:45:00 | |
We speak with Hedy N. Chang of Attendance Works, who describes the long-term impact on student success of chronic absence in all grades. Framing chronic absence as a truancy issue can increase alienation from school. Distinctions between excused and unexcused absences can unfairly penalize low-income students and students of color. Chronic absence rates may hit 40% this year. Ms. Chang discusses relationship-based strategies for mitigating absenteeism. Overview 00:00-00:37 Intros Transcript Click here to see the full transcription of this episode. References | |||
| 04 Feb 2021 | Student record privacy: Danger looms from police and hackers | 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 | |||
| 06 May 2020 | Student stories: SEL through writing and sharing lived experiences | 00:40:30 | |
Keith Hefner and Betsy Cohen of Youth Communication discuss their 40-year-old organization. Professional editors help students develop personal stories, which are shared with their peers. Writers experience self-reflection, readers develop empathy and gain strength from knowing others’ experiences, and teachers acquire better understanding of their students. Youth Communication also offers curricula and materials for teachers to implement. | |||
| 23 Dec 2020 | Students as experts: Diversity, equity, and inclusion | 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 | |||
| 21 Apr 2021 | Students as subjects: Ethical considerations of research in schools | 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. ... | |||
| 09 Dec 2020 | Students doing original research: Project-based learning in Ohio | 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... | |||
| 23 Feb 2022 | Students doing original research: Project-based learning in Ohio (Encore) | 00:56:23 | |
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’ identifying... | |||
| 22 Oct 2020 | Students leading change: Inclusiveness at an elite school | 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. | |||
| 15 Apr 2022 | Students speak up: NYC Youth Agenda | 00:34:30 | |
We speak with students Eugenia Bamfo, Alexandra Rouvinetis, and Mukilan Muthukumar, members of the NYC Youth Agenda. Using citywide student survey data, Youth Agenda teams aggregated young people’s needs to make recommendations to policymakers in five areas — housing security, food justice, mental health support, economic mobility, and leadership and civic engagement. Among the findings: large numbers of students are unaware of existing youth programs, many don’t trust the “trusted adults” in their schools, and Department of Education “student voice” efforts are tremendously understaffed. Overview 00:00-01:16 Intros 01:16-03:19 NYC Youth Agenda and its key points 03:19-08:19 Leadership and civic opportunity—issues and recommendations 08:19-12:01 Housing 12:01-13:34 Food insecurity 13:34-14:12 Mutual aid societies 14:12-18:34 Mental health 18:34-19:49 Economic mobility 19:49-21:50 Organizational support from adult groups 21:50-22:49 Policies for schools 22:49-27:28 Policy breakfast and meetings with elected officials and policy makers 27:28-30:15 Funding for proposals 30:15-31:06 Coordination with other youth organizations 31:06-32:07 How listeners can be supportive 32:07- Outro Transcript | |||
| 30 Dec 2020 | Supporting English Learners: pandemic and post-pandemic solutions | 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 | |||
| 29 Jul 2020 | Supporting student civic activism: Social studies on steroids – Part 1 | 00:45:00 | |
Dr. Alan Singer, Dr. Pablo Muriel, and Gates Millennium Scholar Dennis Belen-Morales, three generations of teachers, describe how they center student activism in their project-based social studies and history classes while giving students the tools to pass the NYS Regents exams. Dr. Singer was Dr. Muriel’s college professor, and Dr. Muriel was Mr. Belen-Morales’ high school teacher. Now all three are at Hofstra University. Part 1 of a two-part series that contains lots of specific strategies for teachers and passion for civics education. References
Overview 00:00-01:03 Intros 01:03-07:49 Why teach civic education? 07:49-23:26 Essential elements of “Supporting civics education with student activism” 23:26-32:08 Should social studies/history teachers be open with their students about their political perspectives? 32:08-35:38 How do you handle action projects that you find offensive or unethical? 35:38-43:47 Encountering racism amon... | |||
| 05 Aug 2020 | Supporting student civic activism: Social studies on steroids – Part 2 | 00:35:30 | |
Dr. Alan Singer, Dr. Pablo Muriel, and Gates Millennium Scholar Dennis Belen-Morales, three generations of teachers, describe how they center student activism in their project-based social studies and history classes while giving students the tools to pass the NYS Regents exams. Dr. Singer was Dr. Muriel’s professor in college, and Dr. Muriel was Mr. Belen-Morales’ high school teacher and college professor in turn. Now all three are at Hofstra University. Part 2 of a two-part series that contains lots of specific strategies for teachers and passion for civics education. References
Soundtrack by Podington Bear | |||
| 14 Jan 2021 | Systemic racism in special education: Parent participation legitimizes inequities | 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 | |||
| 31 Dec 2021 | Systemic racism in special education: Parent participation legitimizes inequities (Encore) | 00:34:31 | |
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 | |||
| 14 Jul 2021 | Teaching differently about being “modern”: Questioning Western mindsets | 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. | |||
| 14 Oct 2020 | Teaching economics as political and ethical choices | 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. | |||
| 25 Feb 2021 | Teaching the “isms”: Students’ lived experiences in context | 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 | |||
| 18 Aug 2022 | Technology: What’s hype and what helps | 00:22:00 | |
We speak with Dr. Justin Reich, director of the MIT Teaching Systems Lab, and host of the TeachLab podcast, about education technology. Hailed by some as the great equalizer, the beneficiaries of ed tech tend to be white and affluent. Focused on equity by design, Dr. Reich observes that when teachers learn, they have insufficient opportunities to practice. So he and his colleagues are creating digital clinical simulations, practice spaces for teachers. They’re also helping educators to figure out what they can stop doing, to allow more time for what’s useful. Overview 00:00-00:43 Intros 00:43-02:55 Examining claims that tech is a vehicle to promote equality in education 02:55-06:33 Tickle down? 06:33-07:41 How tech introduction increases the digital divide 07:41-10:22 Better strategies for improving education 10:22-14:06 What can make a difference in creating more equitable educators 14:06-16:33 Measuring the impact 16:33-18:51 tsl.mit.edu/TeachLab podcast 18:51-19:21 Unfinished learning 19:21- Outro Transcript Click here to see the full transcript of this episode. References | |||
| 28 Jul 2021 | The Algebra Project: Bob Moses on math literacy as a Civil Right (Encore) | 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 | |||
| 01 Jul 2021 | The attack on public education: Will public schools survive? | 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... | |||
| 11 Mar 2021 | The bigger picture: High school improvement in the Bronx | 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. | |||
| 11 Nov 2020 | The impact of deportation policies on Latinx students’ mental health | 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. | |||
| 30 Oct 2021 | The People’s Education: Freire, dialogue, and democracy | 00:43:40 | |
We continue our conversation with Dr. Carlos Alberto Torres, Distinguished Professor at UCLA and Founding Director of the Paulo Freire Institute. Dr. Torres speaks about Freire’s contention that communities should define the work that goes on in schools. He explains Freire’s emphasis on dialogue as integral to education. Whereas Dewey focused on children and the tools to instill democratic values and critical thinking, Freire was most interested in education as political deliberation. And, at this point, the stakes are not only democracy but sustainability of the planet. Overview 00:00-00:45 Intros 00:45-10:21 Popular education in public schools—how to resolve contradictions 10:21-16:27 Concepts of community 16-27-26:16 Freire and Dewey 26:16-32:30 “People are not born democrats.”; global citizenship and sustainability 32:30-34:18 Sustainability in daily life 34:18-39:58 Decoloniality 39:58-41:14 Reading recommendations 41:14-43:40 Outro Transcript Click here to see the full transcription of this episode. References | |||
| 05 Aug 2021 | The power of happiness: A Buddhist approach to secular education | 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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| 13 May 2020 | The principal as “keeper of the vision”: Fostering and protecting an ethical community | 00:37:00 | |
Jill Herman, founding principal of East Side Community H.S, now at Bank Street College, raises essential questions: To whom should a principal be accountable? How can social emotional learning and academics be integrated? What do we mean by an ethical school? | |||
| 13 Nov 2021 | The right to thrive: Expanding our definition of equity | 00:44:31 | |
We speak with Dr. David Osher of the American Institutes for Research. Dr. Osher explains his view of robust equity, that all people deserve to thrive, and that thriving occurs holistically over the course of a lifetime, and even intergenerationally. People thrive in concert with others. We discuss the conditions in a school that foster both individual and group thriving, and those that don’t, in particular, exclusionary discipline. This is Part One of a two part interview. Overview 00:00-00:48 Intros 00:48-06:00 Thinking about thriving 06:00-14:45 How schools can create conditions where everyone thrives 14:45-17:40 Schools and children’s identities 17:40-24:21 Trauma sensitive schools; distinctions between trauma-sensitive and trauma-informed 24:21-32:21 Strengths and limitations of SEL as practiced in many schools 32:21-42:39 Equity-focused programs in Austin Independent School District; developing alternatives to exclusionary discipline; Concerns Based Adoption Model 42:39 Outro Transcript Click here to see the full transcription of this episode. | |||
| 08 Sep 2021 | Theory meets practice: no magic carrots | 00:24:35 | |
We continue our conversation with Dr. Garrett Broad of Fordham University, talking about high school and college students’ experiences working with non-profits and about what students know/should learn about food and food justice. Students often join non-profits with unrealistic expectations. There are tensions between keeping the organization afloat and pursuing radical change.There are no silver bullets; entrenched problems have complex solutions. Overview 00:00-00:34 Intros 00:34-06:28 Critique of non-profits 06:28-10:26 High school students’ understanding of food/food justice 10:26-14:12 Gardens, illusions, and social change—no magic carrots 14:12-18:00 Organizations that effectively integrate food into organizing 18:00-22:52 Helping student connect theory and practice 22:52-24:35 Outro Transcript Click here to see the full transcript of this episode. Soundtrack by Poddington Bear
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| 20 May 2020 | Therapeutic crisis intervention: a consultant’s role in creating an ethical school culture | 00:46:00 | |
Misha Thomas, longtime consultant with Therapeutic Crisis Intervention for Schools, discusses how schools can develop trauma-informed systems for resolving behavioral conflicts and crises. He explains that schools should prioritize a culture of trust and authenticity, and establish school wide expectations that crises will be explored in context of students’ lived experiences. As an outside consultant, Misha freely shares with clients his observations on systemic issues. | |||
| 08 Jul 2020 | Too Late For Reform: Abolishing the Police in Schools | 00:33:15 | |
Toni Smith-Thompson, Senior Organizer at NY Civil Liberties Union, discusses the importance of replacing police presence in schools with restorative practices. Toni envisions ethical schools, in which all students feel both appreciated by and accountable to school communities, and conflicts are resolved internally. Students returning to school, many of whom will have experienced trauma associated with the pandemic and police violence, will need nurturing, not punitive measures. Overview 00:00-00:52 Intros 00:52-04:10 It’s disingenuous to say “Black people want more cops” 04:10- 06:15 School safety officers in 2020 NYC budget agreement 06:15-07:25 School safety officers and principals 07:25-08:36 School based arrests: school safety officers and 911 calls 08:36-10:25 Moving past the default to policing 10:25-13:38 Services children will need and will they get them? 13:38-21:39 Where will the help children need come from? 21:39-23:18 Will adults in schools be prepared to respond to social-emotional needs and to academic requirements? 23:18-26:07 The goal is police-free schools 26:07-31:39 What does a restorative school community look like? 31:39-33:15 Outro Transcription | |||
| 04 Mar 2021 | Toward antiracism: The evolution of an undergraduate teacher ed program | 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 | |||
| 26 Aug 2021 | Transitions to adulthood: Supporting teens with mental health issues | 00:37:32 | |
We speak with Dr. Marsha Ellison and Evelyn Frankford about assisting students with serious mental health challenges make transitions from high school. These students often don’t receive the supports they want and need, especially finding work or navigating college disability accommodations. Long-term relationships with a knowledgeable adult and positive youth development strategies can make a difference—but require commitments of time and money. Overview 00:00-00:52 Intros 00:52-02:45 Numbers of students with serious mental health conditions 02:45-06:47 Schools’ capacity to recognize and serve students with serious mental health conditions 06:47-09:47 Responding to students’ needs and motivations—a positive youth development model 09:47-14:54 Strategies; intensity of relationship building; problems with the Medicaid model 14:54-15:40 Looking at the whole context of where the youth is coming from 15:40-18:23 Transitions from high school—counselors’ limitations; supporting and improving counselors’ capacity 18:23-27:02 Special ed reforms to support successful transitions 27:02-29:55 Moving from punitive to supportive approaches to behavioral issues 29:55-32:22 Participatory action research 32:22-35:08 Ethical issues in psychiatry’s (and social work’s) history and practice Transcription Click here to see the full transcript of this episode. ... | |||
| 15 Jul 2020 | *UPDATE* Civics education: A Constitutional right? | 00:38:05 | |
Last year we interviewed Mark Santow, one of the plaintiffs suing the State of Rhode Island under the 14th Amendment for failing to provide some students civics curricula and other components of an adequate education. After we revisit our interview, Dr. Santow updates us on the suit and reflects on the lawsuit’s particular relevance at a time of pandemic and the Mobilization for Black Lives.  ... | |||
| 21 Jan 2021 | UPDATE: Moving toward admissions equity and culture change at Manhattan’s Beacon High School | 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... | |||