We speak with Dr. Mia Hood, author of  Pop Culture Literacies: Teaching Interpretation, Response, and Composition in a Digital World, about analyzing popular music and films along with more traditional literature. Dr. Hood talks about helping students to think about their ethical perspectives while engaging with "entertainment," and the importance of  educators'  resisting the temptation to impose their own “expert” interpretations in favor of modeling the process. We also discuss how teachers can resist imposing their views while teaching for democracy and social justice.

Overview

00:00-00:48 Intros

00:48-02:48 Pop culture literacies

02:42-04:22 Schools’ ethical duty to help young people navigate the world as it is

04:22-06:23 Helping students to thin about their ethical perspectives

06:23-11:58 Students’ responses; Intersection of pop culture literacies and schools

11:58-15:01 Critical literacy and text analysis

15:01-19:09 Power operating within and through texts

19:09-21:56 Piercing the veil of “entertainment” to encourage critical analysis

21:56-26:25 Impact of AI

26:25-30:48 Kathy Hytten’s article, “Ethics in teaching for democracy and social justice”

30:48-33:55 Parental pushback?

33:55- Outro

Transcript

Click here to see the full transcription of this episode. 

Resources

Book Pop Culture Literacy: Teaching Interpretation, Response, and Composition in a Digital World by Mia Hood

Soundtrack by Poddington Bear

LEARN MORE AND REGISTER AT GLOBALCONVERSATIONS.NET

Along with our partner organizations – Agastya International Foundation, Center for Artistry and Scholarship, and Thinking With You – Ethical Schools is bringing together educators, youth workers, and students from around the world to discuss ethical, democratic, and regenerative education strategies. Hear exciting presentations from visionary practitioners and participate in group discussions.

Come with your co-workers! Attend with a cohort from your school or out-of-school program to maximize the benefits for your organization and students.

Series 1: Ethics and the Natural World

Pay what you wish.

LEARN MORE AND REGISTER AT GLOBALCONVERSATIONS.NET

We speak with Dr. Susan Jean Mayer about her recent book, "Practicing Pragmatism Through Progressive Pedagogies: A Philosophical Lens for Grounding Classroom Teaching and Research." Dr. Mayer defines pragmatism in today's world and discusses the importance of critical exploration, democratic construction of knowledge, and openness to diversity of perspectives in the classroom. As teachers and learners, we can construct a shared set of values based on our experiential realities and come to understand these realities in coherent terms.

Overview

00:00-00:36 Intros

00:36-02:55 How to define pragmatism in today’s world

02:55-05:34 How to define final truth

05:34-06:53 How to define an ethical classroom

06:53-11:29 Ethical and democratic classrooms: the same or how they may differ

11:29-15:03 Knowledge, experience, and education

15:03-17:55 Critical exploration in the classroom

17:55-21:05 Classroom example of critical exploration

21:05-23:49 How a critical exploration teacher can intervene when students are wrong

23:49-27:25 When inviting different perspectives and belief systems doesn’t come naturally to students

27:25-28:56 Schools aren’t encouraging students to talk to one another; have succumbed to discourse of test scores

28:56-33:20 How teachers can become more comfortable with perspectives they may disagree with

33:20-37:11 How pragmatic teachers can deal with a school system structured to eliminate or minimize cultural diversity

37:11-40:47 Balancing ties to local communities with supporting students who want to break from the consensus of the community

40:47-47:19 How teachers can help create a system of education based on pragmatism

47:19- Outro 

Transcript

Click here to see the full transcript of this episode. 

References

Soundtrack by Poddington Bear 

We speak with Deborah Meier and Jane Andrias, pioneers in the democratic small-school movement. Debbie founded the Central Park East Schools. Jane Andrias was an art teacher and principal at Central Park East I. Debbie and Jane discuss these ground-breaking schools, their ethical foundations, the “habits of mind” they worked to instill, and the challenges they faced.

*This is Part Two of a two part episode. Go back one episode or click here to listen to the first part.

Overview

00:00-00:41 Intros

00:41-07:30 Parent involvement

07:30-12:05 What happened to Mission Hill?

12:05-23:04 Survival of innovative, democratic schools; 

What do we have education for? Education and democracy

23:04-24:45 Justice and fairness

24:45-26:37 Community service; connections to the adult world

26:37-29:37 Choices schools make based on what they value

29:37-36:46 Documentary about impact of CPESS on graduates’ lives

36:36-38:39 Human capital

38:39-40:57 Need funding for the documentary

40:57-42:41 Films and TV about the schools

42:41- Outro

Transcript

Click here to see the full transcription of this episode. 

References

Soundtrack by Poddington Bear

We speak with Deborah Meier and Jane Andrias, pioneers in the democratic small-school movement. Debbie founded the Central Park East Schools. Jane Andrias was an art teacher and principal at Central Park East I. Debbie and Jane discuss these ground-breaking schools, their ethical foundations, the “habits of mind” they worked to instill, and the challenges they faced.

*This is Part One of a two part episode. 

Overview

00:00-00:43 Intros

00:43-01:52 What would a school fully focused on preparing students for a democraticsociety look like?

01:52-03:08 Impacts of curriculum and school environment

03:08-05:40 Students’ voice in what they are learning

05:40-11:01 Democratic, progressive, ethical schools: are they synonymous?

11:01-18:32 Examples of ethical dilemmas and decisions

18:32-22:07 Negative effects of tracking and what the alternatives look like

22:07-24:19 Building long-term trust

24:19-26:05 Including all school staff members in decision-making and obstacles

26:05-29:57 Including parents and students

Transcript

Click here to see the full transcription of this episode. 

References

Soundtrack by Poddington Bear

Robbie Torney, director of AI Programs at Common Sense Media, analyzes teachers' use of AI. We focus on AI teaching assistants, their uses and abuses, and how teachers' judgment and skills remain central. We discuss the need for school- and district-wide education and policies on using AI in teaching and learning.

Overview

Intros

Common Sense media and its AI work

Evaluation principles for AI risk

What teachers use AI for

What happens with users’ data

AI teacher assistants, risks, and advantages

AI and cultural sensitivity

AI as assistive or adaptive technology

Recognition of AI as enhancements not replacements?

Special risks of AI teacher assistants for IEPs and behavior plans

How teachers can protect against “invisible influence” risks

AI and complex historical events such as California missions or slavery

“Tools,” “functions,” and prompts

Four specific steps teachers should take when using teacher assistants

Purchasing AI: Consultation and training

Role of school boards, administrators, and state departments of education

Legislation to protect students

Importance of discussion of values and ethical questions

Outro

Transcript

Click here to see the full transcription of this conversation. 

References

Common Sense Media AI Initiatives: click here

Soundtrack by Poddington Bear

We  speak with Tom Roderick, founding executive director of the Morningside Center for Teaching Social Responsibility; Jan Zuckerman, Co-founder of Sunnyside Environmental School in Portland, Oregon; and Graham Klag, an alumnus of Sunnyside Environmental School. We discuss Tom's book, Teach for Climate Justice: A Vision for Transforming Education. Tom explains that climate chaos and social justice are inextricably linked, and proposes a program for addressing both. He centers the concept of the beloved community.

Overview

00:00-01:07 Intros

01:07-03:57 Why “Climate Justice?’

03:57-06:00 Connection between climate change and social justice

06:00-07:34 The book’s primary audience

07:34-09:30 Teaching for climate justice and SEL

09:30-11:51 Sunnyside Environmental School

11:51-15:37 Meshing hands-on learning with Oregon’s state testing requirements

15:37-16:43 Storyline

16:43-19:24 Creating a “beloved community”

19:24-21:23 Impact on Graham Klag’s life as an alum

21:23-30:10 Wolf education project with ranchers’ families

30:10-34:37 Encouraging students to be hopeful

34:37-37:22 Landless Rural Workers Movement (MST, Brazil) and “contentious co-governance)

37:22-40:00 Teach for Climate Justice Project

40:00-41:27 Civil resistance

41:27-43:13 SEL in Phoenix Talent schools in Eastern Oregon

43:13- Outro

Transcript

Click here to see the full transcription of this episode.

References

Soundtrack by Poddington Bear

Photo teachforclimatejustice.org

We speak with Dr. Cynthia Ballenger about her recent book, “Teaching is Inquiry: Observation and Reflection as the Heart of Practice,” in which she explores the role of ethnography in inquiry-based teaching and learning, i.e., cultural practices in terms of speaking, storytelling, and conveying information. Teachers can discern a lot more about students if they listen to them in the context of their ethnic/ cultural styles of communicating. Dr. Ballenger also addresses the children she calls “puzzling.”  Each of them has something to offer, she says, even those who seemingly have social-emotional challenges.

Overview

00:00-00:58 Intros

00:58-01:45 “Teaching Is Inquiry”

01:45-08:56 Ethnography of education

08:56-11:12 “Every child has something to offer the class.”

11:12-20:45 The “puzzling child”: more stories

20:45-24:10 Cultural and individual differences

24:10-27:43 Obsessive compulsive disorder (OCD)

27:43-30:17 “Stopping time.”

30:17-31:17 Importance of stories

31:17-34:41 Strengthening systemic support; ethical implications

34:41-36:45 Testing culture as anti-democratic and unethical

36:45-38:13 More reflections on OCD

38:13-38:37 Jerome Bruner on negotiating meaning

38:37- Outro

Transcript

Click here to see the full transcription of this episode. 

References

Book “Teaching is Inquiry” by Dr. Cynthia Ballenger

Soundtrack by Poddington Bear

We speak with Dr. Dawn Hicks Tafari, Professor of Education and Coordinator of Elementary Education at Winston-Salem State University in North Carolina. Dawn is author of "The Journey of Kamau Miller: Hip Hop Composite Counter Stories for Black Men Teachers." She uses hip hop as a way to communicate with students and composite counter stories to communicate beyond the academy.

Transcript

Click here to see the full transcription of this episode. 

References

- The Journey of Kamau Miller: Hip Hop Composite Stories for Black Men Teachers, book by Dawn Tafari

- If we treated teachers like Pro Athletes by Key & Peele on YouTube

- Wet Dreams by J. Cole on YouTube

Soundtrack by Poddington Bear

We speak with Arlene Goldbard, writer, visual artist, speaker, social activist and consultant,  whose most recent book is “In the Camp of Angels of Freedom: What does it mean to be educated?” An autodidact from a working-class background, Arlene challenges “the certainty that academic qualifications are the best measure of ability.” She interweaves the stories and portraits of her “angels,” her personal story, and a critique of standard narratives of education. We talk with her in particular about two of her “angels,” Paulo Freire and Paul Goodman.

Overview

00:00-00:38 Intros

00:38-02:41 What “In the Camp of Angels of Freedom: What It Means to be Educated” is about

02:41: 03:55 Definition of auto-didact

03:55-05:39 Project-based education/Action civics/"What Would YOU Do?”

05:39-07:12 Removing bachelor’s degree requirement from State jobs

07:12-09:03 Advice to high school students about options

09:03-10:34 When is a liberal arts education valuable beyond credentials?

10:34-20:42 Alternative ways to expand horizons beyond/in addition to college

20:42-25:28 K-12 education

25:28-27:31 Paulo Freire

27:31-31:18 Paul Goodman

31:18-32:50 Cultural citizenship

32:50- Outro

Transcript

Click here to see the full transcription of this episode. 

References

Soundtrack by Poddington Bear

Visual artwork by Arlene Goldbard "We Burn" (2019)