We speak with Dr. David E. Kirkland, Executive Director of NYU’s Metropolitan Center for Research on Equity and the Transformation of Schools. A leading voice in culturally responsive and sustaining education, the Metro Center helped write New York State Education Department’s new Culturally Responsive-Sustaining Education Framework. The Framework is founded on a view of education that regards culture as a critical component of learning. Multiple expressions of diversity, including race, ethnicity, gender, language, and sexual orientation, are regarded as assets to be recognized and cultivated.

Download file | Play in new window | Duration: 00:24:30

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References

Click here to learn more about the Culturally Responsive-Sustaining Education Framework. 

Overview

00:00-01:08 Intros

01:09-05:36 Culturally Responsive-Sustaining Education Framework and its importance

05:37-07:30 Role of Metro Center in developing the Framework

07:31-10:42 4 principles of the Framework

10:43-14:07 Critical lens toward inequitable systems of access, power and privilege; Dewey; civics

14:08-16:23 Framework as a transformative view of education

16:24-19:38 How will NY State Ed implement the Framework?

19:39-22:00 What Ethical Schools listeners can do

22:01-23:01 Publicizing the Framework

23:02-23:41 Transforming schools

23:42-24:30 Outro

Transcription

Click here to see the transcription of the episode. 

We speak with Dr. David E. Kirkland, Executive Director of NYU’s Metropolitan Center for Research on Equity and the Transformation of Schools. A leading voice in culturally responsive and sustaining education, the Metro Center helped write New York State Education Department’s new Culturally Responsive-Sustaining Education Framework. The Framework is founded on a view of education that regards culture as a critical component of learning. Multiple expressions of diversity, including race, ethnicity, gender, language, and sexual orientation, are regarded as assets to be recognized and cultivated.

We speak with Norm Fruchter, long-time educational activist and thought leader, about Independence School, an experimental high school where the ideal was that someone walking into a classroom couldn’t tell the teacher from the students. We discuss lessons learned – and perhaps forgotten – about supporting students whose original schools failed them. Among the school’s strengths were authentic, enduring relationships among teachers and students, teaching strategies that enabled illiterate students to learn to read without embarrassment, month-long internship breaks, and curriculum that referenced students’ life experiences.

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Photo by NeONBRAND on Unsplash

We speak with Norm Fruchter, long-time educational activist and thought leader, about Independence School, an experimental high school where the ideal was that someone walking into a classroom couldn’t tell the teacher from the students. We discuss lessons learned – and perhaps forgotten – about supporting students whose original schools failed them. Among the school’s...

The post Norman Fruchter on the pioneering alternative high school he and colleagues built in Newark in the 1970s first appeared on Ethical Schools.

We speak with Norm Fruchter, long-time educational activist and thought leader, about Independence School, an experimental high school where the ideal was that someone walking into a classroom couldn’t tell the teacher from the students. We discuss lessons learned – and perhaps forgotten – about supporting students whose original schools failed them. Among the school’s strengths were authentic, enduring relationships among teachers and students, teaching strategies that enabled illiterate students to learn to read without embarrassment, month-long internship breaks, and curriculum that referenced students’ life experiences.

We speak with Soledad Hiciano, executive director of Community Association of Progressive Dominicans (ACDP), a multi-service community organization in Upper Manhattan and the Bronx. She describes the challenges of supporting children who may have experienced multiple traumas, including homelessness and the deportation of close relatives.

Download file | Play in new window | Duration: 00:54:45

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Photo by Bruce Warrington

References

For more information about Soledad Hiciano and Acacia Network, go to acacianetwork.org.

Overview

00:00-01:18 Introductions

01:19-06:16 Impact of immigration and deportation policies on young people and families

06:17-07:45 Capacity of schools and after-school programs to deal with trauma’s effects

07:46-15:11 ACDP programs

15:12-20:17 Segregation in NYC schools and its impact on students

20:18-27:45 Teachers and communities; charter schools and public schools; collaborations between charters and Dept of Ed (DOE) schools

27:46-31:13 English language learners and their needs

31:14-35:59 UPK, salary differences between DOE and community-based programs

36:00-39:53 Department of Youth and Community Development—NYC out-of-school-time programs

39:54-48:06 Professionalizing after-school youth work

48:07-51:26 ACDP and Acacia Network

51:27-53:54 Immigrant communities responding to the current challenges

53:55-54:45 Outro

Transcript

Click here to see the transcription of the episode. 

We speak with Soledad Hiciano, executive director of Community Association of Progressive Dominicans (ACDP), a multi-service community organization in Upper Manhattan and the Bronx. She describes the challenges of supporting children who may have experienced multiple traumas, including homelessness and the deportation of close relatives.

The post Soledad Hiciano on nurturing and educating immigrant children in an age of deportation and deprivation first appeared on Ethical Schools.

We speak with Dr. David C. Bloomfield, Professor of Education Leadership. Law & Policy at Brooklyn College. David Bloomfield condemns the social Darwinism and “hoarding” mentality of our education systems. He explains how school resource allocation exacerbates segregation and inequality, a process deliberately abetted by the proliferation of school districts around the country.  Education policy and financing reinforce an us against them view of schools. Until we start thinking of the nation’s children as our collective responsibility,  we will continue to seek todeprive “other people’s” children in order to benefit “ours,”  thereby impoverishing all of us.

Download file | Play in new window | Duration: 00:25:00

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References

Find more about David on davidcbloomfield.com

Overview

00:00-01:03 Intros

01:04-02:41 Education as private property or as social good

02:42-03:51 “Educationism”: are failing schools the cause of inequality?

03:52-04:27 Charters and traditional schools fight; “our children” and “other people’s children”

04:28-04:57 Racism and racialization of poverty

04:58-07:10 Race, class; nationalization of education not a solution

07:11-09:08 Teacher unionism; valuing education?

09:09-09:58 Mass education movement?

09:59-13:30 NYC school segregation; “good schools/bad schools” are code for racialized systems; social Darwinism in school admissions;

13:31-15:59 NYC selective high schools; screened schools

16:00-20:34 Restorative justice

20:34-21:33 View of schooling as encompassing all children

21:34-24:06 Class size; concentrations of low-income students—need schools where everyone has a chance

24:07-25:00 Outro

Transcript

Click here to see the transcrption of the episode.