We talk with Adán Vásquez, executive and artistic director of the Association of Dominican Classical Artists and the Washington Heights Community Conservatory of Fine Arts, a unique free classical and folk music education program for the youth of Upper Manhattan. Adán Vásquez, a harpist, is an educator, an acclaimed classical musician, and a community activist. He talks about making Latin American and European classical music and Latin American folk music accessible to low-income young people of color, and the role of performing arts in transforming children’s lives and community building. We listen to excerpts of students playing Carabine by Julio Alberto Hernández and the Conservatory faculty (“La Camerata Washington Heights”) performing Migraciones by Servio R. Reyes.

We talk with Dr. Pedro Noguera about public school models that work for students, parents and teachers, and how to build a social movement for a progressive education agenda. He talks about the social dimensions to learning and the mismatch between students’ needs and teachers’ skills. He argues that an obstacle to making change in schools is that we deal with education as individuals rather than collectively. Pedro Noguera is a Distinguished Professor of Education at the Graduate School of Education and Information Studies and Faculty Director for the Center for the Transformation of Schools at UCLA. He is a critically acclaimed scholar, a dynamic speaker and a committed activist. His work focuses on a broad range of issues related to education, social justice and public policy. He is the author of several best-selling books and is a highly sought-after public speaker and international consultant.

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

Subscribe: Apple Podcasts | CastBox | Deezer | Google Podcasts | Spotify | Stitcher | iHeartRadio

References

Find more about Pedro Noguera on pedronoguera.com and transformschools.ucla.edu.

Overview

00:00-00:23 Intro

00:29-02:46 Changing hierarchical relationships in schools

02:47-05:16 Closing the gap between staff members’ knowledge and skills and students’ needs

05:17-07:11 Social dimension to learning

07:12-12:16 Building (and maintaining) capacity—mutual accountability as the key: Toronto; Humanitas HS, Los Angeles; Brockton HS, Brockton, MA

12:17-13:52 Accountability to parents—rooting parent-school partnerships in respect and empathy

13:53-15:53 Education as a civil and human right and a public good; organizing around education as a collective interest

15:54-23:15 Returning to organizing to build a mass movement for a progressive education agenda

23:16-end Outro

Transcription

Click here to see the full transcription of this episode. 

We talk with Dr. Pedro Noguera about public school models that work for students, parents and teachers, and how to build a social movement for a progressive education agenda. He talks about the social dimensions to learning and the mismatch between students’ needs and teachers’ skills. He argues that an obstacle to making change in schools is that we deal with education as individuals rather than collectively. Pedro Noguera is a Distinguished Professor of Education at the Graduate School of Education and Information Studies and Faculty Director for the Center for the Transformation of Schools at UCLA. He is a critically acclaimed scholar, a dynamic speaker and a committed activist. His work focuses on a broad range of issues related to education, social justice and public policy. He is the author of several best-selling books and is a highly sought-after public speaker and international consultant.

We talk with Dr. Pedro Noguera about public school models that work for students, parents and teachers, and how to build a social movement for a progressive education agenda. He talks about the social dimensions to learning and the mismatch between students' needs and teachers' skills. He argues that an obstacle to making change in schools is that we deal with education as individuals rather than collectively. Pedro Noguera is a Distinguished Professor of Education at the Graduate School of Education and Information Studies and Faculty Director for the Center for the Transformation of Schools at UCLA. He is a critically acclaimed scholar, a dynamic speaker and a committed activist. His work focuses on a broad range of issues related to education, social justice and public policy. He is the author of several best-selling books and is a highly sought-after public speaker and international consultant.

The post Kids learn through relationships: A conversation with Pedro Noguera about building a culture conducive to teaching and learning first appeared on Ethical Schools.

Jason Warwin is the Co-Founder and Associate Executive Director of The Brotherhood/Sister Sol, an organization that provides comprehensive, holistic and long-term support services to youth who range in age from eight to twenty-two. Located in Harlem (NYC), Bro/Sis also has programs dedicated to developing Black and Latinx youth in Africa, Latin America and The Caribbean. Jason is a specialist in the design of transformative experiences and we talked about how the Bro/Sis model leads young people to ethical leadership and educational achievement, and makes them an essential part of a solid community that has been fighting oppression for almost 25 years.

Download file | Play in new window | Duration: 00:39:00

Subscribe: Apple Podcasts | CastBox | Deezer | Google Podcasts | Spotify | Stitcher | iHeartRadio

References

Find more about Jason and The Brotherhood/Sister Sol on brotherhood-sistersol.org

Overview

00:00-00:54 Intros

00:55-02:40 Ethics as a core comment of Bro/Sis’s work

02:41-03:21 How young people come in contact with BroSis

03:22-07:54 Rites of Passage program

07:55-10:26 Bro/Sis as a transformative experience

10:27-13:14 Staff selection

13:15-16:10 International Study Program

16:11-18:38 International work—Bermuda and Brazil

18:39-26:15 Core elements for replication

26:16-30:46 Understanding dynamics of oppression and its effects

30:47-33:11 Helping young people develop an ethical compass

33:12-35:17 Young people’s reactions to Trump

35:18-37:33 Relationships with parents/families

37:14-39:00 Outro

Transcription

Click here to read the full transcription of the episode. 

Jason Warwin is the Co-Founder and Associate Executive Director of The Brotherhood/Sister Sol, an organization that provides comprehensive, holistic and long-term support services to youth who range in age from eight to twenty-two. Located in Harlem (NYC), Bro/Sis also has programs dedicated to developing Black and Latinx youth in Africa, Latin America and The Caribbean. Jason is a specialist in the design of transformative experiences and we talked about how the Bro/Sis model leads young people to ethical leadership and educational achievement, and makes them an essential part of a solid community that has been fighting oppression for almost 25 years.

We talk with Stephanie Carnes, a trauma-focused bilingual school social worker in a large public high school in New York’s Hudson Valley. Stephanie worked as the lead clinician in a federally-funded shelter program for unaccompanied children from Central America and as a consultant she challenges the districts and agencies with whom she works to re-envision the meaning of an inclusive community. We talk about the necessity to normalize mental health care, how to create safe environments for immigrant children in American schools, and the power of their resilience.

References

Find more about Stephanie on createculturalcompetence.com

Overview

00:00-01:45 Intros

01:46-03:35 How Stephanie began working with immigrants

03:36-06:04 Central American immigrant children’s trauma—in country of origin and through the U.S. border

06:05-08:48 Continued trauma in the U.S.

08:49-12:04 Need for interventions in schools

12:05-16:49 Desahogarse (Unburdening) trauma treatment

16:50-19:10 Post-traumatic growth

19:11-24:37 What schools and communities can do to reduce students’ trauma

24:38-27:41 Working as a consultant to a school

27:42-29:59 Helping educators to cope with secondary trauma

30:00-31:15 “This is doable work.”

31:16-34:00 Outro

Transcript

Click here to see the full transcription of the episode. 

We talk with Stephanie Carnes, a trauma-focused bilingual school social worker in a large public high school in New York’s Hudson Valley. Stephanie worked as the lead clinician in a federally-funded shelter program for unaccompanied children from Central America and as a consultant she challenges the districts and agencies with whom she works to re-envision the meaning of an inclusive community. We talk about the necessity to normalize mental health care, how to create safe environments for immigrant children in American schools, and the power of their resilience.

The post Stephanie Carnes on post-traumatic growth and resilience: Cultural competence and creating safe environments for Central American immigrant children in today’s U.S. first appeared on Ethical Schools.

We talk with Stephanie Carnes, a trauma-focused bilingual school social worker in a large public high school in New York’s Hudson Valley. Stephanie worked as the lead clinician in a federally-funded shelter program for unaccompanied children from Central America and as a consultant she challenges the districts and agencies with whom she works to re-envision the meaning of an inclusive community. We talk about the necessity to normalize mental health care, how to create safe environments for immigrant children in American schools, and the power of their resilience.