education policy

José Jiménez on gender diversity and sexual identity in elementary schools

We speak with José Luis Jiménez, principal of A.C.E. Academy for Scholars, PS 290, in Queens. A queer educator of color, he came out to his students during Pride Month in 2017. If a community is truly welcoming to all, he thought, “you don’t “check a part of yourself at the door.” José encourages his teachers to design cohesive and culturally-responsive project-based curricula. He is a Deeper Learning Equity Fellow.

José Jiménez on gender diversity and sexual identity in elementary schools

 
 
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Kiersten Greene on technology in schools: “Are we doing our homework?”

We speak with Dr. Kiersten Greene, Associate Professor of Literacy Education at SUNY New Paltz, about classroom internet use. Electronic tech’s transformational possibilities can go unfulfilled as schools buy and use tools and materials without evaluating whether they are effective or meet teachers’ needs. Huge funding sources like New York’s Smart Schools bond issue fund purchases but not professional development. Often hailed as a great equalizer, technology can reinforce economic and racial inequality while opening the door to corporatization and intensive social control.

Kiersten Greene on technology in schools: “Are we doing our homework?”

 
 
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Mark Santow on Suing Rhode Island for Educational Equal Protection

We speak with Dr. Mark Santow, Chair of the Department of History at the University of Massachusetts-Dartmouth. Dr. Santow and his middle school son, along with 12 other plaintiffs, are suing the state of Rhode Island in federal court under the 14th Amendment to the U.S. Constitution for failing to provide civics curricula and other components of an adequate education to some Rhode Island students. The suit is especially notable because most education equity cases are brought in state courts. We discuss the racial, socioeconomic, and political underpinnings of educational inequality.

Norman Fruchter on the pioneering alternative high school he and colleagues built in Newark in the 1970s

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.

Norman Fruchter on the pioneering alternative high school he and colleagues built in Newark in the 1970s

 
 
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Photo by NeONBRAND on Unsplash

David C. Bloomfield on why we need a revolution in attitude to see education as a social good rather than an individual property right

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 systemsHe 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.

David C. Bloomfield on why we need a revolution in attitude to see education as a social good rather than an individual property right

 
 
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Find more about David on davidcbloomfield.com

Kids learn through relationships: a conversation with Pedro Noguera about building a culture conducive to teaching and learning

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.

Kids learn through relationships: a conversation with Pedro Noguera about building a culture conducive to teaching and learning

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