Jon Moscow

Transcription of the episode “Abolitionist education: Creating liberatory spaces (Part One)”

Amy H-L: [00:00:15] I’m Amy Halpern-Laff. Jon M: [00:00:16] And I’m Jon Moscow. Welcome to Ethical Schools. This is the first of a two part interview. We’ll post the second part next week. Our guest is Dr. Edwin Mayorga, Assistant Professor in the Department of Educational Studies and the Program in Latin American and Latino…

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Abolitionist education: Creating liberatory spaces (Part One)

Abolitionist education: Creating liberatory spaces (Part One)

 
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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.

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Abolitionist education: Creating liberatory spaces (Part One)

 
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Transcription of the episode “BIPOC and undocumented: A trauma-filled intersection”

Amy H-L: [00:00:15] I’m Amy Halpern-Laff. Jon M: [00:00:16] And I’m Jon Moscow. Welcome to Ethical Schools. Our guest today is Dr. Cristiana Best, assistant professor in the Department of Social Work and Equitable Community Practice at University of St. Joseph in West Hartford, Connecticut. Prior to becoming a full-time academic, Dr. Best spent 30…

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Transcription of the episode “The impact of deportation policies on Latinx students’ mental health”

Jon M: [00:00:15] Hi. I’m Jon Moscow. Amy H-L: [00:00:16] Welcome to Ethical Schools. Our guest today is Dr. Randy Capps, Director of Research for US programs at the Migration Policy Institute. Dr. Capps has published widely on immigration and integration at the state and local levels, and studied the impact of the detention and…

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The impact of deportation policies on Latinx students’ mental health

The impact of deportation policies on Latinx students’ mental health

 
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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.

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The impact of deportation policies on Latinx students’ mental health

 
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Transcript of the episode “Holistic history: The African diaspora”

Jon M: [00:00:15] Hi. I’m Jon Moscow. Amy H-L: [00:00:17] And I’m Amy Halpern-Laff.  Welcome to Ethical Schools. Our guest today is Dr. Kim Butler, Associate Professor of History and Africana Studies and Director of the Certificate Program in Africana Studies at Rutgers University. A former president of the Association for the Study of the…

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Holistic history: The African diaspora

Holistic history: The African diaspora

 
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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.

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Holistic history: The African diaspora

 
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Transcription of the episode “Teaching economics as political and ethical choices”

TRANSCRIPTION OF THE EPISODE WITH LEV MOSCOW “TEACHING ECONOMICS AS POLITICAL AND ETHICAL CHOICES”

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Teaching economics as political and ethical choices

Teaching economics as political and ethical choices

 
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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.

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Teaching economics as political and ethical choices

 
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Transcription of the episode “Identity-focused classes: Experiments in cultural relevance”

Amy H-L: [00:00:15] Hi, I’m  Amy Halpern-Laff. Jon M: [00:00:16] And I’m Jon Moscow. Welcome to Ethical Schools. Our guest today is Dr. Emily Penner, assistant professor in the School of Education at the University of California at Irvine. Welcome, Emily! Emily P: [00:00:28] Thanks so much for having me.  Amy H-L: [00:00:30] You and…

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Identity-focused classes: Experiments in cultural relevance

Identity-focused classes: Experiments in cultural relevance

 
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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.

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Identity-focused classes: Experiments in cultural relevance

 
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Transcription of the episode “Parent voice: Supporting families with special needs”

Amy H-L: [00:00:15] Hi. I’m Amy Halpern-Laff. Jon M: [00:00:16] And I’m Jon Moscow. Welcome to Ethical Schools. Our guest today is Ellen McHugh. Ellen is regional program manager and regional coordinator for Parent to Parent of New York State. She’s also co-chair of the Citywide Council on Special Education. She’s the parent of a…

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Parent voice: Supporting families with special needs

Parent voice: Supporting families with special needs

 
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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.

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Parent voice: Supporting families with special needs

 
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Consumption as ethics: Talking with students about food

Consumption as ethics: Talking with students about food

 
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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.

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Consumption as ethics: Talking with students about food

 
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Transcription of the episode “Consumption as ethics: Talking with students about food”

TRANSCRIPTION OF THE EPISODE “CONSUMPTION AS ETHICS: TALKING WITH STUDENTS ABOUT FOOD”

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Transcription of the episode “Food injustice: The corporatization of school meals”

Amy H-L: [00:00:15] Hi, I’m  Amy Halpern-Laff. Jon M: [00:00:16] And  I’m Jon Moscow. Welcome to Ethical Schools.  Amy H-L: [00:00:19] Our guest today is Monica Chen, executive director of Factory Farming Awareness Coalition, a nonprofit that educates individuals and organizations on the impacts of our food system. A veteran teacher, Monica has worked  with…

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Food injustice: The corporatization of school meals

Food injustice: The corporatization of school meals

 
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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.

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Food injustice: The corporatization of school meals

 
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Transcription of the episode “Food injustice: The corporatization of school meals”

Amy H-L: [00:00:15] Hi, I’m  Amy Halpern-Laff. Jon M: [00:00:16] And  I’m Jon Moscow. Welcome to Ethical Schools.  Amy H-L: [00:00:19] Our guest today is Monica Chen, executive director of Factory Farming Awareness Coalition, a nonprofit that educates individuals and organizations on the impacts of our food system. A veteran teacher, Monica has worked  with students in elementary,…

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Supporting student civic activism: Social studies on steroids – Part 2

Supporting student civic activism: Social studies on steroids – Part 2

 
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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.

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Supporting student civic activism: Social studies on steroids – Part 2

 
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Transcription of the episode “Police and metal detectors in schools: Students perspectives”

Amy H-L: [00:00:15] I’m Amy Halpern-Laff. Jon M: [00:00:18] And I’m Jon Moscow. Welcome to Ethical Schools. Our guests today are Nia Morgan and Anahi Ortiz Fierros. Nia is Interim Organizing Coordinator of the Urban Youth Collaborative, UYC, a youth- led coalition of New York based organizations fighting for educational justice and police-free schools. Nia…

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Police and metal detectors in schools: Student perspectives

Police and metal detectors in schools: Student perspectives

 
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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.

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Police and metal detectors in schools: Student perspectives

 
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Transcription of the episode “Too Late For Reform: Abolishing the Police in Schools”

Amy H-L: [00:00:15] I’m Amy Halpern-Laff. Jon M: [00:00:16] And I’m Jon Moscow.  Welcome to Ethical Schools. Our guest today is Toni  Smith-Thompson. Toni is a Senior Organizer in the advocacy department of the New York Civil Lberties Union, NYCLU. She focuses on campaigns to strengthen public education, including campaigns to reduce school suspensions and…

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Too Late For Reform: Abolishing the Police in Schools

Too Late For Reform: Abolishing the Police in Schools

 
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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.

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Too Late For Reform: Abolishing the Police in Schools

 
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Transcription of the episode “Reimagining college admissions: Performance assessment pilot at CUNY”

Amy H-L: [00:00:15] Hi, I’m Amy Halpern-Laff. Jon M: [00:00:17] And I’m Jon Moscow. Welcome to Ethical Schools. Our guest today is Dr. Michelle Fine. Michelle is Distinguished Professor of Critical Psychology, Women’s Studies, American Studies and Urban Education at the Graduate Center of the City  University of New York  () CUNY.) Welcome, Michelle. Michelle…

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Reimagining college admissions: Performance assessment pilot at CUNY

Reimagining college admissions: Performance assessment pilot at CUNY

 
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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 gives a passionate call for democratic school cultures based on student initiated work and collaborative revision.

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Reimagining college admissions: Performance assessment pilot at CUNY

 
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Transcription of the episode “Crises and opportunity: A holistic approach to supporting and empowering youth”

Amy H-L: [00:00:01] Hi, I’m Amy Halpern-Laff Jon M: [00:00:02] And I’m Jon Moscow. Welcome to Ethical Schools. In light of COVID-19 and the Black Lives Matter protests, we’ll listen to the conversation I had with Jason Warwin, Co-founder and Associate Executive Director of The Brotherhood/ Sister Sol, Bro/Sis, a Harlem-based organization that provides comprehensive…

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Crises and opportunity: A holistic approach to supporting and empowering youth

Crises and opportunity: A holistic approach to supporting and empowering youth

 
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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.

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Crises and opportunity: A holistic approach to supporting and empowering youth

 
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Why teach history? Knowing “why” shapes “how”

Why teach history? Knowing “why” shapes “how”

 
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Richard Miller, who taught in progressive NYC secondary schools for 28 years, talks about teaching students to think like historians, weighing different sources and drawing their conclusions from evidence. The past gives context to the present, and understanding historiography, or how history is interpreted over time, equips students to view current issues from multiple perspectives.

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Why teach history? Knowing “why” shapes “how”

 
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Transcription of the episode “Why teach history? Knowing ‘why’ shapes ‘how”

Amy H-L: [00:00:00] Hi. I’m Amy Halpern-Laff. Jon M: [00:00:16] And I’m Jon Moscow. Our guest today is Richard Miller. Richard retired after 28 years of teaching history in New York City middle and high school grades, including at Central Park East Secondary School, CPESS, and Beacon High School. Welcome, Richard.  Richard M: [00:00:31] Thanks…

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The principal as “keeper of the vision”: Fostering and protecting an ethical community

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?

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The principal as “keeper of the vision”: Fostering and protecting an ethical community

 
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Transcription of the episode “The principal as ‘keeper of the vision’: Fostering and protecting an ethical community”

Amy H-L: [00:00:15] I’m Amy Halpern-Laff. Jon M: [00:00:16] And I’m Jon Moscow. Our guest today is Jill Herman. Jill currently leads conference groups and advises students in the Principal’s Institute at Bank Street College and as a consultant to the New York City Department of Education. Among many other roles in her career, she…

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Transcription of the episode “Grief and loss: Supporting students, families, and teachers in a pandemic”

Amy H-L: [00:00:15] Hi. I’m Amy Halpern-Laff. Jon M: [00:00:16] And I’m Jon Moscow. Our guest today is Cynthia Trapanese. Cynthia teaches first grade at The New School of San Francisco. Cynthia was a board certified pediatric chaplain for 17 years before returning to school to become a credentialed elementary school classroom teacher eight years…

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Grief and loss: Supporting students, families, and teachers in a pandemic

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.

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Grief and loss: Supporting students, families, and teachers in a pandemic

 
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Transcription of the episode “Vulnerable students’ needs and rights in pandemic: Threats and opportunities”

Jon M: [00:00:15] Hi, I’m Jon Moscow. Amy H-L: [00:00:16] And I’m Amy Halpern-Laff. Our guest today is Diana MTK Autin. Diana is Executive Co-director of the SPAN Parent Advocacy Network. She’s also Co-director of the National Center on Leadership and Family Professional Partnerships and Executive Director of PLACE,  the National Center for Parent Leadership Advocacy and…

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Vulnerable students’ needs and rights in pandemic: Threats and opportunities

Diana MTK Autin, parent advocacy leader, describes how distance learning fails to meet the needs of many students and exacerbates inequities. She leads several organizations that help parents advocate effectively for their own families and also for systemic change. The pandemic’s impacts are likely to be felt by students for a long time, and unless students’ rights are defended, long-standing legal protections may be weakened with devastating effects.

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Vulnerable students’ needs and rights in pandemic: Threats and opportunities

 
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Transcription of the episode “Engaging young black men in school: What we can learn from art class”

Jon M: [00:00:15] Hi, I’m  Jon Moscow. Amy H-L: [00:00:16] And I’m Amy Halpern- Laff. Welcome to Ethical Schools. Our guest today is Dr. Don Siler. Dr. Siler is assistant professor of education at the University of  St Joseph in Hartford, where he’s taught since 2014. Welcome, Don. Don S: [00:00:32] Hey, how you doing? Jon M: [00:00:34] Good….

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Engaging young black men in school: What we can learn from art class

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.

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Engaging young black men in school: What we can learn from art class

 
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Transcription of the episode “Creating a safe haven: Changing lives after school”

Jon M.: 00:15 I’m Jon Moscow. Amy H.: 00:17 And I’m Amy Halpern-Laff. Welcome to Ethical Schools. Our guest today is Jason Garcia. Jason is Assistant Vice President of Youth and Workforce Programs at SoBro, a multifaceted community development organization in the South Bronx. Jason designs and runs a range of out of school time programs for youth, including…

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Creating a safe haven: Changing lives after school

Jason Garcia of SoBro, a South Bronx community-based organization, describes how after school staff members help young people deal with the effects of trauma. Staff members teach content, guide students through transitions, and help students build long term relationships. SoBro’s youth workers wear many hats — guidance counselor, social worker, referral source — filling in where schools and families lack resources.

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Creating a safe haven: Changing lives after school

 
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Post-Graduation Planning: Helping students to explore myriad options

Lindsey Dixon, Director of Career Readiness at Urban Assembly, talks about helping students make more informed college and career decisions. The current model is restrictive and outdated, leading to suboptimal outcomes for the majority of students. Hands-on experiences and self-reflection programs can help young people better prepare for fulfilling careers and lives.

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Post-Graduation Planning: Helping students to explore myriad options

 
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Transcription of the episode “Centering SEL for social and economic mobility”

Jon M: 00:15 I’m Jon Moscow. Amy H-L: 00:16 And I’m Amy Halpern-Laff. Welcome to Ethical Schools. Jon M: 00:19 Our guest today is David Adams. David is the Director of Social Emotional Learning at the Urban Assembly. He previously served as the social emotional learning coordinator for District 75 in New York City, where he shaped the district’s approach to…

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Centering SEL for social and economic mobility

David Adams is Director of Social Emotional Learning at NYC’s Urban Assembly, a network of schools that does not screen students. David focuses on the intersection of academic and technical skills, social-emotional competencies, and career development to create social/economic mobility. Students must have a relationship with the teacher or the content for optimal learning. Perspective-taking is central to ethical development. Schools have to “know their ‘why’” and be able to explain it in plain language.

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Centering SEL for social and economic mobility

 
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The Algebra Project: Bob Moses on math literacy as a civil right – Part 1

The Algebra Project founder and president–and lead organizer of the famous 1964 Mississippi Freedom Summer voting rights campaign–talks about math literacy as an organizing tool to guarantee quality public school education for all children. Bob Moses describes the Algebra Project’s strategies to connect math to students’ life experiences and everyday language. The interview is divided into two episodes.

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The Algebra Project: Bob Moses on math literacy as a civil right – Part 1

 
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Navigating college and career pathways: Self-knowledge, preparation, and parameters

Maud Abeel, nationally-recognized education consultant, focuses on college and career readiness for middle and high school students, including “match and fit.” The earlier the students begin to think about postsecondary options, the better. There are myriad resources for students and their families, many of them free and online. Maud discusses cohorts, groups of high school classmates who enter college together and support one another, increasing their likelihood of success. She also talks about obstacles and dilemmas counselors face, including overwhelming caseloads.

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Navigating college and career pathways: Self-knowledge, preparation, and parameters

 
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Transcription of the episode “Navigating college and career pathways: Self-knowledge, preparation, and parameters”

Jon M: 00:15 I’m Jon Moscow. Amy H-L: 00:16 And I’m Amy Halpern-Laff. Welcome to Ethical Schools. Jon M: 00:19 Our guest today is Maud Abeel. Maud’s an educational consultant both in New York City and nationally, working across the continuum from zero to the postsecondary years. She’s especially focused on college and career readiness for middle and high school students….

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Transcription of the episode “Parent-school relationships in early childhood programs: family engagement is driven by families”

Amy H-L: 00:15 Hi, I’m Amy Halpern-Laff. Jon M: 00:17 And I’m Jon Moscow. Welcome to Ethical Schools. Amy H-L: 00:20 Our guest today is Dr. Yasmin Morales-Alexander. Yasmin is an assistant professor in the Early Childhood graduate program at Lehman College. She was the inaugural recipient of Teacher’s College’s Shirley Chisholm Dissertation Award, recognizing TC doctoral graduates who have advanced…

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NYC schools: still separate and unequal

Student activists Coco Rhum and Hebh Jamal describe what real integration of NYC schools would look like and how to achieve it. Bringing sharp analysis and insight from their experiences as leaders in IntegrateNYC and Teens Take Charge, they were interviewed by Lev Moscow on our sister podcast, acorrectionpodcast.com.

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NYC schools: still separate and unequal

 
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Multicultural Education: Challenges and Aspirations

We speak with New York State Regent Luis O. Reyes on the evolution of multilingual education in New York, beginning with the ASPIRA Consent Decree that in 1974 established bilingual education as an entitlement for Puerto Rican and other Latinx students. NY is gradually transitioning to bicultural and bi-literate education. The Regents’ Culturally Responsive-Sustaining Education Framework represents the way forward.

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Multicultural Education: Challenges and Aspirations

 
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Emotionally Responsive Education: “inviting and containing”

Margaret Blachly of Bank Street’s Center for Emotionally Responsive Practice describes how to fit materials, curriculum, and relationships together to create an emotionally safe classroom. Emphasizing the importance of a deep understanding of child development, she tells how important it is to know each child’s “story.” Margaret shares what she’s learned as a dual-language and special ed teacher and gives advice to new kindergarten teachers. Reflecting on Dewey’s Education and Experience, she talks about the ethical dimensions of teaching and the connections between the classroom and the larger society.

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Emotionally Responsive Education: “inviting and containing”

 
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