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Today we are joined by Dr. Pepper Stetler. Pepper’s recently released book, A Measure of Intelligence: One Mother’s Reckoning with the IQ Test documents her journey alongside her daughter, Louisa, who was diagnosed with Down syndrome. It dives into the history and ongoing problematic issues with measuring intelligence, specifically how school and society uphold and reinforce misused and misappropriated labels. Pepper’s work on disability advocacy has appeared in The New York Times, The Atlantic, Slate, and The Washington Post, and she’s also an Art History professor at Miami University.
Book: A Measure of Intelligence: One Mother's Reckoning with the IQ Test
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I was not familiar at all with China’s national college exam, the gaokao, until reading about it in Susan Blum’s book, Schoolishness, and talking with her about it on a podcast episode we released in August – episode 152, you should check it out – and I’m incredibly grateful to Susan for making the connection with my guest today. Zachary Howlett is associate professor of Anthropology at the National University of Singapore, joining me from Singapore, and author of the book, Meritocracy and Its Discontents: Anxiety and the National College Exam in China. I thought at first ah, sure, every country has its school gatekeepers and methods of rationing secondary & post-secondary education – the SAT & ACT in the US, or the GCSE’s in the UK, for example – so how is this any different? But what I was not prepared for in Zachary’s work was the sheer magnitude of the gaokao as a deeply Chinese cultural, economic, political, and even a magical and religious phenomenon that touches every aspect of life, and for which there really is no American equivalent.
The blurb on the back of the book from Karrie Koesel captures it so well, “Zachary M Howlett opens the black box of the gaokao to reveal that it is not only a fateful rite of passage, but also a complex social phenomenon laid in with ritual, magic, dark horses, examination champions, latent, potential, luck, character building, social inequity, and the possibility of changing one's fate.”
Meritocracy and its Discontents book link
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It’s not every day that you get an email from ACLU. If you aren’t aware, since being co-founded in part by Hellen Keller in New York City in 1920, the American Civil Liberties Union has been involved in dozens of major cases defending the fundamental civil rights of individuals and causes both popular and very much not so. In 1925, the ACLU represented high school science teacher, John Scopes, in what became known as the Scopes Monkey Trial. Nearly 30 years later they played a significant role in the Brown v Board decision overturning “separate but equal” education for Black and white students. So when they reached out wanting to do a podcast episode with us about the state of Title IX in 2024, I had to say yes. In the past we’ve done episodes about how classroom teachers can best support LGBTQ students in potentially hostile policy environments, but we are well overdue for a national look at the current rights under Title IX for LGBTQIA+ students, pregnant and parenting students, and for all students facing sex-based harassment and assault and the obligations schools have to protect them.
Jennesa Calvo-Friedman is currently a staff attorney at the ACLU. Previously, she was the Marvin M. Karpatkin Fellow with the ACLU’s Racial Justice Program. Before joining the ACLU, Calvo-Friedman clerked for the Honorable Gerard E. Lynch of the U.S. Court of Appeals for the Second Circuit and the Honorable Ronnie Abrams of the U.S. District Court for the Southern District of New York. She was the Relman Civil Rights Fellow at the civil rights law firm Relman, Dane & Colfax. Calvo-Friedman received her B.A. from Swarthmore College, and her J.D. from Georgetown University Law Center, where she graduated first in class, was a Public Interest Law Scholar and Executive Editor of the Georgetown Journal on Poverty Law & Policy.
US Dept of Education Title IX: https://www.ed.gov/titleix
ACLU Title IX Fact Sheet: https://www.aclu.org/documents/title-ix-fact-sheet
General Resources:
https://nwlc.org/respect-students/
https://www.equalrights.org/news/new-title-ix-rule-goes-into-effect-protecting-lgbtqi-other-students-but-not-in-all-states/
Pregnant and Parenting Students:
https://thepregnantscholar.org/titleix-updates-toolkit/
https://www.abetterbalance.org/our-issues/students-rights-emerging-workforce/
Sexual Assault, Sexual Harassment, and Gender Based Violence:
https://www.publicjustice.net/what-we-do/gender-sexual-violence/
https://www.advocatesforyouth.org/campaigns/know-your-ix/
LGBTQIA+:
https://www.glsen.org/title-ix
https://www.aclu.org/know-your-rights/lgbtq-rights#are-lgbtq-students-protected-from-discrimination-in-schools
https://legacy.lambdalegal.org/know-your-rights/article/youth-how-the-law-protects
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If education had a Hippocratic Oath - First, do no harm - grades and grading would be among the first practices on the chopping block.
And in the conversation about grades and grading in school, there are any number of books and blogs educators can look to for figuring out how to de-grade, un-grade, Hack Assessment, and so on, to mitigate the harm grading causes. After all, as these books and blogs reveal, it’s a system educators have a surprising amount of control over. But what about parents who see it weighing on their own kids and young people who feel the weight of the grading system themselves? How do we communicate the real consequences of grades and grading, especially on youth mental health, and the need for change to those on the outside looking in? And what can parents do to help kids who are navigating outmoded grading systems?
“Supporting a child who is trying to navigate an educational system that privileges grades and achievement begins, simply, with compassion and love,” my guest today writes, “When children believe that their worth as human beings has nothing to do with the grades they receive, and when they know that the love of their family comes without conditions, they are better able to cope with the negative messages that grades can so often send.”
Just one of many powerful lines from my guest, Joshua Eyler, who runs the Center for Excellence in Teaching and Learning and is a clinical assistant professor of teacher education at the University of Mississippi. His latest book is absolutely full of insight for people trying to change the system, we’re talking about Failing Our Future: How Grades Harm Students, and What We Can Do About It, currently available from Johns Hopkins University Press.
Failing Our Future
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Stop me if you’ve heard these before:
American public schools are failing,
American students are falling behind their global peers,
The future of American innovation, economic equality, and global competitiveness depends on schools today preparing students for the job market of tomorrow,
School reform is only tool we have to fix these urgent issues
Each of these sentiments have become conventional wisdom at this point, and they’ve appeared in the platforms of both major American political parties if not explicitly, then through familiar buzzwords: school choice, competition, data-driven accountability, college and career readiness, STEM education, and gaps of all kinds: the skills gap, the achievement gap, and the employment gap, to name a few. And when your only tool is a hammer, all your problems look like nails… But it may also be the case, despite the flaws of public education throughout the nation’s history, that American public schools became “failing schools” exactly when they needed to, to fit the needs of politicians and industry, and to fit schooling into the new economic order that came to dominate the last half century.
At the global level, this narrative even fuels reactionary stories of civilizational struggle and the “decline of The West. As an Italian economist lamented for GIS Reports earlier this year, “There are only two ways Western educational systems can reverse the current trend and offer more appealing prospects: Allowing private schooling to flourish and Bringing about radical reforms in state schooling.”
The most likely outcome, he predicts is a steady decline, writing, “the vicious spiral that links poor education to inequality, social tensions, more government intervention and, finally, low productivity and stuttering economic growth will likely dominate the future of many Western countries for years to come.”
This last line captures what my guest today describes as The Fantasy Economy. Neil Kraus is Professor of Political Science at the University of Wisconsin, River Falls. His most recent book, The Fantasy Economy: Neoliberalism, Inequality, and the Education Reform Movement, describes in powerful detail how exactly our popular, bipartisan conventional wisdom about America’s “failing schools” and the decline of of the American student came to be: as the result of a deliberate project to shift the responsibility for economic precarity and inequality away from industry and policy and place it squarely on the shoulders of educators and schools. “Ultimately,” he writes, “ we must see the fantasy economy for what it is—a misleading, political campaign in the interests of corporations and the wealthy.”
The Fantasy Economy
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A “solutionary” has multiple definitions, one of which reads, “A person who identifies inhumane, unjust, and/or unsustainable societal systems and then develops solutions to transform them so that they do the most good and least harm for people, animals, and the environment.”
Today we are joined by Zoe Weil who has dedicated her work to creating, spreading the word, and teaching what it means to be a solutionary. She has written eight books including her most recent book we’re talking about today, The Solutionary Way. She’s delivered multiple TEDx talks and keynotes around the world on educating to solve the world’s most pressing problems. And she’s the co-founder and president of the Institute for Humane Education, which has been making serious strides in implementing the Solutionary Framework in schools around the country as well as in their own graduate program.
Links:
Solutionary Public Policy Webinar with Caitie Whelan and Zoe WeilThe Solutionary Way: Transform Your Life, Your Community, and the World for the Better by Zoe WeilThe Institute for Humane EducationHosted on Acast. See acast.com/privacy for more information.
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Today we are joined by Angela Stockman. Angela is a veteran secondary English/Language Arts teacher, author, and professional learning facilitator. She has presented at state, national, and international levels and has led curriculum, assessment, and instructional design projects in over 100 school districts.
She has written books and resources on writing instruction, including The Writing Workshop Teacher's Guide to Multimodal Composition, Creating Inclusive Writing Environments in the K-12 Classroom, and the recently released The Writing Teacher’s Guide to Pedagogical Documentation: Rethinking How We Assess Learners and Learning, which we're talking about today.
Links:
The Writing Workshop Teacher's Guide to Multimodal CompositionAngela Stockman's websiteHosted on Acast. See acast.com/privacy for more information.
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Many of you are already working to get your classrooms ready and will be welcoming students for the first day in the next couple of weeks, if you haven’t already. It’s a magical and stressful time of year, so we wanted to release Dr Carla Shalaby’s 2024 Conference to Restore Humanity keynote as a “back to school” special podcast. Carla speaks so powerfully to her own practical experience of human-centered education and why we do what we do: moving away from control, surveillance, and punishment, towards a model based on collective care, inclusion, and restorative practice. We hope you find it a great way to center ways of thinking about classroom management that will help get the school year started off on the right foot and sustain community with students throughout the next several months. As Carla reminds us, "Being good at human being requires a ton of work and investment, and perhaps most of all, an intentional rejection of a culture of disposability, the idea that there's ever such a thing as a throwaway person." If you prefer video, that’s up on our YouTube channel as well, just search for Human Restoration Project.
Thanks for listening, and we hope you have an amazing school year! Let us know if you need anything.
Link to YouTube video
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My guest today is Dr. Susan Blum. Susan Blum is Professor in the Department of Anthropology at the University of Notre Dame. She is the author of I Love Learning; I Hate School and My Word!, as well as the editor of Ungrading.
Her new book, Schoolishness: Alienated Education, and the Quest for Authentic, Joyful Learning is now out on Cornell University Press. It catalogs in great detail the characteristics of a “schoolish” education, that is, school as a self-contained institution with its own logic, grammar, and rules. One that, ultimately, sets students up for difficult re-entry into the rest of their lives in an unschoolish world. Susan draws upon examples of unschoolish learning from around the world and makes a powerful case for a necessary anthropological perspective that makes the familiar strange and the strange familiar.
“If we don't try, nothing will change,” she writes, “It's hard. Hell, it's probably impossible. Schoolishness is probably here to stay, but maybe not all of its elements are inevitable. Entrenched, yes. But inevitable? I don't think so.”
Editor's Note: Susan would like to add a quick correction that her current DuoLingo streak is over 1,100 not 11,000. :)
Susan Blum's Website
Works mentioned this episode:
Susan Hrach - Minding Bodies: How Physical Space, Sensation, and Movement Affect Learning
David Lancy - The Anthropology of Childhood
Edwin Hutchins - Cognition in the Wild
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Today we are joined by Nawal Qarooni. Nawal is an educator, writer, and adjunct professor based in Jersey City, who founded and operates NQC Literacy, a consultancy firm serving PreK-8 school leaders and teachers in holistic literacy instruction, equity-driven practice, and family engagement. She also serves on several committees, including the National Council for Teachers of English Committee Against Racism and Bias, evaluates manuscripts for Reese Witherspoon's LitUp program, and advises the Library of Congress Literacy Awards Advisory Board. Her recent book, Nourishing Caregiver Collaborations: Elevating Home Experiences and Classroom Practices for Collective Care is a deep dive into how educators can celebrate and elevate students’ families, while encouraging shared reflections and connections to what’s happening in schools.
We talk about building a collective culture of care that invites in families to build a better education system that supports all learners. We're combining the lens of progressive education lens of the classroom to the greater support structures that raise children toward a better future.
NQC Literacy
Nourishing Caregiver Collaborations Elevating Home Experiences and Classroom Practices for Collective Care by Nawal Qarooni (Routledge)
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“Were we required to characterize this age of ours by any single epithet, we should be tempted to call it, not an Heroical, Devotional, Philosophical, or Moral Age, but, above all others, the Mechanical Age. It is the Age of Machinery, in every outward and inward sense of that word; the age which, with its whole undivided might, forwards, teaches and practices the great art of adapting means to ends. Nothing is now done directly, or by hand; all is by rule and calculated contrivance. For the simplest operation, some helps and accompaniments, some cunning abbreviating process is in readiness. Our old modes of exertion are all discredited, and thrown aside. On every hand, the living artisan is driven from his workshop, to make room for a speedier, inanimate one. The shuttle drops from the fingers of the weaver, and falls into iron fingers that ply it faster.”
This is how Scottish historian & writer Thomas Carlyle characterized Great Britain’s mechanized, steam powered industrial era in 1829. These changes in the human relationship to production rippled through the world economy with profound social, political, & environmental implications. One loosely organized group, the Luddites, emerged early on to smash the new machines and resist mechanization of the mills.
200 years after Carlyle’s “Age of Machinery”, we find ourselves sold a new Age, the Age of automation and AI, which promises another transformation in the way we live, work, AND learn, with similar social, political, and environmental consequences. At least, the AI-hype cycle is real. Sal Khan’s new book, for example, Brave New Words: How AI Will Revolutionize Education (and Why That's a Good Thing) promises to be “required reading for everyone who cares about education.”
But what should be the relationship of education, automation & artificial intelligence? Should there be one at all? How much power – not to mention student data – should educators cede to the new machine in the Age of AI?
Or…should the answer be a 21st century Luddite revival and mass resistance to the vision of the future offered by Google, OpenAI, and Microsoft?
That, I suspect, will be the argument of my guest today, Charles Logan, a Learning Sciences PhD Candidate at Northwestern University, writing earlier this year for the Los Angeles Review of Books, “Ultimately, the Luddites’ militancy and commitment to resistance might be a necessary entry point for how laborers—and teachers, students, and caregivers—can take an antagonistic stance toward AI and automation, and create a new ‘commons.’”
Toward A Luddite Pedagogy
Should We Be More Like The Luddites?
Inspiration from the Luddites: On Brian Merchant’s “Blood in the Machine”
Learning About and Against Generative AI Through Mapping Generative AI’s Ecologies and Developing a Luddite Praxis
Record being placed on a record player.wav by HelterSkelter1114 -- https://freesound.org/s/409036/ -- License: Attribution NonCommercial 4.0
rope-making machinery running.wav by phonoflora -- https://freesound.org/s/201166/ -- License: Attribution 4.0
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The story my guest will tell today is of her experience growing up and teaching in Memphis, Tennessee before finding a purpose-driven career change in - I am not joking - the heart of Transylvania. Emma Sisson is the School Director of The Mission School in Sighisoara, Romania.
The work of The Mission, Romania is deeply rooted in the local community in Sighisoara and, as you’ll hear Emma describe it, homebase is an 80,000 sq ft abandoned Soviet textile mill where staff live, work, house a K-3 school, and provide family wrap-around services to Romani children and families.
Romani, or Roma, are a historically enslaved and oppressed underclass in Europe, in Romania in particular, where they are often slandered as a lazy, thieving, “gypsy” underclass. In 2022 the European Union reported that 80% of Roma live in poverty, compared to the 17% EU average. 1 in 5 live in households with no running water. 1 in 3 have no indoor toilet. And fewer than half of Roma children attend early childhood education. The scathing report prompted the EU director of Fundamental Human Rights to ask, “Why do Roma across Europe still face shocking levels of deprivation, marginalization, and discrimination?”
Overcoming structural discrimination and prejudice against Roma people is a key part of The Mission’s mission. The Mission School also works to preserve Roma values and language in the context of education, expressed as a preference for family apprenticeships, experiential hands-on learning, and a rich oral tradition, that have historically put them at odds with the priorities of institutional school-based literacies.
On the other side of the Atlantic, The Mission international is currently recovering from a devastating fire that destroyed their entire campus headquarters in Tijuana, Mexico that served over 500 at-risk youth, so if you’d like to learn more and donate to help support Emma’s work in Romania and rebuild the Tijuana campus, you can do that at themissioninc - that’s the mission eye-enn-see - dot org
https://www.themissioninc.org/
You can reach Emma @ [email protected]
Amazon Book Wishlist
Amazon Supplies Wishlist
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In this episode, Anna Saavedra and Morgan Polikoff explore the polarizing landscape of modern education found in their February 2024 report, "Searching for Common Ground.” The report reveals widespread support for public schools alongside significant partisan divides, particularly on topics like LGBTQ identities and racial inequality. From bipartisan consensus on some issues to stark disparities on others, this discussion highlights the complexities of education policymaking and the need for informed dialogue to navigate contentious topics and shape a more equitable future for education.
Links:
How Americans really feel about the teaching of controversial topics in schools @ USC Today
Read the full report online.
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Join us as we delve into the historical and current relationship between the United States and Puerto Rico, focusing on the island's education system and its role in shaping Puerto Rico's future. Professor Jenaro Abraham shares his expertise on social movements, politics, and education in the Caribbean, offering key insights into Puerto Rico's quest for self-determination. From the legacy of colonialism to the prospects of statehood versus independence, this conversation explores the complexities of Puerto Rico's identity and its educational landscape.
Additional Resources:
Jenaro Abraham @ Gonazaga
Puerto Rico in the American Century, By César J. Ayala, Rafael Bernabe
CentroPR
Pedagogy of the Hawaiian Islands podcast series
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“Let's start with the bad news.” is how the conclusion to my guests’ book about changing grading practice begins. “No one is coming to save us. No consultant is going to sweep through and fix things for a fee. No new technology, digital, online, or otherwise, is going to change the game.” The game, of course, is school, and the currency of that game is grades.
Jack Schneider is Dwight W. Allen Distinguished Professor in the College of Education at the UMass - Amherst. He is the Executive Director of the Beyond Test Scores Project. Director of the Center for Education Policy. Co-Editor of the History of Education Quarterly, and Co-Host of the Have You Heard Podcast.
Ethan Hutt is the Gary Stuck Faculty Scholar in Education and associate professor at the UNC Chapel Hill School of Education.
Their 2023 book, Off the Mark: How Grades, Ratings, and Rankings Undermine Learning (but Don’t Have To), is a thorough, and at times frustratingly pragmatic, exploration of flawed necessity of the load bearing pillars of “real school” – grades, transcripts, and standardized tests – their origins in our nation’s history, the distorting effects they tend to have on the outcomes and goals of education, why nothing has arisen so far to replace them at scale, and why there are no magic potions: “No one is going to wake up one morning and realize that the answer was staring us in the face all along,” they remind us.
Balancing the real with the ideal, they also chart a path toward the possibility for something different, and like the grand experiment of public schooling itself, it’s something we’ll have to figure out and build together.
Off The Mark
Jack Schneider
Ethan Hutt
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In this episode, we talk with Rethinking Schools first-ever Executive Director, Cierra Kaler-Jones, about the past, present, and future of Rethinking Schools, especially as we enter another potentially contentious year of educational culture wars for 2024, and her vision for how educators can demand power for those who need it the most within our school system.
Links:
Rethinking Schools
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Today we are joined by Dr. Emma McMain. Emma works in the College of Education at Washington State University as a postdoctoral teacher and researcher, focusing on assessment for pre-service elementary teachers, cultural considerations in education, and social and emotional learning (SEL). Her work aims to promote social and ecological justice, seeing education as an important site of social transformation.
Dr McMain's recent works include: Drawing the line: Teachers affectively and discursively question what counts as “appropriate behavior” in schools — which dissects the power dynamics of classrooms in determining what is “appropriate” behavior; and The “Problem Tree” of SEL: A Sociopolitical Literature Review — which contextualizes what social-emotional learning actually means in a classroom setting from a variety of perspectives and in history. Particularly, we wanted to reach out and talk more about the idea of SEL as systemic change versus SEL as an add-on, and why this matters as we think about racism, sexism, neoliberalism, and more, especially in the context of SEL in the ongoing culture war and attacks on schools.
More about Dr Emma McMain
Drawing the line: Teachers affectively and discursively question what counts as “appropriate behavior” in schools
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Reimagining education is no small feat, but there is hope on the horizon. MINDFOOD, easily digestible content for education. In this series, we'll do the random fun stuff: top 10 lists, current events, things we're thinking about. This is a casual format with limited editing and not as many intense conversations that occur in our mainline HRP interviews. Let us know what you think.
Learn more about our free resources, podcast, writings, and more at https://www.humanrestorationproject.org/
Human Restoration Project is a 501(c)3 nonprofit centered on enabling human-centered schools through progressive pedagogy.
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In this incredible final installment of his exploration of the pedagogy of the Hawaiian Islands, Noah Ranz-Lind talks to educators and students at Hanahau‘oli School, a progressive K-6 school in Honolulu. Hanahau‘oli School promises its students an "intimate and nurturing learning community supports connections between home and school and the world, respecting and celebrating the uniqueness of the Hanahau‘oli child while appreciating the interconnectedness that defines our learning ‘ohana. Grounded in tradition yet embracing of innovation, we perpetuate joyous work, committed to being a resource and symbol of learning’s potential." And you will hear ample evidence of the joyous work at hand in this episode!
Links:
Hanahau‘oli School
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Chris sits down with Congressman Jamaal Bowman! serving New York's 16th district since 2021. Bowman was a crisis management teacher in an elementary school in the Bronx, who eventually founded his own public school, the Cornerstone Academy for Social Action, a middle school in Eastchester. For years he maintained a blog on changing school policy and standardized testing, with a focus on being deeply involved in the opt-out movement to encourage families to not take the tests, as well as centering pedagogy on social emotional health and restorative justice.
Congressman Bowman’s team reached out to Human Restoration Project to talk about the More Teaching, Less Testing Act (linked below). The policy lessens the number of tests given each year in schools, limiting the number of tests all students take and finding other ways to gather data, such as through a smaller but representative sample size. Please note that Human Restoration Project is a 501(c)3 nonprofit organization and that this interview is not an endorsement of Bowman or his electoral campaign.
More Teaching, Less Testing Act: https://bowman.house.gov/_cache/files/8/9/89180377-ee4a-4906-b170-f4ee28d3602e/0D579FD78ABAA89748EA157D3F31CAB1.more-teaching-less-testing-act-bill-summary.pdf
A video of this conversation in available on our YouTube channel: https://youtu.be/y9Aw4EsH_yc
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