Resources from Supporting Education in Washington
Also includes links to the presentation and student video listed below:
The Time for Action on Racial Equity is Now
Ben Danielsen, MD - Presenter Article/ Bio (slides above are from this presentation)
How Are the Children? Presented by:
Mission and Values Youth in Focus
Revered doctor steps down, accusing Seattle Children’s Hospital of racism
Ben Danielson to Practice at UW Medicine
A Listening Session with Voices from the African-American Community (September 2020)
A Listening Session with Voices from the African-American Community, Part 2 (October 2020)
Part 2
Gandy: What will be the phoenix that rises from this?
Pimpleton: Relationships/Relevance and Rigor
Relationships - teacher to student and also the content
Jackson: Belief system of high expectations / Cultural Relevance is at the Root of it All!
Many of us found hope for change in the work of Howard Gardner, David Perkins and Art Costa:
1983 to Present
Howard Gardner (livestream) (10/17) – Town Hall Seattle
Howard Gardner: Synthesizing Mind Podcast / About Halfway
A Synthesizing Mind by Howard Gardner
Integrated Curriculum and Art Costa's and Bena Kallick's Habits of Mind
Nancy Skerritt Tahoma School District
How to Integrate the 16 Habits of Mind in Your Classroom
Organizing learning and meshing the subject areas around a broad theme
provides the framework for integrating the curriculum. This kind of curriculum change
is also suggested by Gloria Ladson-Billings (CRT) in this interview:
from Berkeley Anti-Racist Resources for Educators
"Here’s what I mean: If you take an ethnic studies course and one week we’re focusing on Mexican Americans and then one week we’re focusing on American Indians, what you get is that people are engaged and less engaged depending on what group you’re in. A very different approach would be to look across the common experiences of people and pull all those experiences to illustrate a point or an issue. If I were teaching one of these courses, one of the first issues I might take up with students is migration, because everybody has a migration story, not just Mexican-Americans or Central Americans. Everybody’s got one. It’s a fundamental question: How did you get here? That can be answered by everybody, and we can look across the migration stories to raise other kinds of questions. You might have a study about a concept like assimilation and acculturation: What is it that your family has done to assimilate into American society, or how have they acculturated if they haven’t assimilated? How have they made life here work for them?
Taking big ideas and then pulling across all of the different cultural groups requires a lot of knowledge, though, and a lot of times we get lazy. It’s much easier to say, “Oh, I’m doing this two weeks on the Irish Americans.” Now, the Irish Americans have a very interesting migration story. If you’ve ever seen the film Gangs of New York, you’re kind of shocked: “Oh my gosh, they went through all of this. I just assumed they were white and they just fit in.” No, they didn’t. There’s a powerful migration story in the same way that the Chinese on the West Coast have a powerful migration story."
Education Frameworks for Equity:
How to Practice Culturally Relevant Pedagogy | Teach For America
Rudine Sims Bishop: ‘Mother’ of multicultural children’s literature
Teaching Toward Genius: An Equity Model for Pedagogy in Action |
Feb. 7, 1926: Carter G. Woodson Launched Negro History Week
Zinn Project African American Resources
A Summary of Reality Pedagogy Christopher Emdin (2011)
Christopher Emdin: Teach teachers how to create magic | TED Talk
Picture Books as Anticipatory Set or Daily Reflection
“Pictures are an immediate conduit to emotional connection,” says Lukehart. “If you want people to really engage with a topic, whether you are publishing a newspaper, writing a blog, or teaching a class, show a picture from which a narrative can be inferred or imagined.”
SLJ School Library Journal
Never Too Old: Embracing Picture Books To Teach Older Students
From Teach for Justice
Using Photographs to Teach Social Justice
Short texts for daily learning
My Pinterest Collections
Social Justice for High School
The Secret Power of White Supremacy — and How Anti-Racists Can Take It Back
St. Maurice was a Black military leader of the Roman army in the third century.
Why Facing History and Ourselves
Race Relations in the 1930s and 1940s | Great Depression and World War II,
1929-1945 | US History Primary Source Timeline |
Classroom Materials at the Library of Congress
Whitewashing the Great Depression / The Atlantic
Wikimedia Commons
Actions Around Washington
OSPI
CERTIFICATION OF ENROLLMENT SUBSTITUTE SENATE BILL 5023 66th Legislature 2019 Regular Session
Washington State Ethnic Studies Now – Organize, Learn, Resist
SUMMARY of the DEMANDS
The NAACP Youth Coalition demands that the Seattle Public School district:
● support the #BlackLivesMatterAtSchool actions indefinitely.
● improve its curriculums, including mandatory Ethnic Studies,
to better serve all students;
● increase opportunities to integrate voices of
students of color into its decision-making processes;
● prioritize the occupied renovation of Rainier Beach High School;
● fund post-secondary opportunities in an equitable way;
● improve its discipline practices, implementing restorative justice districtwide;
● prioritize training staff of all schools as well as central office staff on
issues of race, equity, and racism, even if schools fail to apply for to
Race & Equity Teams; and
● prioritize hiring and retaining more staff of color in all buildings
regardless of demographics.
N-YC demands met so far by Seattle Public Schools:
● publicly declare that Black Lives Matter,
as well as the lives of other students of color,
and encourage participation districtwide in the
#BlackLivesMatterAtSchool week of action on February 5-9, 2018.
How do other districts' demographics and intersectionalities compare to PSD?
Should the majority have more influence over the change or lack thereof if equity, diversity and inclusion efforts are made to improve education for all?
Charissa Duncanson Presented at AOSA Symposium 2020
"The third issue is that we keep talking about this mismatch between students and teachers as if it’s only about kids of color and their teachers. White children desperately need people of color as teachers. I keep getting students at the college level who tell me, “You’re the first black teacher I ever had.” That’s a problem. That’s a real problem because do you think you can go out into the world and interact with people when you’ve never had an ongoing relationship with someone who’s different from you? There is some data that suggests that white children benefit from having teachers of color. We rarely talk about that. We think, well, we just can fix everything that is going on with black or brown children if they have black or brown teachers."
School Staff Demographics?
White 47%
Special Education 14%
Non-White 53%
Special Education 86%
Gender LGBTQIA ?
White 76.3%
Non-white 23.7%
Disabilities and 504s 20.44%
Gender LGBTQIA ?
AntiRacist Content and Practice Definitions.pdf Seattle
High School ELA: ETHNIC STUDIES FRAMEWORK Seattle Public Schools
2020-2021AALitOutline.docx Seattle Course Description Outline Example
Girlhoood Interrupted: The Erasure of Black Girls' Childhood
CHOOSE 180 School to Prison Pipeline
Tacoma Community Led Antiracist Team
Year of Purpose - BLM AT SCHOOL
Goodreads Photo, Coming December 1
Black Lives Matter at School: An Uprising for Educational Justice
Black Lives Matter at School Video:
Now Available! Confronting White Nationalism in Schools Toolkit
8. Revolutionary Black Arts
- Principle: Intergenerational
- April- During National Library Week, we seek to center the classic contributions of Black Writers and artists across the generations: Zora Neale Huston, Faith Ringgold, Alma Thomas, Augusta Savage, Jasmine Mans. How are the themes and radical vision that they brought to their art reflected in your classrooms and communities? How can young people extend on these legacies?
Who's Bashing Teachers and Public Schools and What Can We Do About It?
What Are We Fighting For?
It took well over a hundred years to create a public school system that, for all its flaws, provides a free education for all children as a legal right. It took campaigns against child labor, crusades for public taxation, struggles against fear and discrimination directed at immigrants, historic movements for civil rights against legally sanctioned separate and unequal schooling, movements for equal rights and educational access for women, and in more recent decades sustained drives for the rights of special education students, gay and lesbian students, bilingual students, and Native American students. These campaigns are all unfinished and the gains they’ve made are uneven and fragile. But they have made public schools one of the last places where an increasingly diverse and divided population still comes together for a common civic purpose.
But the system’s Achilles’ heel continues to be acute racial and class inequality, which in fact is the Achilles’ heel of the whole society.
Those who believe that business models and market reforms hold the key to solving educational problems have, as noted, made strides in attaching their agenda to the urgent need of communities that have been poorly served by the current system. But their agenda does not represent the real interests or the real desires of these communities:
It does not include all children and all families.
It does not include adequate, equitable, and sustainable funding.
It does not include transparent public accountability.
It does not include the supports and reforms that educators need to do their jobs well.
It does not address the legacy or the current realities of race and class inequality that surround our schools every day.
Where we go from here, as advocates and activists for social justice, depends in part on our ability to reinvent and articulate this missing equity agenda and to build a reform movement that can provide effective, credible alternatives to the strategies that are currently being imposed from above.
The ability to leverage positions of privilege and
power to impart social change in the classroom is
agency. When a teacher can function in agency,
it is the highest developmental stage of a socially-
just teacher (Banks, 2003). Once teachers develop
a “knowing” of activism, they understand their
privileging in the classroom and leverage their
positions of power to impart change on behalf
of their diverse students, their families and
communities (Abril & Robinson, 2019).
Reimagining Orff Schulwerk Through the Lens of Cultural Competence
(Robinson 2020, The Orff Echo)
As educators, we turn inward in order to reach outward, linking our efforts to broad, integrated movements for social justice. As our ancestor the Black lesbian warrior poet Audre Lorde stated, “There is no such thing as a single-issue struggle because we do not live single issue lives.” This means we must commit to living our principles every day, in and out of our classrooms, within our homes, and with our communities. It is a commitment to the village.
Lives Matter at Schools “Year of Purpose”, Rethinking Schools, Fall 2020
Upcoming and Past Days of Purpose in November, December and January:
LGBTQ+ (will have its own page)
January 2021:
Queer Organizing Behind the Scenes
Principle: Queer Affirming
During January, we find it critical to lift up Bayard Rustin, one of the principal organizers behind the March on Washington, which is crowned as one of MLK’s lasting achievements. To be queer affirming means lifting up our queer ancestors who were at the foundation of our movements throughout time. This deepens the purpose of MLK Day to understand that no one person makes a movement, highlighting how MLK’s legacy encompasses the contributions of many.
Lives Matter at Schools “Year of Purpose”, Rethinking Schools, Fall 2020
November 20:
Transgender Day of Remembrance Principle: Trans Affirming The lives of William Dorsey Swann and many others should be remembered on this day.
Inclusion (will have its own page)
December 3:
International Day of People with Disabilities
Principle: Globalism and Collective Value
Harriet Tubman and Fannie Lou Hamer are two disabled freedom fighters we revere, even as the disabilities they carried with them into struggle aren’t consistently lifted up as assets in their fight. To fight against societal ableism, we must celebrate our differences and understand how the lessons from Black disabled organizers teach us how to build inclusive, accessible movements.
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