In the light of the difficulties and tensions, we end with recommendations for
anti-oppression teacher education. These focus on how
(a) to make deliberative and transformative inquiry central and focused on social justice;
(b) to invitereflection about the implications of social locations for teaching; (c) to createand sustain communities of inquiry and action among social justice educators;and
(d) to articulate warrants for anti-oppressive teaching.
Schwartz makes a very VALUED POINT! When will stop debating and really address the issue at HAND. The future of our children are at STAKE here!!
He makes 5 points:
1. Stop talking and writing
2. Read and listen to opposing and alternative viewpoints from diverse groups of stakeholders including teachers, students, parents, communities other than your own, union leaders, business leaders, administrators, superintendents, et. al.
3. Process it all in continued silence. This is not about writing comments to a blog post or releasing a study to counter what that other study you read found or even a quick retort with your rehearsed line. Really take it in and think about where it fits within your framework for what it's going to take to help our teachers help our students.
4. Think about how your experiences as a student and perhaps your experiences as a parent of a student have shaped and even biased your views on what our schools need.
5. Resume your writing and speaking being mindful to take time-outs to listen and think.
This article fits well with our topic this week. It reviews how the Myths that society accepts is doing away with accessing the American Dream- stability, education and access to wealth.
"To paraphrase the words of the late Clifford Geertz, one of the great anthropologists of the 20th century, myths are stories we tell ourselves about ourselves. Powerful narratives based upon fiction -- not fact -- myths shape our perception of the world. They create frameworks for our behavior. They are impervious to logical or factual critique. As such, myths are powerful political tools that the powers-that-be have long used in their attempt to control social behavior."
"five factors as either a moderate or great barrier in their pursuit of the superintendency: (a) absence of "old-boy network," support systems, or sponsorship; (b) lack of awareness of political maneuvers; (c) lack of role models; (d) societal attitudes that Blacks lack competency in leadership positions; and (e) no formal or informal method for identifying Black aspirants to administrative positions. "
The author questions Cathie Black new role as NYC chancellor. Raises argument of who is better suited to lead schools based on previous career experiences.
Perhaps the most objectionable aspect of the corporate takeover of public education is the implicit assumption that business leaders know what they're doing and the rest of us don't.
A man with passion took a stand and shared our free public television and radio change the then, now and tomorrow. If we were as passionate about reforming free public education would we see a difference?
This site is powerhouse site for online public and private education for K-12. There are 30 states participating including Virgnia and Washington, DC. Public online course are FREE, while private online course vary in tuition.
Ed Equality is a great website of the latest information, videos, and new findings on education reform. It allows you to sign up and receive "daily news roundups". There are several signatories who include, Corey Booker the Mayor of Newark, NJ and Iris Chen; I have a Dream Foundation, CEO. Insightful, inspirational, and lots of resources!!
"Some Republicans are so skeptical of the federal role in education that they want to abolish the Education Department." Obama wants to replace the federal metric of adequate yearly progress, known as AYP, with more flexible measures that reward student growth. Yet it remains unclear how the government would force improvement of low-performing schools while getting out of the way of those that excel.
Obama wants to replace the federal metric of adequate yearly progress, known as AYP, with more flexible measures that reward student growth. Yet it remains unclear how the government would force improvement of low-performing schools while getting out of the way of those that excel.