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29 minutes | 12 days ago
The impact of deportation policies on Latinx students’ mental health
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. Overview 00:00-00:44 Intros00:44-03:44 Study of impact of immigration policies on Latinx students’ mental health; demographics; key findings 03:44-05:41 Differences in number of traumatic experiences between foreign-born and U.S. born students and potential reasons 05:41-06:49 Differences by gender 06:49-09:40 Levels of perceived discrimination 09:40-13:18 Sources and forms of student support, including educators, parents, peers 13:18-14:38 Role of school counselors 14:38-18:30 Links between discipline practices and immigration-related fears; restorative justice; roles of school resource officers 18:30-24:17 Obstacles in accessing mental health resources and ways to reduce them 24:17-26:51 Student participation in public policy advocacy and its effect on students’ mental health 26:51-27:28 Thanks to collaborators in the study 27:28-28:45 Outro Transcription Click here to see the full transcription of this episode. Soundtrack by Podington Bear
37 minutes | 19 days ago
Empowering school counselors to support struggling students
Dr. Mandy Savitz-Romer of Harvard Graduate School of Education sees counselors as schools’ academic conscience, the hub for providing holistic support to students. To be effective, they need a seat at the leadership table. Respondents in Savitz-Romer’s 1000-counselor survey described obstacles and successes in serving students during the pandemic. Overview 00:00-00:46 Intros00:46-03:30 School counselors’ roles and how they’ve changed over time03:30-05:11 A better model for counseling05:11-08:18 Contracts, guidelines, protections for counselors; caseloads08:18-10:54 Equity issues and time for neediest students10:54-13:48 Counselors as “academic conscience of the school”13:48-17:29 Counselors’ roles, stress, and evaluation17:29-19:20 Support resources for counselors19:20-23:28 Helping students with the “why” of college and career23:28-27:15 1000-counselor pandemic survey results27:15-30:30 Helping students with college and careers in context of family expectations and needs, especially during pandemic30:30-34:59 Lessons learned from experience during pandemic34:59-36:30 Outro Transcript Click here to see the full transcription of this episode. References Report Expanding support beyond the virtual classroom: Lessons and recommendations from school counselors during the COVID-19 crisis Book Fulfilling the Promise: Reimagining School Counseling to Advance Student Success Book Ready, Willing and Able Mandy discusses her book in more detail during this episode of The Harvard EdCast Op Ed Shocked by the college admissions scandal? School counselors aren’t by Mandy on the Hechinger Report Watch Personal Statement, an Emmy nominated feature-lenght documentary film about three seniors at Brooklyn high schools struggling to get themselves and their peers to college. Soundtrack by Podington Bear
40 minutes | a month ago
Holistic history: The African diaspora
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. Overview 00:00-00:50 Intros 00:50-05:23 What Africana Studies is 05:23-07:28 Relationship of slavery and capitalism 07:28-10:47 Why all students should take Africana Studies 10:47-14:21 How high schools could do a better job of teaching about the African diaspora 14:21-18:30 Learning about the Western Hemisphere 18:30-22:22 Importance of learning writing skills 22:22-25:57 Impact of “teaching to the test” 25:57-27:39 “Teaching to the test” v. a freer engagement with new ideas 27:39-34:49 Liberal arts education and workforce development 34:49-36:49 Potential impact of Movement for Black Lives on students 36:49-37:57 Critical importance of educators 37:57-39:45 Outro Transcription Click here to see the full transcript of this interview. Credits Soundtrack by Podington Bear Image from richmond.edu
49 minutes | a month ago
Students leading change: Inclusiveness at an elite school
Stacey Cervellino Thorp and Naima Moffett-Warden teach drama at Manhattan’s famed LaGuardia High School, and Abigail Rivera is a senior in the drama studio. Although all LaGuardia students are extraordinarily talented, their families, neighborhoods, and middle schools have vastly different resources. Students and faculty, led by students of color, have won changes and are demanding more steps to make the school more accessible and the curriculum more culturally responsive. Overview 00:00-00:44 Intros 00:44-08:26 LaGuardia admissions standards and how they have changed 08:26-11:23 The sit-in and movement for changing the previous principal 11:23-13:40 Pressures to take AP courses; academics prioritized over arts and the efforts to change that 13:40-18:22 Teaching students with diverse arts backgrounds 18:22-21:37 Teaching and learning on-line: impacts on process and equity 21:37-24:19 Changing Eurocentric curriculum; Young Idealists 24:19-30:02 Conversations and actions since George Floyd’s death 30:02-34:46 The school’s responses 34:46-35:42 Students’ interest in using careers for social change 35:42-40:50 Making high quality arts education available to many more students on an equitable basis 40:50-42:09 Students’ talking at their middle schools 42:09-47:43 Broadening visions of arts careers, especially for BIPOC students and their families 47:43-49:12 Outro Transcript Click here to see the full transcription of this episode. Credits Soundtrack: Podington Bear Image: laguardiahs.org
37 minutes | a month ago
Teaching economics as political and ethical choices
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. Overview 00:00-00:39 Intros 00:39-02:25 Why teach economics 02:25-08:55 “What Money Can’t Buy”: When are markets corrupted; ethics of markets 08:55-12:34 “Political economy” as distinguished from “economics” 12:34-18:09 Consequences of using increasing growth as metric of healthy economy 18:09-22:43 Ethical questions of teaching from textbooks that don’t correspond to how things work 22:43-26:20 Education for democracy vs education for workforce preparation 26:20-30:36 “80,000 Hours”: Encouraging students to think of maximizing the potential usefulness of their work lives 30:36-32:43 Grades as part of the economic system 32:43-35:37 Supporting young women to become economists 35:37-37:00 Outro Transcript Click here to see the full transcription of this episode. References Book Bullshit Jobs: A Theory by David Graeber “World economic history in one picture” from the book A Farewell to Alms by Gregory Clark: Listen to our previous podcast episode with Lev: Lev Moscow offers advice for secondary school teachers Lev also hosts a podcast that aims to make economics accessible. Discover A Correction Podcast Soundtrack by Podington Bear Photo by Thomas De Luze
48 minutes | 2 months ago
Education denied: What should reparations look like?
Daarel Burnette II of Education Week delves into the history of Black communities demanding education and school boards conspiring to deprive them of opportunities and resources. We zoom in on Virginia’s reparations to Black citizens, now in their 60’s, who were excluded from schools when Prince Edward County shut its schools to avoid integration. Mr. Burnette, a “military brat,” theorizes about why children of Black military families do so much better academically than their civilian peers. Overview 00:00-00:50 Intros 00:50-02:06 Prince Edward County and its significance 02:06-03:31 Virginia’s reparations fund 03:31-07:09 Reactions of reparations recipients 07:09-09:44 Lessons from other state reparations programs 09:44-13:28 Essential elements of a reparations program 13:28-17:24 Overtaxing and underfunding 17:24-19:28 Black Lives Matter movement and educational equity 19:28-22:00 Teachers’ beliefs about genetics and achievement 22:00-24:08 Coleman report and assumptions about Black families 24:08-26:05 History of Black demands for public education; Freedmen’s schools; Rosenwald schools; attacks on Black schools by KKK and White Citizens Councils 26:05-29:00 Students from Black military families outperform civilian students; achievement gap almost eliminated in Department of Defense schools 29:00-35:25 Military base interventions to improve schools serving military families 35:25-38:48 Integration blinds us to what happens afterward; not the end of the story 38:48-44:30 Freedmen’s schools and Rosenwald schools 44:30-46:31 Why knowledge of history is so essential 46:31-48:00 Outro Transcript Click here to see the full transcription of this episode. References Book The Color of Law by Richard Rothstein Credits Photo by the National Trust for Historic Preservation Soundtrack by Podington Bear
39 minutes | 2 months ago
Identity-focused classes: Experiments in cultural relevance
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. Overview 00:00-00:30 Intros 00:30-01:32 San Francisco ethnic studies curriculum 01:32-03:01 Student selection 03:01-03:41 Students’ ethnicities and classrooms’ composition 03:41-04:19 Student voice and reflection 04:19-05:02 “Critical pedagogy” 05:02-12:40 Effects on student attendance and achievement 12:40-15:11 Teachers exercising their professional judgment 15:11-15:18 Professional development 15:18-18:01 Differentiating between impact of “great teachers” and the curriculum 18:01-19:49 “High fidelity context” 19:49-23:48 Oakland’s African American Male Achievement program 23:48-25:27 Targeted Universalism & working with a range of groups of students 25:27-28:57 Outcomes and effects 28:57-29:21 Spillover effect on young Black women 29:21-30:24 Avoiding deficient orientation 30:24-31:42 Relationship to My Brother’s Keeper 31:42-35:19 Developments in ethnic studies in California 35:19-37:15 Qualitative resources about Oakland program 37:15-38:45 Outro Transcript Click here to see the full transcript of this episode. Credits Photo by JD Doyle Soundtrack by Podington Bear
41 minutes | 2 months ago
Practicing ethics: Case studies
We speak with Meira Levinson, Professor of Education at Harvard, about her website justiceinschools.org and books of “hard cases,” designed to help educators and youth workers think about the ethical implications of their decisions. Often, there are no perfect solutions, and these decisions can have far-reaching consequences in children’s lives. A former teacher herself, Meira would like teachers to be able to consult with specially trained school ethicists. Overview 00:00-00:43 Intros 00:43-3:50 Justice in Schools (justiceinschools.org)—what it is and why Meira Levinson started it 03:50-08:49 Why cases in case studies must be hard 08:49-16:14 Scenarios 16:14-17:32 Writing and researching the cases 17:32-21:05 Variation in cases among regions and countries 21:05-22:44 Who and how people are using the cases 22:44-24:10 No cost to users except for multi-media version 24:10-28:52 Defining success 28:52-30:52 Out-of-school-time cases 30:52-38:43 Involvement of students and parents 38:43-39:15 Unknowns about outreach 39:15-41:00 Outro Transcript Click here to see the full transcription of this episode.
51 minutes | 2 months ago
Parent voice: Supporting families with special needs
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. Overview 00:00-00:43 Intros00:43-02:25 Parent to Parent02:25-04:08 Deficit model04:08-06:18 Impact of deficit model on teaching06:18-09:18 Looking at a child as a whole person09:18-15:35 Respect for parents15:35-19:43 Effects of the shift to remote learning19:43-20:48 Program Adaptation Document (PAD)20:48-23:26 Integrated Co-Teaching class23:26-32:30 PAD, continued32:30-33:55 Issues of support during pandemic33:55-43:39 Relationships between NYC’s District 75 schools and district schools43:39-49:26 Ethical relationships49:26-51:00 Outro Transcription Click here to see the full transcription of this episode. Credits Photo Parent To Parent NYS Soundtrack by Podington Bear
48 minutes | 2 months ago
Anti-racism: Lessons for the classroom and faculty lounge
We speak with Mica Pollock about US vs Hate and Schooltalk. Student anti-racism messaging in any medium can catalyze youth activism. Comments embedded in teachers’ everyday communication can impact students’ lifetime trajectories.
27 minutes | 3 months ago
Consumption as ethics: Talking with students about food
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.
44 minutes | 3 months ago
Busting out of the classroom: Connecting local history to everyday life
Social studies teacher David Edelman and student Raúl Baez speak about their class's "Virtual Walking Tour of Slavery in New York City" and other projects in which students become teachers. David's goal is to instill curiosity and encourage students to connect history to their lived experiences. He shares suggestions for virtual teaching and teacher collaboration.
36 minutes | 3 months ago
Food injustice: The corporatization of school meals
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.
59 minutes | 3 months ago
Audit culture: The dehumanization of education
World renowned educational consultant Bill Stroud talks about schooling within our capitalist culture and the impact that on-line learning will have on teachers' autonomy and teacher-student relationships. He discusses similarities and differences among classrooms in different countries, the potential impact of the Movement for Black Lives on schools, and what envisioning a different system of schools would look like.
36 minutes | 4 months ago
Supporting student civic activism: Social studies on steroids – Part 2
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.
45 minutes | 4 months ago
Supporting student civic activism: Social studies on steroids – Part 1
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 high school teacher, and Dr. Muriel was Mr. Belen-Morales’ teacher in turn. Now all three are at Hofstra University. Part 1 of a two-part series that contains lots of specific strategies for teachers and passion for civics education.
28 minutes | 4 months ago
Police and metal detectors in schools: Student perspectives
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.
38 minutes | 4 months ago
*UPDATE* Civics education: A Constitutional right?
Last year we interviewed Mark Santow, one of the plaintiffs suing the State of Rhode Island under the 14th Amendment for failing to provide some students civics curricula and other components of an adequate education. After we revisit our interview, Dr. Santow updates us on the suit and reflects on the lawsuit’s particular relevance at a time of pandemic and the Mobilization for Black Lives.
33 minutes | 5 months ago
Too Late For Reform: Abolishing the Police in Schools
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.
35 minutes | 5 months ago
Savage inequalities: How school funding intentionally privileges white, wealthy communities
Zahava Stadler, Policy Director of EdBuild, explains how housing discrimination and state funding policies disadvantage Black and low-income districts. EdBuild has reported on funding schemes throughout the country, documenting a $23 billion annual funding gap between White districts and districts of color. Ms. Stadler describes how states could allocate education dollars more equitably, benefitting at least 70% of students.
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