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The Adventures of Trans Educators: A Comic Book Issue
Full text linkThrough remarkable comic book illustrations, issue #52 of the Occasional Paper Series presents authentic, nuanced stories about the experiences of trans educators working with children from preschool through high school. This visually engaging format brings these stories to life and invites readers to connect more deeply with the unique journeys of trans educators
Long Trip 1998 Photo 14
No full texthttps://educate.bankstreet.edu/longtrip-1998-images/1013/thumbnail.jp
Long Trip 1998 Photo 6
No full texthttps://educate.bankstreet.edu/longtrip-1998-images/1005/thumbnail.jp
Long Trip 1998 Photo 1
No full texthttps://educate.bankstreet.edu/longtrip-1998-images/1000/thumbnail.jp
Redefining Quality to Center the Capabilities of Young Children
Full text linkIn this article, we offer a justice-centered approach to measuring and documenting instructional quality that counters traditional teacher evaluations models commonly used in states\u27 Quality Rating Improvement Systems (QRIS). We tell the story of two early care and education practitioners - one teacher and one school leader - who participated in a professional development that focused on learning to observe young children in agentic contexts and finding more ways for young children to showcase, demonstrate, strengthen, or contribute their capabilities. Through these stories, we show how focusing on children\u27s capabilities served to counter the reductionist, hierarchical, and dehumanizing approaches of commonly used teacher evaluation tools. By focusing on the capabilities of children, educators were able to define for themselves what they regarded as high-quality practice and implement meaningful shifts in their work. We argue that QRIS teacher evaluation models need to be revised to center young children and their capabilities
“I Want to Say the Right Thing”: Developing Translingual Literacy Practices Through Early Care Educator and University Researcher Partnerships
Full text linkAn early care educator (ECE) and university collaborative model of teacher learning offers a distinct departure from common top-down models of professional development. Implementing a Social Design-Based Experiment, ECE and university partners collaborate to explore translingual picturebooks to address curricular inequities in their school settings. Featuring the experience of one white, middle-class ECE (Tamara) in a Midwest rural suburban school, we identify three critical components of this ECE and university researcher collaborative inquiry model: role of ECE as mentors and supporters, picturebooks as tools, and role of university partners as facilitators. Tamara’s experience highlights the critical components of the model, and its location within ECE professional development and the ongoing socio-political issues shaping early care education today. We conclude by discussing why relationships and well-being among ECE are central to how they experience professional development that centers equity in racially, linguistically, and ethnically complex early care education classrooms
Sy Montgomery and Matt Patterson: 2024 Cook Prize Gold Medal Winners
No full textAuthor Sy Montgomery and illustrator Matt Patterson\u27s video for The Book of Turtles (Clarion)https://educate.bankstreet.edu/cook/1012/thumbnail.jp
#35 A Celebration of Fern Khan\u27s Memoir - Through Jamaican Lenses
No full textFern Khan read excerpts from her book Through Jamaican Lenses: a Memoir and was interviewed by her son Naseef Khan.
Through Jamaican Lenses can be purchased at the University of Mississippi Presshttps://educate.bankstreet.edu/librarysalons/1034/thumbnail.jp
¿Dónde Vive la Ciencia en su Comunidad?: How a Community Is Using Photovoice to Reclaim Local Green Spaces
No full textThis a community-based participatory research project that investigates the presence and influence of science within local environments. In collaboration with researchers, science, technology, engineering, mathematics (STEM) educators, and community members from the Latine community in Corona, Queens, the project investigated where science is found in our communities. Community researchers used photography to document their surroundings and identified key themes related to the role of science through technology, community health, safety, and wellness. The photovoice method elevated social justice issues through critical dialog, creating opportunities for change through collective action. Among the critical issues discussed were urban planning, specifically the impacts of gentrification on the local community and the possibilities that greening offered as a site of agency, multigenerational learning, and resistance through ways of knowing. Community researchers examined the dual nature of STEM as both a tool of control and a means for justice, interrogating whose voices and experiences are prioritized in decision-making processes. Establishing shared green spaces emerged as an act of epistemic disobedience and resistance for sustaining community health and cultural identity. The project highlights how collaborative, community-led initiatives promote the reclamation of political power through collective action and disrupt colonizing forces, offering actionable recommendations for policy, research, and practice to guide justice-oriented change.https://educate.bankstreet.edu/sc/1014/thumbnail.jp
Long Trip 1998 Photo 7
No full texthttps://educate.bankstreet.edu/longtrip-1998-images/1006/thumbnail.jp