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On Turning Tables, Hubris, and Humility: Reflecting upon Carol Rogers-Shaw’s “Disabled Lives & Pandemic Lives: Stories of Human Precarity”
Get PDFWhat can be learned about the pandemic through the lens of disability, and conversely, what can we come to know about disability through the Covid-19 pandemic? Rogers-Shaw contemplates these reciprocal questions in a highly original essay that is wide in scope. After thinking about how to best describe the experience of reading her work, the word “wondrous” came to mind, as the essay is both delightful and powerful. Why? Because she examines and explores what has recently concerned many of us in education, that is, the pandemic’s impact upon the lives of both teachers and students with and without disabilities. We have heard all kinds of stories in social media (Selwyn, 2020), along with formal reports (Barbour, 2021) and journal articles on the crest of an anticipated wave of information (Osofsky et al., 2020). Still, we don’t yet have a cohesive, substantial body of knowledge that makes sense of the pandemic’s ongoing impact on education in the United States and around the world. Amid these scary and confusing times, Rogers-Shaw has given us useful ways to (re)consider dis/ability in light of the pandemic, and vice versa, illustrating shortcomings of society at large and education in particular, while offering some possibilities for much-needed change
Forgotten Frontline Workers, One Year Later
Get PDFThis is the second in a series of reports discussing findings from a June 2021 survey sent to New York Aspire Registry members who work in NYC (n=663). It also follows up on Forgotten Frontline Workers, a report issued last year which focused on family child care (FCC) professionals’ experiences earlier in the pandemic. The results discussed in this report come from a self-selected sample (n=97), and cannot be used to draw conclusions about all FCC professionals in NYC; however, their value comes from recognizing each of these participants’ humanity and the important policy-relevant issues they raise for discussion: Consistent with last year, FCC professionals were significantly more affected economically than other respondents The odds of FCC professionals primarily working with infants and toddlers were 5.7 times higher than other survey participants. 79% reported negative emotional effects from the pandemic, with 77% saying they experienced 5 or more of the 11 stressors identified in the survey Significantly fewer reported an optimistic future orientation and more reported that they were suffering or struggling when compared with other early childhood educators in the survey While most certainly negatively affected by the pandemic, this group of FCC professionals was significantly less negatively affected emotionally than others. 46.3% agreed or strongly agreed that they received helpful support from a representative of the system (e.g., a coach, licensing consultant, etc.)
When considered in total, the findings in this report show a picture of fortitude in the face of very real economic, social, and personal stressors.https://educate.bankstreet.edu/sc/1008/thumbnail.jp
Registered Apprenticeship Programs and Teacher Residencies: Building Shared Understandings Between Workforce Development and Education
Get PDFThis brief is the first in a series exploring principles that Prepared To Teach has surfaced as helpful for designing Registered Apprenticeship Programs for teacher residencies to promote and support high-quality teacher preparation systems. Sign up for our monthly newsletter for future releases.https://educate.bankstreet.edu/pt/1037/thumbnail.jp
Erika Meza Spanish Language Picture Book Award 2022 Acceptance Speech
No full textIllustrator Erika Meza gives an acceptance speech for Mis dos pueblos fronterizos written by David Bowles (Kokila)https://educate.bankstreet.edu/spanishlanguageaward/1003/thumbnail.jp
Who\u27s there for the directors?
Get PDFThis third report from the Listening to Teachers study’s second year focuses on a subsample of early childhood program leaders (n=113) in NYC. Among the key findings in this report: Support from supervisors lowered the odds of survey participants reporting potential burnout. However, the odds of program leaders reporting potential burnout were 1.7 times higher than for other respondents. The odds of Black, Indigenous, and other People of Color (BIPOC) respondents being in leadership roles were significantly less than their white colleagues.
While this study\u27s self-selected sample makes these findings ungeneralizable, they do raise the critically important question, What is being done to support directors, in particular BIPOC leaders? How this question is addressed has implications on documented racial bias in ECE hiring practices, which may further relate to the emerging literature showing the importance of racial, cultural, and linguistic mirrors in the classroom for Black and Latine children.https://educate.bankstreet.edu/sc/1010/thumbnail.jp
Stories From Islita Libre: Digital Spatial Storytelling as an Expression of Transnational and Immigrant Identities
Get PDFIn this essay, we examine the relationship between students’ spatial literacies of their neighborhoods and communities and their transnational identities, the latter which have complex, broad spatial and temporal dimensions. Over four months, we, a team of university researchers, led a series of instructional activities with a class of racially, ethnically, and linguistically diverse first- and second-generation immigrant students in an 11th grade introduction to research course. Here, we document the ways in which students learned about various data sources for inquiry to create digital, layered map-based stories about the factors that shape their (and others’) immigrant experiences in their local community. We offer two illustrations that respectively speak to how students\u27 spatial literacies of their neighborhoods included their self-positioning within the local sociopolitical landscape and at the same time, the signs and symbols they chose in their story maps reflected broader sociopolitical forces. We raise considerations and questions for educators who want to engage transnational and immigrant adolescent youth in multimodal, digital spatial storytelling
District 75 Redesigned for Students with Autism Spectrum Disorder
Get PDFThis paper is intended to analyze what is currently offered by the New York City Department of Education, and District 75 (D75) school programs, to students with moderate to severe autism spectrum disorder (ASD) and their families. Changes to District 75 programming, based on current research, could vastly improve educational outcomes for students with ASD. Individuals on the autistic spectrum have been historically underrepresented, under-resourced, and underestimated. This paper highlights an educational and social justice need for change. Using the framework that analyzes race and ability called Dis/ability Race Studies (DisCrit), educators and administrators will come to understand that disability classifications are often based on professional judgment that is subjective, and, therefore subject to the influence of bias and cultural misunderstandings. As educators and administrators, the goal is to educate students with ASD in a student-centered environment with the presumption of competence. A sample will be provided that will examine what is currently available in the five boroughs of New York City and why change is needed within the currently established programs. Analysis of the long-term effects on students, if they are not given an education that is tailored to their needs, is included, as well as what the most appropriate education would be for students with ASD. Additionally, I will provide a blueprint for a new school program that is science and research-based for ASD students using the Universal Design to Learning (UDL) framework, best teaching practices, and student and family-centered policies, which can be adopted by the New York City Department of Education for all District 75 schools that educate children on the autistic spectrum
Technical Report: Listening to Teachers Study
Get PDFThis is the summary report for the second year of the Listening to Teachers Study which asks how early childhood educators in New York City (NYC) have been faring through the ongoing COVID-19 pandemic. The study’s purpose has been to seek deeper understandings of what NYC’s early care and education (ECE) workforce has experienced during the Pandemic to inform decision-making about the city\u27s future ECE systems by raising issues for reflection and action-oriented discussion.
The study has followed a multistage, exploratory-mixed methods design, incorporating: 1) ongoing consultation with ECE stakeholders to incorporate questions of interest to them – and their reactions to emerging findings; 2) a survey focused on understanding nuances in the workforce and how these might relate to well-being and coping (June 2021, n=663); and 3) in-depth interviews with racially minoritized educators, given the Pandemic’s disproportionate effects on communities of color (Spring 2022, n=28).
These data were analyzed through an iterative, constant comparative method that combined descriptive and inferential statistics with mixed deductive-inductive analysis of open-ended survey questions and interview transcripts. Among the key findings: 86% reported being affected by 5 or more (of 11) economic, health, social, and emotional stressors. 32% had a household income below $35K – in New York City. FCC professionals far more frequently worked with infants and toddlers than other survey contributors; were weathering more economic stresses; and reported significantly higher rates of suffering and struggling. 61% reported not feeling burned out in June 2021; however, the odds of program leaders indicating potential burnout were 1.7 times higher than all others. Support from supervisors and system representatives (e.g., coaches) reduced the odds of someone reporting potential burnout.https://educate.bankstreet.edu/sc/1011/thumbnail.jp
The Scholarship of Generosity: A Festschrift in Honor of Beth Blue Swadener
No full textThis introduces a special issue of the International Critical Childhood Policy Studies Journal dedicated to the scholarship of generosity. It takes the form of a Festschrift in honor of Professor Beth Blue Swadener, whose career, steeped in scholar-activism and reciprocal mentorship, exemplifies this sorely needed praxis (theory into practice) in a world both literally and socially afire. However, while this collection exists to honor one person, it is of broader interest and significance to scholars and students in critical childhood policy studies, for it is simultaneously a hopeful illustration of the ripples made by one person’s lifework, and a call to action for scholars to live up to higher education’s social responsibilities (Boyer, 1990; Fitzpatrick, 2021; Kromydas, 2017; Patel, 2021). The issue’s ultimate purpose is to provide examples that cause readers to think, I’m already doing that. I know others who are doing that. I’d like to do that.https://educate.bankstreet.edu/sc/1012/thumbnail.jp