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Honoring Knowledge and Experience: Highlighting Caregiver Voices in a Professional Development Curriculum
Get PDFInfant/toddler caregivers are often portrayed as undereducated and unprofessional. The same is true for family child caregivers. In this piece, the author describes an approach that takes a different point of view – assuming competence and knowledge - and building on the existing experiences of the people working with infants, toddlers and their families. The philosophy behind the professional development experience is delineated. The voices of the caregivers, instructors, and coaches who participated in this program are highlighted
Critical Mathematical Inquiry
Get PDFWelcome to Issue 41 of Bank Street’s Occasional Paper Series. The issue features a collection of papers by authors with a shared affinity for the work of critical mathematical inquiry (CMI). In what follows, we present our framing of mathematics education as a participatory venue for CMI and situate it in the context of another, perhaps more familiar approach to teaching mathematics for social justice (TMfSJ)
Choosing Advocacy
Get PDFTwo articles comprise this publication. In Beyond the Story-Book Ending: Literature for Young Children About Parental Estrangement and Loss, Megan Matt analyzes over 30 books for young children on the topics of abandonment, estrangement, divorce, and foster care. She observes that this loss might appear as an event within the story or as a fear articulated by a young child. She states that, as an educator, she hopes that she can make the children realize that their own stories are real and legitimate, no matter what messages they might encounter or fail to encounter in the media. In Walking the Walk: Linking Teaching and Advocacy, Danielle Morrison recounts her experiences teaching a civil rights curriculum to third graders at a progressive private school in Manhattan. As a young teacher, she believed that she should be neutral and present information to her students, not interpret it. She found that when her school changed their civil rights curriculum from one centering around skin color to one that was more global and current, leading to a social action project and advocacy, the students became more engaged. She learned that it is her job as a teacher to inspire students to want to build a better world, that it is okay for her to express her opinions, share her experiences, and to model ways for her students to participate. She found that it takes a different kind of hard work, dedication, and time to teach children to care about advocacy
Elements at Play: Influences of Gender on Play in Single-Sex Settings
Get PDFThis thesis will examine the ways that gender impacts dramatic play in early childhood classrooms by analyzing experiences in two single-sex school environments. The paper will review past and present literature as it pertains to the general topics of play and gender and pose insights about the role that both play in single-sex classrooms. It will also take into consideration the various gendered elements of our world and the impact of our social environments. The aim of the paper is not to propose next steps for gender education, but to examine current work through descriptions and observations in two classroom settings. It concludes with insights and wonderings about next steps for all educators and the impact that this will have on my future teaching
Professional Preparation
Get PDFPart of being a professional is completing quality preparation. But teachers don\u27t necessarily receive rigorous, extended practice as other professions do—and notably, they don\u27t get paid for their work when they do.https://educate.bankstreet.edu/faculty-staff/1047/thumbnail.jp
Am I Patriotic? Learning and Teaching the Complexities of Patriotism Here and Now
Get PDFThis issue of the Bank Street Occasional Paper Series seeks to grapple with the complexity of patriotism, particularly in relation to its workings in the lives of teachers and students in schools. Like it or not, schools teach (about) patriotism implicitly if not explicitly. Therefore, much consideration needs to go into what schools should teach about and how they should enact patriotism
Mathematics for Whom: Reframing and Humanizing Mathematics
Get PDFMathematics for social justice allows students to see mathematics as an analytic tool to understand and influence issues important to them and their communities. Existing work in teaching mathematics for social justice often connects to secondary curriculum. But what about elementary mathematics? This paper describes the theoretical frames and gives an example of social justice-oriented mathematics with elementary-age students. We share the process of analyzing published K-6 mathematics curriculum as an entryway to engage in investigations that raise students’ awareness of social issues and to develop their mathematical power and sense of self as mathematics thinkers and doers
Quantitative Civic Literacy
Get PDFAs teachers strive to reimagine mathematics classrooms as interdisciplinary, problem-posing spaces that connect to students’ lives, communities, and the world, how can they prepare young people to develop as civic actors, to build quantitative civic literacy? This article explores how mathematics teachers may support students to learn about and take civic action in relation to mathematical study of societal inequalities. Keeping in mind there is not a singular way of conceiving what it means to develop students as democratic citizens, this article offers a call to explore the range of ways quantitative civic literacy may be understood and taken up
