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The Meal Gap: A Food Activist Curriculum
Get PDFThe Meal Gap: A Food Activist Curriculum is a series of fifty-four lessons for fourth grade students that introduces them to the topic of food insecurity. The Food and Agriculture Organization (FAO) of the United Nations initiated the World Food Summit in 1996 to discuss and call attention to the “widespread undernutrition and growing concern about the capacity of agriculture to meet future food needs” (Food and Agriculture Organization, n.d.). The June 2006 Policy Brief of the FAO reaffirmed the 1996 definition of food security, which states that “Food security exists when all people, at all times, have physical and economic access to sufficient safe and nutritious food that meets their dietary needs and food preferences for an active and healthy life” (p. 1). The FAO further elaborated that food security depends on four main components: utilization, availability, access, and stability (p. 1). These components form the main units of this curriculum because they encompass more than the issue of financial access to food, but consider the complex and interconnected reasons why food insecurity exists in “food rich” societies such as the United States
Critical Pedagogy in Practice: Reflections of a K-5 Educator
Get PDFThe author illuminates major theoretical concepts integral to critical pedagogy as they apply to grades k-5 through a selective review of the literature and reflection on how these principles intersect with her personal and teaching experiences. A candid analysis of the author\u27s ongoing journey to put these ideas into practice, including ways in which she has felt successful and areas she continues to find challenging, is offered. Suggestions for ways in which elementary school educators can approach their teaching practices and classroom structures through the lens of critical pedagogy are included. Reactions to the thesis from several of the author’s colleagues, friends, and mentors are presented
The Center on Culture, Race & Equity: A Case Study on Systemic Change
Get PDFThis video offers a look at the Bank Street Center on Culture, Race & Equity’s partnership with District of Columbia Public Schools to address educational disparities for African American boys. The center’s work focused on helping school staff examine their own implicit biases, stereotypes, and microaggressions and learn to shift from deficit- to strengths-based attitudes to support system level change.https://educate.bankstreet.edu/faculty-staff/1038/thumbnail.jp
Learning to Look, Looking to Learn
Get PDFIn order to plan and implement lessons that will be effective for a wide variety of learners, teachers must assess what students know and how they know it. They must also know students’ academic strengths, challenges, and preferences. Careful observation of what students do and say as they work provides a rich source of data about both their knowledge and ways of learning. We highlight three strategies we use to help teachers refine their understanding of individual students:
(a) building teachers’ skills in observing without making judgements; (b) teaching teachers to use a shared, neurodevelopmental framework through which to view student learning and behavior; and (c) facilitating collaboration among general education and special education teachers in using these tools to assess student learning and plan lessons.
The combination of careful observations, a neurodevelopmental lens through which to see and interpret the observations, and the different perspectives of general and special education teachers, builds a foundation for planning appropriately leveled and rigorous lessons that leverage students’ strengths while supporting them in their weaker areas.https://educate.bankstreet.edu/faculty-staff/1057/thumbnail.jp
#14 A Family Murder Mystery
No full textCelebrating the publication of Henrietta Schmerler and the Murder That Put Anthropology on Trial, by Gil Schmerler (Scrivana Press).
Panel discussion moderated by Rima Shore, with panelists Frank Pignatelli, Rena Rice, Alisa Algava, and Megan Steffen.https://educate.bankstreet.edu/librarysalons/1013/thumbnail.jp
On Patriotism
Get PDFWhat’s so great about America?
Near the top of my list is sweet home Chicago—a mesmerizing metropolis, once home to generations of Illini, Winnebago, and Miami peoples, rising along the shore of that immense inland sea and sweeping toward the dazzling prairie just beyond.
There’s Upton Sinclair’s The Jungle and Sandra Cisneros’s The House on Mango Street, Saul Bellow’s The Adventures of Augie March, and Richard Wright’s Native Son. There’s Nelson Algren’s The Man with the Golden Arm and Studs Terkel’s Division Street, Gwendolyn Brooks’s Maud Martha and Lorraine Hansberry’s A Raisin in the Sun.
So great, and there’s more: Haki Madhubuti, Kevin Coval, Eve Ewing, and Chance the Rapper, Chris Ware, and Aleksandar Hemon, the Wachowski siblings, Muddy Waters, and Howlin’ Wolf, Koko Taylor, and Yoko Noge, Lil Hardin, Bo Diddley, Jimmy McPartland, and the Sun Ra Arkestra. On and on.
What’s so great about America
Under the Umbrella: Redefining the Spectrum of Autism
Get PDFThis research examines the scope of how autism spectrum disorders (ASD) have changed over the history of special education. From Dr. Leo Kanner’s initial study in 1943 to the present-day DSM-5, the diagnostic criteria for an accurate identification of autism in children has been extremely varied, resulting in an increased prevalence rate and confusion as to what actually constitutes ASD. A major discovery by Wing and Gould in 1979 brought to the forefront the concept of a spectrum of disorders within the autism category. Leading to an over-diagnosis of children requiring related services and supports in schools and at home, also examined is the response to the American Psychological Association (APA) removal of the spectrum in the latest Diagnostic and Statistical Manual Fifth Edition (DSM-5) manual.
This paper explores the field of autism study including the assessments used to determine a diagnosis, suggestions for evidence-based interventions and strategies with proven success, and how the changes in the DSM-5 have impacted the community of children and families with autism. An explanation for meeting the needs of the whole child, not just their label or stigmatized disability category under IDEA, is also investigated to assist teachers in making accurate and appropriate accommodations for children with autism spectrum disorders in their classrooms
A Study of Diversity and Social Capital in the Field of Child Life
Get PDFCertified Child Life Specialists are professionals with a background in child development who traditionally provide psychosocial support to children and families in a pediatric healthcare environment (Pearson, 2005). According to the last job analysis done in 2013, 92% of child life specialists identify as White and Non-Hispanic (438 out of 476 respondents). Compared to an ever-diversifying patient population, the field of child life can be considered homogenous in terms of racial representation. Considering the racial homogeneity of the field and the potential impact of implicit biases, increasing the diversity of child life specialists would be beneficial to the development of the field. However, due to the reported effects of social capital and a lack of social networking for future child life specialists of color, there are many barriers to enter the field (Bourdieu, 1986). The purpose of this non-experimental, quantitative research study conducted using a survey is to determine relationships between race and how certified child life specialists learned about and chose to pursue a career in child life. The results of the survey sent out to members of the Association of Child Life Professionals forum was that 89.9% of participants identified as White with the remainder of the participants identifying as non-White or biracial (10.1%). The means by which child life specialists both of color and White learned about the field were varied, although 13% of specialists were exposed to the field through relationships with friends. Considering the Social Capital Theory, diversifying the field will require an increase of recruiting efforts as well as structuring opportunities for mentorship (Bourdieu, 1986)
A Case for Child Life Specialists to be Trauma-Informed
Get PDFAccording to The National Child Traumatic Stress Network [NCTSN] (2003), “trauma occurs when a child experiences an intense event that threatens or causes harm to his or her emotional and physical well-being”. Roughly one in four children will experience a traumatic event before the age of sixteen. Due to the prevalence of traumatic events, it is necessary for healthcare professionals to know and understand the implications these experiences may have for children and their families. Child life specialists, who are a part of the interdisciplinary team in hospitals, provide a unique perspective with their knowledge of child development and coping. Their skill sets have the ability to support patients and families when navigating difficult situations and traumatic events. Recent initiatives in healthcare have encouraged knowledge and understanding of “trauma-informed care” to facilitate providing a “trauma-informed approach”. Child life specialists should be trauma-informed to best meet the needs of the patients and families they serve
Prepared To Teach Paradigm Shift
Get PDFPrepared To Teach is changing the way we prepare teachers. Read about how we work with stakeholders to shift thinking about teacher preparation.https://educate.bankstreet.edu/faculty-staff/1020/thumbnail.jp