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Teaching Juan Rodriguez: Enacting Culturally Sustaining Pedagogy in Elementary Social Studies
Get PDFA fourth grade social studies curriculum and corresponding rationale are presented on the topic of Dominican historical figure Juan Rodriguez, his appearance in the Hudson harbor in 1613, and his legacy as captured by the CUNY Dominican Studies Institute in upper Manhattan. Curricularized racism in education and the responsibility of teachers to correct entrenched curricularized racism is addressed in undertaking the writing of an original curriculum centered on the known scholarship of Juan Rodriguez. As a relatively unknown historical actor and a free man of color from colonial La Española (modern-day Dominican Republic), his story is leveraged to help Dominican and Latinx youth learn about colonial economics, Juan Rodriguez’s migration to the New York area, and their own family histories of migration to and from the Dominican Republic and New York. The challenges of producing original social studies curricula that attempt to incorporate ideals of social justice and center the lives and experiences of multilingual and multicultural youth are explored using the framework of culturally sustaining pedagogies. Suggestions are offered for other novice teachers seeking to engage in culturally sustaining teaching that both meets the demands of district-mandated curriculum scope and sequence and resists traditional white-hegemonic narratives that usually dominate social studies content in public education
Life After the Civil War: A Fifth-Sixth Grade Curriculum to Address Post-Emancipation Discrimination as a Way to Provide Background for Lingering Inequality
Get PDFAs part of the coursework required for EDUC 517, I decided to address an extensive gap in my own knowledge of U.S. history: the aftermath of the Civil War and Emancipation for newly freed slaves. This work felt imperative to me because of the uptick in visible racism and violence against the black community coupled with feelings that I could not respond intelligently to racist and judgmental comments I would hear from members of my community. This project includes a researched analysis of the problematic mentalities I observed and aims to address them proactively by helping middle school students develop deeper knowledge of life after the Civil War. At the core of this curriculum is an evocative historical fiction novel which has been chosen for its ability to evoke historical empathy, its relatability to the intended age group, and its first-person perspective of life for newly freed slaves in the south. The goal of this curriculum is to raise students who are invested in not only learning but in holding onto our country’s history so that they can see today’s realities in light of the history that spawned them
Writing History: A Teacher’s Guide to the History of Language Technology and Museum Practice
Get PDFThe following document contains a guide for classroom teachers to use when bringing a class of 6th graders to a museum with ancient writing techniques, illuminated manuscripts, and books printed with movable type in their collection. The guide shows teachers how to guide students through the journey of tackling the essential question, “How have technological evolutions in language affected society?” This guide also helps teachers understand the difference in teaching in a museum setting and why this kind of learning is important for student development
Dr. Sal Vascellaro, Interviewed by Brett Dion 2
No full textPast Bank Street Archivist Brett Dion interviews Dr. Salvatore Sal Vascellaro, graduate faculty at Bank Street since 1988. He is both a Supervised Fieldwork Advisor and Course instructor at Bank Street. This is the second of 2 interviews that Brett conducted with Sal, the previous interview that took place on June 5, 2018 can be found here.https://educate.bankstreet.edu/oralhistories/1005/thumbnail.jp
Experiential Knowledge and Project-Based Learning in Bilingual Classrooms
Get PDFCulturally and linguistically diverse children deserve sophisticated and dynamic biliterate learning opportunities that integrate the children’s life experiences and keen intellects. Dynamic learning in early childhood classrooms, including progressivist pedagogical approaches like project-based learning, has been shown to facilitate academic achievement as well as high-level learning capabilities including critical thinking, agency, problem solving, and negotiation (Adair, 2014; Bell, 2010; Hyson, 2008; Katz & Chard, 2000). Too often, culturally and linguistically diverse children are offered learning opportunities that fall short of helping students achieve their potential or of validating their life experiences (González, Moll, & Amanti, 2005; Nieto & Bode, 2008; Valenzuela, 1999). Instead these children receive reductionist instruction characterized by limited, dull activities such as drills, isolated tasks, repetition, and memorization of material (Banks, 1991; Delpit, 1995; Gay, 2010).
Culturally and linguistically diverse children not only receive low-quality instruction; in addition, integral aspects of their lives such as language, culture, and home experiences are often regarded as lacking and needing to be “fixed” (Garcia & Guerra, 2004; González et al., 2005; Valencia, 1997). These deficit orientations infiltrate and taint curriculum and instruction, harming and suppressing students’ identities and learning opportunities (Delpit, 1995; Nieto & Bode, 2008; Valencia, 1997; Valencia & Black, 2002; Valenzuela, 1999). Most problematic is that these deficit orientations can be internalized by students, creating a harmful cycle, especially when it is the children’s own teachers who have lowered expectations for them because of the students’ cultural, familial, or linguistic differences (Delpit, 1995; Kohli & Solórzano, 2012; McCollum, 1999; Romero, Arce, & Cammarota, 2009). Under these circumstances, it is more difficult for teachers to learn about students’ lives outside school and about their families
Building Bridges Between Home and School for Latinx Families of Preschool Children
Get PDFAll children, regardless of their backgrounds, enter the classroom environment with a set of cultural and communal resources known as funds of knowledge (González, Moll, & Amanti, 2005; Moll, Amanti, Neff, & Gonzalez, 1992). Educators can support children’s learning and achievement by incorporating these funds of knowledge – which include, for example, cultural and familial values and traditions, family activities, and home language – into classroom learning experiences. All too often, however, educators fail to take advantage of these resources, and instead draw on mainstream values, traditions, and practices that have historically been embedded into classroom culture and protocol. Even the most well-intentioned intervention programs seeking to support children from ethnoculturally and linguistically diverse backgrounds typically do so by offering parents training to help adapt their home activities and practices to align with those expected by and supported in U.S. schools.
We strongly believe that for intervention efforts to be effective, they must rely on an approach that acknowledges and integrates the cultural knowledge and resources of children and their families. Building solid home-school connections requires adopting a bidirectional approach – that is, initiatives should also target the school by bringing salient home and community practices into the classroom setting. In this essay, we share findings of an intervention program we developed and implemented to help teachers incorporate Latinx children’s funds of knowledge into their everyday classroom routines. Our program trained preschool teachers to use cultural forms of oral language in the classroom as a way to support children’s reading readiness skills
Lucy Takes the Stage: A Story for Children with Anxiety
Get PDFChildhood anxiety is explored through the lens of child development as well as children’s literature. The book written for this integrated masters project was created to help engage children around age 5, recognizing that it could be for ages 5-7, in thinking about anxiety. Anxiety disorders in children can take many different forms, but the major distinction between a disorder and normal worries is that it causes stress that disrupts normal functioning. Additionally, read-alouds are a common and beneficial way to introduce children to literature in schools. Young children can learn to read, take another’s perspective, as well as gain comprehension skills through read-alouds. The literature review describes other children’s picture books that help students deal with their worries or other emotional experiences. With the review of children’s literature, the book written for the IMP is placed as a fictional book among the three categories of self-help books, fictional books, and books in between.
Lesley Koplow (2002) discusses the use of bibliotherapy as a means to help students with anxiety. The book written for this IMP can be used as a means of bibliotherapy to help students cope with their worries and anxiety. The book tells the story of a girl named Lucy who must read her story aloud in front of her family and her peers’ families on grandparents day. She overcomes her anxiety about reading to a crowd with the help of her sister Sam. In the end, she is proud of herself and realizes she did not need to be so worried. Use of the book in the classroom is described in this study to demonstrate the ways that teachers can use the book to guide classroom discussions
Towards the Creation of The Civil Rights Museum of New York City
Get PDFIn this study the author explores the many reasons why a museum devoted to the Civil Rights Movement should open in New York City. This work examines and delves into the very early stages and ideas that go into the creation of the museum, which include finding a need and purpose as well as envisioning what the institution has the potential to do and become. Koczot begins with a discussion of her own interests in the subject, including her experiences in the South and as an educator in New York City. The author moves on to discuss the city’s connection to the Civil Rights Movement and gives an overview of the existing literature and cultural sites related to the topic and specific to New York City. The author concludes the study with preliminary suggestions for the layout and focus of the museum and offers samples of programming that the institution could provide
Long Trip 2018 Photo 4
No full texthttps://educate.bankstreet.edu/longtrip-2018-images/1003/thumbnail.jp
ADULT ADHD: An Explorative Inquiry into Assessment, Executive Function, QoL, Comorbid Psychopathy, and Practical Application
Get PDFAttention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by a pattern of behavior present in multiple settings that can result in performance issues in social, educational and work settings. Although ADHD is prevalent in children, research has proven that the disorder lasts into adulthood. The current body of literature has also suggested that ADHD symptoms are related to specific impairments with executive functions. This paper will introduce ADHD and provide background information on the disorder. It will also examine current literature on assessment, executive function (EF), feasibility of EF measures, quality of life (QoL) as it pertains to adults with ADHD and explore practical ways to use assessment data. Lastly, this paper will take a look at what future research can further investigate in order to provide a more robust body of literature that looks at the basic executive functions associated with ADHD, assessments that may be of utility outside of the lens for a diagnostician, and the implications that available treatment options have on the improvement of deficits and impairments related to ADHD