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Introduction: A Principaled Approach
Get PDFThis introduction highlights the collaboration between Bank Street College and the New York City Board of Education who developed an approach to preparing principals that has proved highly effective. Wasley and Rizzo briefly describe the program\u27s history and its evolution, and concludes by analyzing why it has worked so well and what they would do to further strengthen the approach
No room for silence: The impact of the 2016 presidential race on a second-grade dual-language (Spanish-English) classroom
Get PDF“¡Quiere sacar a todos los suramericanos! Quiere quedarse con solo los blancos,1 shouted second grader Salvador2 to his classmate Victor. They were supposed to be reading Click, Clack, Moo: Cows That Type by Doreen Cronin, but somehow the conversation had turned to the then presidential candidate for the Republican Party, Donald Trump. That was how Trump and his rhetoric entered our dual language classroom.
Far too often, the voices of students of color, their experiences, and their lives are not validated in the classroom. When Salvador and Victor’s conversation about Trump erupted, the teacher and I—the teacher researcher in the classroom—knew we had to bring this topic to the forefront. If two students were discussing it, the chances were that it was on the minds of many. As Costello (2016) explained, Trump’s words and actions during the campaign impacted classrooms throughout the United States because “the [presidential] campaign was producing an alarming level of fear and anxiety among children of color and inflaming racial and ethnic tensions in the classroom” (p. 4).
This article examines how the teacher and I implemented culturally sustaining pedagogy (CSP) in our classroom in response to Trump’s rhetoric about immigration. I focus on how the students, who were distressed by that rhetoric, discussed what Trump was saying about immigration, as well as on how we worked together to support them
Building Safe Community Spaces for Immigrant Families, one Library at a Time
Get PDFIn today’s political climate, supporting the needs of young children from Latinx immigrant families has become increasingly difficult at the community, institutional, state, and federal levels. This essay is about a group of Latinx families who participated in an innovative early literacy program at a county public library branch in the migration setting of the U.S. Southeast known as the New Latino Diaspora (Hamann, Wortham, Murillo, 2015). We describe the program and its role in building a safe and welcoming environment for Latinx students and their families. We include the voices of the librarian and parents who had never before participated in a family literacy series for Spanish-speaking immigrants. We conclude with a discussion about factors that foster an inclusive community space for educational experiences
Coaching: How a Focus on Adult Development Leads to Improvements in Student Learning
Get PDFThe Bank Street Education Center partners with schools and districts across the country to help improve teaching and learning at scale. This publication documents the professional learning processes, tools, and activities used by Bank Street facilitators in their coaching work with teachers and leaders and brings to light what strengths-based, developmentally meaningful teaching and learning looks like for both adults and children.https://educate.bankstreet.edu/faculty-staff/1037/thumbnail.jp
The Restaurant Study
Get PDFBank Street faculty and staff regularly work in partnership with public schools to support teachers and leaders sustain and strengthen their progressive educational practice. At Midtown West, a public elementary school founded in 1992 as a collaboration between parents in New York City’s District 2 and Bank Street faculty, Peggy McNamara has worked as a coach and thought partner with teachers across every grade.
Over the course of developing and teaching one signature Midtown West curriculum unit called The Restaurant, we followed Peggy and the teachers as they made teaching decisions to engage and educate students through a study of food and community.https://educate.bankstreet.edu/faculty-staff/1015/thumbnail.jp
Developing Racial Literacy and Cultural Fluency in the Pediatric Healthcare Setting: The use of staff focus groups to address implicit bias and cultural competence when working with a culturally diverse patient population
Get PDFDeveloping Racial Literacy and Cultural Fluency in the Pediatric Healthcare Setting: The use of staff focus groups to address implicit bias and cultural competence when working with a culturally diverse patient population by Natalie Kinsky.
The purpose of this evidence-based practice (EBP), quality improvement project was to explore how targeted education and discussion, delivered through healthcare staff focus groups pertaining to race, culture, and bias, affect staff members’ knowledge and awareness of how these issues and experiences affect pediatric patients/families.
The EBP project consisted of pediatric healthcare staff focus groups to discuss topics of race, bias, and culture. The self-selected participants belonged to a race affinity group. Each focus group was one hour in length and included participants’ viewing of Ted Talks, reading journal articles, completing the Race Implicit Association Test, and discussing the the topics facilitated by the principal investigator. Participants were asked to fill out a questionnaire at the end of the four group sessions to comment on overall thoughts, feelings, knowledge gained, and any unanswered questions.
Participants felt that dialogue related to issues of race, culture, and bias positively impacted their practice as healthcare professionals and that this type of “focus group” model would be recommended to departments across the hospital. Perception of and experiences with race, culture, and bias affect child and adolescent development. The child life specialist needs to consider the ethical framework of these issues to promote effective child life practice
Intersectionality and Possibility in the Lives of Latina/o/x Children of Immigrants: Imagining Pedagogies Beyond the Politics of Hate
Get PDFI first met Alma1 when she was five years old and a kindergarten student in a multi-age Spanish-English dual language classroom in southern California. Alma is the child of immigrants from the Mexican state of Oaxaca. Somewhat shy and soft spoken, she nonetheless had many friends and seemed eager to engage with her peers in class. In interviews with me over the first few years of a longitudinal study that I was conducting at her school, she spent a great deal of time sharing the details of her rich literate life. Among other things, Alma loved poetry. In addition to writing poems in her writer’s notebook for school, she also kept a separate notebook in which she wrote poetry at home. Her face lit up as she told me that she often shared these poems with her father, who she said also wrote poetry. Alma seemed to have an especially strong relationship with her father, and much of the poetry that she shared with me focused on him. She also revealed that her father worked at an Italian restaurant, and that he would often teach her Italian words and phrases that he had learned on the job. She seemed proud of knowing them, and they sometimes popped up in the writing she did both at home and in school.
When I met Samantha, she was a first grader in Alma’s multi-age kindergarten/first grade classroom. At six years of age, she was already very proficient in English, which she reported speaking with her older siblings, and Spanish, which she sometimes spoke with her mother and with some friends and teachers at school. In an interview that I conducted with her in second grade, Samantha told me that she also spoke sign language at home with a d/Deaf uncle who lived with her. This revelation alerted me to yet another impressive layer of her expansive linguistic repertoire. Yet being multilingual was not the only thing that stood out about this young child. In addition to being a polyglot, Samantha was also a very kind person and a precociously deep and critical thinker who seemed to be motivated by both genuine intellectual curiosity and a profound commitment to fairness and justice
Rethinking “Parent Involvement”: Perspectives of Immigrant and Refugee Parents
Get PDFI arrived in the U.S. 15 years ago as a master’s student in early childhood education after teaching in elementary schools in Turkey. Becoming a permanent resident in my new country and parenting my two Turkish-American boys fueled my scholarly interest in the experiences of immigrant communities with their children’s early school years, specifically the ways they negotiate cultural and linguistic identities in educational settings. Among many encounters with my children’s teachers, one is particularly memorable.
Shortly after Enis, my older son, began attending the campus preschool at age two, his teacher asked me to speak only English at home to help with his transition into preschool. I was informed that my speaking to him in Turkish was the reason he scored low in the language development section of the Ages and Stages Questionnaire. Of course, as a doctoral student in early childhood/elementary education, I did not agree but thanked his teacher for the well-intended suggestion. Nevertheless, I do not remember being asked to be part of his classroom community or to bring in any expertise during that year.
Despite my experience and social capital as a scholar and teacher, I felt quite illiterate and vulnerable in my immigrant parent identity, dealing with a teacher who invalidated my cultural experiences and lacked interest in my family. Many memories later, my son, now a sixth grader, is a strong reader and writer and can write book chapters in both English and Turkish. Over time, I have learned to better advocate for my children, although my participation in school events has vanished over the years; admittedly, I still do not feel I belong, despite my perceived socioeconomic status
“That\u27s quite a tune”: An Interview with Bruce Springsteen
Get PDFGreetings from State College, Pennsylvania.
My name is Mark Kissling. I am an assistant professor of education at Penn State University. I’m also the guest editor of the Bank Street Occasional Papers Series issue #40 titled, “Am I Patriotic?” The purpose of the issue is to complicate how we think about and enact patriotism, with a particular focus on how teachers teach and students learn about patriotism.
So how does this relate to Bruce Springsteen and the interview that you’re about to hear?
In mid-December of 2008, I spent two days at the Woody Guthrie Archives—then in New York City, now in Tulsa, Oklahoma. I was working on a project investigating the history of Guthrie’s most famous song, “This Land Is Your Land,” including how teachers in U.S. schools over the past six decades have used the song as a curricular resource to teach about patriotism.
During this time, Bruce graciously sat down with me at his home in New Jersey for an interview about how he learned the song and why he began playing it at concerts in the early 1980s
Using Theater to Promote the Development of Literacy and Reading Comprehension
Get PDFThis paper explores using theater to develop literacy and deepen the comprehension of literature for elementary aged students. Using Louise Rosenblatt’s (1994) framework for aesthetic reading, it discusses the ways in which theater facilitates the reader’s selection, interpretations, and analysis of plots, settings, and characters. This transactional relationship between the reader and text is explored with particular focus on the multi-sensory experiences in theater which support students’ perspective taking. In particular, it explores the visual and kinesthetic opportunities that theater offers to differentiate instruction for diverse learners. In addition, when children engage with theater as participants, they practice expression, building fluency as readers, and benefit socially from engaging in collaborative activities with their peers in a developmentally appropriate manner. Finally, a sample scene from a theatrical adaptation of Peter Pan is analyzed to show educators the opportunities available for building these skills with their students in the classroom or on a stage