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Long Trip 2018 Photo 1
No full textPhoto from Labiba Abdur-Rahmanhttps://educate.bankstreet.edu/longtrip-2018-images/1000/thumbnail.jp
The Best Children\u27s Books of the Year [2018 edition]
Get PDFIncludes more than 600 titles chosen by the Children’s Book Committee as the best of the best published in 2017. In choosing books for the annual list, committee members consider literary quality and excellence of presentation as well as the potential emotional impact of the books on young readers. Other criteria include credibility of characterization and plot, authenticity of time and place, age suitability, positive treatment of ethnic and religious differences, and the absence of stereotypes.https://educate.bankstreet.edu/ccl/1007/thumbnail.jp
Prepared To Teach Urban Transformation Strategy
Get PDFWhen teachers quit, education fails. Prepared To Teach is solving the crisis of teacher turnover in urban public schools.https://educate.bankstreet.edu/faculty-staff/1026/thumbnail.jp
This is About Us: Drama Workshop as Patriotic Education
Get PDFFor 15 years, I was a drama teacher in two large urban high schools in Minnesota. My classes were designed with the belief that theatre requires the downplaying or even sacrifice of the individual for the success of the collective. Yes, these classes involved practices that helped students rehearse basic tools of performance but, more importantly, they required participants to work together as a group. Each semester-long class ended with a theatrical production written, produced, and performed by the students for audiences of their peers. Careful not to impose my vision on the content of their productions, I worked to facilitate open-ended playbuilding, which is a complex process by which people collaborate to consider a concept through the creation of a dramatic production (Norris, 2009).
In this piece, I invite readers to consider that preparing students to embrace the potentials of democratic patriotism goes beyond the purview of social studies education and should be part of how students and teachers interact with one another across disciplines. Westheimer (2006) argues that “caring about the substantive values that underlie American democracy is the hallmark of democratic patriotism” (p. 612). Among these values are freedom of speech, protection of civil liberties, high participation in governance, and working for social and economic equality
Patriotism to People in Diaspora Is Love of Humanity
Get PDFPatriotism is always contested. It is even more contested for people in diaspora. Diaspora (in Greek, διασπορά – “a scattering [of seeds]”) refers to the movement of a population sharing common ethnic identity who are either forced to leave or voluntarily leave their indigenous or ancestral lands and become residents in areas often far removed from their former homes (He, 2010).
In a broader sense, diaspora refers to the situations when indigenous peoples, immigrants, and emigrants are forced to leave or voluntarily leave their tribes, native lands, territories, communities, or countries due to such reasons as imperialism, colonialism, political persecution, economic exploitation, trade or labor migrations. While people in diaspora might not maintain strong ties with their homelands or native lands, they lack full integration into the host lands. This mobile and unsettling existence of diaspora complicates the meaning of patriotism to people in diaspora.
The meaning of patriotism becomes unprecedentedly complicated for people in diaspora in the United States since the recent rise of “draconian, enforcement-based policies and executive orders” (Huerta, 2017, para. 1). These enforcement policies and executive orders have given license to an outbreak of hate speech, harassment, bullying, and violence targeted at immigrants, Latinos, Blacks, Muslims, Jews, Gays, girls, women, and other individuals and groups in diaspora across the United States of America
Introduction: Learning and Teaching the Complexities of Patriotism Here and Now
Get PDFLast June, the day before the Philadelphia Eagles franchise was scheduled to celebrate its Super Bowl victory at the White House, U.S. President Donald Trump revoked the invitation.
The majority of the players had made clear that they would skip the event. Instead of attending the presidential spectacle, they planned to celebrate elsewhere in Washington, D.C., including by touring the nearby National Museum of African American History and Culture (Nakamura & Lowery, 2018). In place of the event, the President led a ten-minute “Celebration of America” on the White House lawn that featured the playing and singing of the national anthem and “God Bless America” (Shear, 2018).
The politics of patriotism were at the center of what transpired.
Ever since the fall of 2016, when quarterback Colin Kaepernick began kneeling on the sideline during the national anthem in protest of racial injustice and police brutality, the President has called Kaepernick and other professional athletes who have joined the cause unpatriotic (Bryant, 2018). But protesting injustice—with precedent in the Declaration of Independence and protection in the U.S. Constitution—is patriotic. Indeed, patriotism is much more than simple loyalty to a country or obedience to its leaders.
This 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.
Patriotism is neither simplistic nor arcane, two common tropes. Rather, it is dynamically messy and as relevant as ever, in the present moment of rising populist and nationalist sentiments in the United States and across the world. As the pieces in this issue show, patriotism—and the learning and teaching of it—is complicated and contested, loved and hated, seemingly straightforward but entirely complex
Scaffolding Resilience: Child Life Work with Immigrant and Refugee Children in the Hospital Setting
Get PDFImmigrant and refugee children experience and cope with significant traumatic experiences in their countries of origin, in host countries, and during their immigrant or refugee journey, impacting their development and ability to cope with stress. Child life specialists who encounter immigrant and refugee children and families in the healthcare setting have an ethical and professional duty to advocate for the rights of these vulnerable children and families as well as approach clinical work from a strengths-based, culturally competent, patient and family centered, trauma sensitive perspective. This paper endeavors to guide child life work with immigrant and refugee children in the healthcare setting, discussing the details of current political policy, legislation, and their effects on immigrant and refugee children, investigating precedents set by medical and educational institutions for the support of immigrant and refugee children, and recommending actions to scaffold immigrant and refugee children’s resilience from the individual specialist level to the Association for Child Life Professionals policy level based on the application of Bronfenbrenner’s ecological systems theory to the role of the child life specialist with immigrant and refugee children
Bringing Joy to Uninspired Teachers of Math
Get PDFThis publication explores how to inspire teachers to find the joy in math so they can help their students do the same. Through a variety of tools, techniques, and helpful hints, the resource illustrates what high quality math instruction looks like and how teachers can reframe their own thinking about math to create deeper learning opportunities for their students.https://educate.bankstreet.edu/faculty-staff/1040/thumbnail.jp
Cowboy City: An Original Children’s Book
Get PDFCowboy City is an original children’s book written for eight to ten year olds that touches on themes of race and representation. Too often the stories of Black cowboys go untold. The book was created to provide children with an accurate portrayal of who the cowboys of the Wild West were, as well as who they are now, while also providing teachers with a tool to introduce the concepts of racial representation throughout history. Told through the voice of nine-year-old Jayden, an African American boy living in the city, Cowboy City follows Jayden’s normal school day, interrupted by an extraordinary event. Throughout the book Jayden experiences the cognitive dissonance that accompanies a mismatch between the learning in the classroom and a students’ racial and cultural identity. Jayden is taught about the rich history of black cowboys, present and past, from his grandfather, yet in his classroom his teacher omits it. After the momentous event, that Jayden witnesses, both he and his teacher are transformed.
This independent study includes a rationale that explains my inspiration for writing this particular children’s book, a literature review which provides an overview of the children’s books that I used to research the topics included in the book and as guidance for my own writing, an overview of the developmental milestones of the nine and ten year olds which are aligned with the themes, plot and vocabulary encountered in Cowboy City, the original text and three illustrations, an application section that explains the results of my reading the book with a small group of third graders and the practical applications of the book in a classroom setting and finally a bibliography that cites all of the books utilized in the writing of this thesis
District-wide Instructional Initiative Framework
Get PDFDescribes the Bank Street Education Center\u27s District-wide Instructional Initiative Framework, a tool that guides the Center\u27s partnership work with school districts who are engaged in a process of instructional improvement. The Framework was developed out of research on district improvement, organizational development, school leadership, and professional learning, as well as the Center\u27s own experience implementing large-scale district reform in the largest school district in the nation: New York City.https://educate.bankstreet.edu/faculty-staff/1021/thumbnail.jp