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Gracefully Unexpected, Deeply Present and Positively Disruptive: Love and Queerness in Classroom Community.
Get PDFDuring the winter of 2011, I was moving through some of the more overtly physical phases of gender transition. At the time, I was also a grade 6 teacher in a public elementary school. My presence as a visibly transitioning person in that environment was never intended to be a coming out; it was a choosing in… and there is a difference. I was “out” because I was visibly different, and I was visible because that difference was not expected. I - as a teacher of young children who identifies as a non-binary person, as genderqueer, as trans, and even as someone who is not willing to be ashamed of all that – was not expected. Well-intended and well-documented antidiscrimination policies defended my right to be an educator in theory, but there remained a distinct lack of people and/or practices in place that could help me to feel more welcomed in that role – or even less alone. I think that the less visible aspects of how we identify ourselves as humans are often labeled “secrets” when they are not expected, and considering that the keeping of secrets is often conflated with a rationale that encourages people to feel shame, social institutions have become very efficient at silencing unexpected differences as a matter of course
Attending to Hu\u27huk: Lessons For a Teacher
Get PDFElizabeth Park, a middle school ESL teacher and adjunct faculty member at Bank Street, draws on her Master’s research done at the College to describe how she learned to work with three challenging students. Park brings to life her passion for her subject matter, for knowing her students, and for learning while teaching. These are the foundations of an effective progressive pedagogy
Missing Persons’ Report! Where are the Transgender Characters in Children’s Picture Books?
Get PDFWhen ruminating on the factors that impact early childhood education, one invariably reflects on the topic of how curriculum represents (or fails to represent) issues of gender, specifically with regard to how gender is portrayed within the selection of classroom picture books. In such ruminations, many questions emerge regarding the specific role reading curriculum plays as it relates to gender
Long Trip 2017 Photo 1
No full texthttps://educate.bankstreet.edu/longtrip-2017-images/1000/thumbnail.jp
The Best Children\u27s Books of the Year [2017 edition]
Get PDFIncludes more than 600 titles chosen by the Children’s Book Committee as the best of the best published in 2016. 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/1004/thumbnail.jp
A Progressive Approach to the Education of Teachers: Some Principles from Bank Street College of Education
Get PDFIn this paper we present Bank Street’s approach as represented in a set of five inter-related principles. We begin by briefly describing the origins and rationale of teacher education at Bank Street. From this description we generate principles that emerge from Bank Street’s history and practice, linking each principle to classroom images of teaching and learning. Enactment of these principles can and must vary in response to changing circumstances, needs, and mandates. In our view, this necessary variation highlights the guiding function of an explicit set of principles to govern and ensure the consonance, validity, and legitimacy of new practices
Eclipsing Expectations: How a Third Grader Set His Own Goals (And Taught Us All How to Listen)
Get PDFA description of an illuminating journey through the eyes of a parent, Diane, who wanted a more inclusive experience for her son Benny. For Diane and Benny, this meant becoming meaningful participants not only in Benny’s own classroom community but in the Individualized Education Program (IEP) meetings that determined his educational goals. David uses a DSE framework to analyze and highlight the importance of context, as opposed to focusing on the disability condition, in enacting inclusionary practices. The authors argue for an “adhocratic” model of education that views children, educators, and parents as allies
The Power of More Than One
Get PDFJane King reflects on her experiences as a preschool teacher eager to use methods outside of the norm. She resists activities that encourage homogeneity and strives to promote autonomy and free thinking in her students. After transitioning from teacher to parent, she still uses this philosophy to make small changes in her daughter\u27s classroom and encourage her children to engage in acts of resistance and critical thinking both in and out of school
When September Comes Again
Get PDFHuffman describes her first year teaching as extremely difficult and stressful. She reflects on her experiences and includes a log of events that she had written throughout that first year. Her stories remind her why she continues her journey as a teacher today
Conversations With Children About Death
Get PDFThis paper emphasizes the need for conversations around death in the classroom. Today\u27s children are exposed to information about death through a wide variety of media. Teachers have a responsibility to provide opportunities for children to process this information in ways that are developmentally appropriate - acknowledging children\u27s magical thinking as well as experiences children may have surrounding death