Ethical Schools

We  speak with Tom Roderick, founding executive director of the Morningside Center for Teaching Social Responsibility; Jan Zuckerman, Co-founder of Sunnyside Environmental School in Portland, Oregon; and Graham Klag, an alumnus of Sunnyside Environmental School. We discuss Tom's book, Teach for Climate Justice: A Vision for Transforming Education. Tom explains that climate chaos and social justice are inextricably linked, and proposes a program for addressing both. He centers the concept of the beloved community. Overview00:00-01:07 Intros 01:07-03:57 Why “Climate Justice?’ 03:57-06:00 Connection between climate change and social justice 06:00-07:34 The book’s primary audience 07:34-09:30 Teaching for climate justice and SEL 09:30-11:51 Sunnyside Environmental School 11:51-15:37 Meshing hands-on learning with Oregon’s state testing requirements 15:37-16:43 Storyline 16:43-19:24 Creating a “beloved community” 19:24-21:23 Impact on Graham Klag’s life as an alum 21:23-30:10 Wolf education project with ranchers’ families 30:10-34:37 Encouraging students to be hopeful 34:37-37:22 Landless Rural Workers Movement (MST, Brazil) and “contentious co-governance) 37:22-40:00 Teach for Climate Justice Project 40:00-41:27 Civil resistance 41:27-43:13 SEL in Phoenix Talent schools in Eastern Oregon 43:13- OutroTranscriptClick here to see the full transcription of this episode.References Book "Teach for Climate Justice: A Vision for Transforming Education" by Tom Roderick  Sunnyside Environmental School in Portland Morningside Center for Teaching Social Responsibility Soundtrack by Poddington Bear Photo teachforclimatejustice.org

We speak with Dr. Cynthia Ballenger about her recent book, “Teaching is Inquiry: Observation and Reflection as the Heart of Practice,” in which she explores the role of ethnography in inquiry-based teaching and learning, i.e., cultural practices in terms of speaking, storytelling, and conveying information. Teachers can discern a lot more about students if they listen to them in the context of their ethnic/ cultural styles of communicating. Dr. Ballenger also addresses the children she calls “puzzling.”  Each of them has something to offer, she says, even those who seemingly have social-emotional challenges. Overview 00:00-00:58 Intros 00:58-01:45 “Teaching Is Inquiry” 01:45-08:56 Ethnography of education 08:56-11:12 “Every child has something to offer the class.” 11:12-20:45 The “puzzling child”: more stories 20:45-24:10 Cultural and individual differences 24:10-27:43 Obsessive compulsive disorder (OCD) 27:43-30:17 “Stopping time.” 30:17-31:17 Importance of stories 31:17-34:41 Strengthening systemic support; ethical implications 34:41-36:45 Testing culture as anti-democratic and unethical 36:45-38:13 More reflections on OCD 38:13-38:37 Jerome Bruner on negotiating meaning 38:37- Outro Transcript Click here to see the full transcription of this episode.  References Book “Teaching is Inquiry” by Dr. Cynthia Ballenger Soundtrack by Poddington Bear

We speak with Dr. Dawn Hicks Tafari, Professor of Education and Coordinator of Elementary Education at Winston-Salem State University in North Carolina. Dawn is author of "The Journey of Kamau Miller: Hip Hop Composite Counter Stories for Black Men Teachers." She uses hip hop as a way to communicate with students and composite counter stories to communicate beyond the academy. TranscriptClick here to see the full transcription of this episode. References- The Journey of Kamau Miller: Hip Hop Composite Stories for Black Men Teachers, book by Dawn Tafari - If we treated teachers like Pro Athletes by Key & Peele on YouTube - Wet Dreams by J. Cole on YouTube   Soundtrack by Poddington Bear

We speak with Arlene Goldbard, writer, visual artist, speaker, social activist and consultant,  whose most recent book is “In the Camp of Angels of Freedom: What does it mean to be educated?” An autodidact from a working-class background, Arlene challenges “the certainty that academic qualifications are the best measure of ability.” She interweaves the stories and portraits of her “angels,” her personal story, and a critique of standard narratives of education. We talk with her in particular about two of her “angels,” Paulo Freire and Paul Goodman. Overview00:00-00:38 Intros 00:38-02:41 What “In the Camp of Angels of Freedom: What It Means to be Educated” is about 02:41: 03:55 Definition of auto-didact 03:55-05:39 Project-based education/Action civics/"What Would YOU Do?” 05:39-07:12 Removing bachelor’s degree requirement from State jobs 07:12-09:03 Advice to high school students about options 09:03-10:34 When is a liberal arts education valuable beyond credentials? 10:34-20:42 Alternative ways to expand horizons beyond/in addition to college 20:42-25:28 K-12 education 25:28-27:31 Paulo Freire 27:31-31:18 Paul Goodman 31:18-32:50 Cultural citizenship 32:50- OutroTranscriptClick here to see the full transcription of this episode. References Arlene Goldbard's website Book "In the Camp of Angels of Freedom: What Does It Mean to Be Educated?" by Arlene Goldbard  Soundtrack by Poddington Bear Visual artwork by Arlene Goldbard "We Burn" (2019)

We speak with Dr. David Penberg and Adhirath Sethi about Agastya, a unique educational ecosystem serving students and teachers in 22 Indian states. Agastya has a hub-and-spokes design, with an elaborate 172-acre campus outside Bangalore and a fleet of mobile vans and bicycles delivering science and art programming to poor and rural children in far-flung towns and villages. Overview00:00-00:43 Intros 00:43-03:26 Agastya’s programs 03:26-04:51 Arts and interdisciplinary learning environment 04:51-07:58 Teacher training 07:58-11:10 Young Instructional Leader program 11:10-11:52 Ages of girls who started the YIL program 11:52-13:33 Where the YIL do their work 13:33-17:02 Teachers learning in the ways that students learn 17:02-18:43 Alignment with Nell Noddings’s “ethic of care” 18:43:21:48 Relationships with animals other than human 21:48-24:09 Common elements with schools like Central Park East in different settings 24:09-26:14 Agastya relationships based on trust 26:14-27:27 Agastya as a source of inspiration 27:27-29:07 Agastya’s vision of reaching more children 29:07-30:33 Relevance to U.S. 30:33-35:49 Measuring success 35:49-38:19 Adhirath’s book about Agastya: The Moving of Mountains 38:19- OutroTranscriptClick here to listen to the full transcription of this episode. References Agastya International Foundation: agastya.org Book The Moving of Mountains: The Remarkable Story of the Agastya International Foundation by Adhirath Sethi (on Linkedin) Soundtrack by Poddington Bear

We speak with Dr. Tovah P. Klein, professor of psychology at Barnard College and the director of the Center for Toddler Development, about her book, “Raising Resilience: How to Help Our Children Thrive in Times of Uncertainty.” Dr. Klein describes how parents and teachers should build children's resilience BEFORE anything frightening or traumatic occurs. Most importantly, children and teens need to know they will never be alone, that their parents or trusted adults will always be there for them. Overview00:00-00:38 Intros 00:38-02:12 Building resilience proactively 02:12-04:22 Responding to traumatic situations at school 04:22-09:18 Five Pillars of Children’s Resilience 09:18-10:51 School environments that support resilience 10:51-12:48 How teachers can prepare to respond calmly to their own triggers 12:48-16:52 Responding to the temptations of screens 16:52-20:56 Secrets, including how to handle necessary secrets 20:56-24:20 Dealing with fears and threatening situations 24:20-27:36 What schools can do 27:36-30:50 Allowing kids to ask 30:50- OutroTranscriptClick here to see the full transcription of this episode. References Book "Raising Resilience: How to Help Our Children Thrive in Times of Uncertainty" Dr. Tovah P. Klein Barnard Toddler Center Soundtrack by Poddington Bear

We speak with Dr. Elizabeth Birr Moje, dean and professor at the Marsal Family School of Education, University of Michigan. Dr. Moje discusses Detroit’s School at Marygrove, a university-school partnership serving children and families from before birth through grade 12. We talk about design-based research, Marygrove’s innovative teacher-residency program, and what being a model means to Marygrove. Overview 00:00-00:46 Intros 00:46-03:16 How the school at Marygrove came to be 03:16-06:27 Teaching and learning in Detroit 06:27-11:05 Why this neighborhood and community for Marygrove 11:05-12:05 Demographics of the community and the school 12:05-15:20 What an ethical partnership between a university and a school looks like 15:20-18:24 Funding—current and for sustainability 18:24-20:08 Proof of concept, scale, “translatable modules” 20:08-24:17 A model for curriculum and pedagogy 24:17-29:51 Design-based research 29:51-38:36 Selecting teachers and providing professional development and support 38:36-42:13 Promoting social justice 42:13-48:29 Cell phones, distractions, AI 48:29-49:11 Centrality of inquiry 49:11-56:45 Replication 56:45- Outro Transcript Click here to see the full transcription of this episode.  References The School at Marygrove website Soundtrack by Poddington Bear

We talk with Sarah Stitzlein, author of "Teaching honesty in a populist era: Emphasizing truth in the education of citizens." Dr. Stitzlein, a professor of education and affiliate professor of philosophy at the University of Cincinnati, is concerned with how to teach in a political context where truth and honesty seem increasingly at risk. She contrasts the philosophical approaches of populism and the pragmatism of educational philosophers such as John Dewey.  Overview00:00-00:41 Intros 00:41-02:10 Why the book and the title 02:10-03:15 Defining populism 03:15-04:24 Differences between left and right populism—book is mostly about right populism O4:24-08:00 Contrasting populist and pragmatic notions of truth and honesty 08:00-09:55 Defining honesty, and what it looks like in a classroom context 09:55-11:59 Honesty as a habit, not just a virtue 11:59-13:13 Is there a difference between truth and reality? 13:13-15:36 A truth claim in an educational context 15:36-16:49 Doing honesty as a verb 16:49-21:15 Seeking truth versus seeking solutions 21:15-23:20 “Alternative facts” 23:20-24:22 Philosophy, ethics, and education 24:22-25:58 From honesty in the classroom to honesty in the wider world 25:58-27:41 Scalability 27:41-29:30 Ethical outlook on civics 29:3o-31:40 Connections between democracy and education 31:40-35:56 Impact of AI 35:56- OutroTranscriptClick here to see the full transcript of this episode. ReferencesBook "Teaching Honesty in a Populist Era: Emphasizing Truth in the Education of Citizens" By Sarah Stitzlein Soundtrack by Poddington Bear

We speak with Dr. Linda F. Nathan and Jonathan Mendonca, two co-editors of the recently published book, "Building Democratic Schools and Learning Environments: A Global Perspective," an anthology of accounts of creating innovative schools around the world. We discuss autonomy vs large-scale uniformity, issues of scaling innovations, and defining success. The book, intentionally available free online, includes both existing schools and concepts of possible schools. Overview00:00-00:59 Intros 00:59-02:48 Building democratic schools and learning environments 02:48-07:02 How the book came to be written 07:02-08:00 “Many ways” that schools can prepare students for democracy 08:00-11:32 The four pillars of democratic education 11:32-14:12 The “common good” 14:12-16:13 Barefoot EDU (Unifly Collective) and Shikha Institute of Education 16:13-20:58 Jonathan Mendonca’s vision of scale and reactions to it 20:58-23:32 Resolution of whether to teach in English or mother tongue in school in Madhya Pradesh 23:32-28:10 Managing tensions between autonomy and large-scale administration in U.S. schools, and examples 28:10-29:15 Sharing innovations 29:15-33:34 Building ability to meet students’ needs into systems: equity vs equality 33:34-37:16 Catalyzing large scale professional development for pre-school teachers in Haryana State 37:16-39:08 Looking at success for the next generation 39:08-41:46 Teaching students to nurture the planet 41:46- OutroTranscriptClick here to see the full transcript of this episode. References Click here to download the free e-book created by Dr. Nathan and Jonathan Mendonca "Designing Democratic Schools and Learning Environments: A Global Perspective" Click here to listen to our first interview with Dr. Linda Nathan "Holistic education: Joy, wellness and rigor"  Soundtrack by Poddington Bear

We speak with Cara E. Furman, Associate Professor of Early Childhood Education at Hunter College, about her book "Teaching from an Ethical Center: Practical Wisdom for Daily Instruction." Dr. Furman focuses on teachers ensuring that their practice corresponds with their ethical center. She emphasizes teachers’ knowledge of learning environments, local communities, and the children themselves. We discuss the ethical problems with "fidelity" as applied to teaching.   Overview00:00-00:43 Intros 00:43-03:15 Crossroads of philosophy, teaching, teacher ed 03:15-04:47 Practical wisdom 04:47-07:02 “The way that teachers know” 07:02-11:33 “Fidelity” as applied to teaching 11:33-13:04 Are fidelity and ethics compatible for teachers? 13:04-16:50 Do philosophers and teachers have difficulty understanding the connections between the fields? 16:50-18:44 Teaching from a “philosophical center” 18:44-20:58 Teaching from an “ethical center” 20:58-26:23 Variations in ethical centers 26:23-27:51 Can a school have an ethical center? 27:51-31:52 When teachers find themselves in schools with highly restrictive practices 31:52-35:24 Lawsuits against Lucy Calkins and Fountas and Pinnell 35:24-36:32 Effects on teachers of demands for fidelity 36:32-38:41 Scripts 38:41-41:35 Podcasts and books—similarities and differences 41:35- Outro TranscriptClick here to see the full transcription of this episode. ResourcesBook Teaching from an Ethical Center: Practical Wisdom for Daily Instruction by Cara FurmanSoundtrack by Poddington Bear

  We speak with  Ahenewa El-Amin, who teaches AP African American Studies in Kentucky, a state with a law restricting teaching about the legacy of slavery. Ms. El-Amin discusses the law as well as how she is able to teach the history of Kentucky, a state that is “north and south,” and open students’ minds to new perspectives. Overview 00:00-00:55 Intros 00:55-02:45 Meaning of Kentucky law on teaching about race 02:45-03:37 Have any teachers been charged with violating the law? 03:37-04:52 Differential impact on long-term and newer teachers 04:52-06:27 Examples of content that might fall under the new law 06:27-08:03 Teaching “both ways” in Kentucky 08:03-10:03 Opening students’ minds to new perspectives 10:03-10:53 Biases re “cultural and racial upbringings” 10:53-15:20 Teaching and learning about Kentucky history; Margaret Garner and “Beloved” 15:20-18:27 West African influences on Southern food and culture 18:27-19:30 Impact of law on districts’ willingness to offer AP African American history 19:30-20:48 Controversy about content of AP course 20:48-24:12 Students’ responses to learning about Kentucky’s racial history 24:12- Outro Transcript Click here to see the full transcription of this episode.  Soundtrack by Poddington Bear

We speak with Dr. Kathryn Spence, Director of the School of Education at Fairleigh Dickinson University, about actualizing a focus on social justice and equity. She discusses strategies for broadening the pipeline of teachers, especially teachers of color, including career ladders and “Grow Your Own” programs. Dr. Spence describes how FDU makes teacher ed financially feasible for students as well as what makes teachers stay in or leave schools.   Overview 00:00-00:40 Intros 00:40-04:08 How Dr. Spence’s experience shapes her approach to teacher ed 04:08-06:25 How research has shaped her leadership 06:25-07:36 Why teachers stay or leave schools or the field 07:36-09:25 Recruiting pre-service teachers, especially teachers of color 09:25-10:44 Career ladders in NJ 10:44-12:35 Making teacher ed financially feasible for students 12:35-14:20 Providing moral support to teacher ed students 14:20-15:28 Impact on schools of residential segregation in NJ 15:28-18:40 Serving Latine students 18:40-20:48 Pushback to the focus on social justice? 20:48-22:20 Change process at FDU’s program 22:20-25:03 Looking forward to having bilingual courses 25:03- Outro Transcript

We speak with Amanda Jones, a school librarian in Livingston Parish, Louisiana. Ms. Jones is the author of “That Librarian: The Fight Against Book Banning in America.” The book recounts how speaking out for race- and gender-related books in libraries led to her being targeted and threatened by book-banning extremists. She describes initial abandonment by friends and colleagues who were afraid to speak up. But nationwide, librarians and their constituents are fighting back.  Ms. Jones includes tips for librarians and teachers facing attacks. Overview 00:00-00:47 Intros 00:47-01:35 What a Library Board of Control is 01:35-02:16 What Amanda Jones said at Board of Control meeting 02:16-02:33 Trevor Project 02:33-03:19 Board of Control members’ responses 03:19-04:48 What happened then 04:48-05:38 Reactions by friends and neighbors to attacks  05:38-06:16 Reactions from school administrators and colleagues 06:16-07:02 Changes over time 07:02-09:09 Impact on children of marginalized communities of books with characters like them 09:09-11:19 How decisions of what books to purchase for school libraries get made 11:19-11:53 Guidelines 11:53-13:58 Processes when there are book challenges 13:58-14:45 Decision process in public libraries 14:45-15:30 Appeal to courts 15:30-18:39 Impetus for book banning campaigns 18:39-20:49

The authors of a recent Chalkbeat analysis discuss the Department of education’s 2023 high school survey, which shows girls, especially girls of color, have much higher stress levels, and feel less supported, than boys. Michael Elsen-Rooney, an NYC public school reporter; Kae Petrin, a data and graphics reporter; and Liza Greenberg, a Bronx High School of Science senior, unpack the data, which the DOE has largely disregarded. Overview 00:00-00:51 Intros 00:51-03:10 Annual NYC Dept. of Education student survey 03:10-03:42 Chalkbeat 03:42-06:13 Takeaways from citywide data 06:13-06:39 Biggest gender gaps: “Stress” and “Worried about Learning”  06:39-08:06 Differential attention in taking the test? 08:06-10:36 Causes of girls’ stress? 10:36-11:33 Reported differences in teacher attention and support 11:33-12:44 Black and multiracial students consistently report most negative experiences 12:44-13:46 Response to Chalkbeat article from NYC Department of Education 13:46-13:46 2024 student survey 13:46-15:57 Using the data to improve academic and social-emotional experiences 15:57-17:16 How the DOE can make the data more accessible to the general public 17:16-18:29 More details on data 18:29-22:27 Why hasn’t the DOE used the data to create guidelines for schools/teachers? 22:27- Outro

We speak with Dr. Sam Finesurrey, assistant professor of history at Guttman Community College, and three 2024 graduates of School in the Square (S2), a charter middle school in Washington Heights, Manhattan.  Dr. Finesurrey worked with 14 students on a research project studying S2 students’ social emotional learning, including reactions to the pandemic and faculty turnover.  Dr. Sam and the students talk about the process, what they found, and how the school modified policies in response to the study’s findings. Overview 00:00-00:50 Intros 00:50-02:22 Critical participatory research 02:22-04:21 Participatory oral history project at School in the Square 04:21-06:12 Meaningful findings 06:12-10:05 Follow up on the results 10:05-11:17 School in the Square’s response to the findings 11:17-13:16 Role and impact of staff member Ms. Lilly 13:16-14:17 Public presentations 14:17-17:31 How the researchers have changed as a result of the project 17:31-18:45 Effects on interviewees 18:45-20:12 Confidentiality 20:12- Outro Transcript Click here to see the full transcription of this episode. 

We speak with Dr. Diana Turk, Chair of the Department of Teaching and Learning and Director of Teacher Education at NYU. Students in NYU’s unique teacher residency program work full-time in classrooms, for which they are paid, making it possible for students without a lot of money to attend. By design, the program attracts BIPOC students. Students receive support from NYU faculty, both on location in their schools and online. They attend classes in the evenings, virtually. The program is uncompromisingly justice- and equity-centered. Overview 00:00-00:34 Intros 00:34-02:28 Educating all students as a subversive activity? 02:28-10:12 What makes NYU Teacher Residency different among teacher ed programs 10:12-12:16 Infusing the curriculum with justice and equity 12:16-15:48 Input from school communities 15:48-17:46 Why teacher demographics are important  17:46-19:50 Recruiting a diverse teaching force 19:50-26:35 Outreach to prospective students 26:35-27:49 Demographic composition of residents 27:49-32:42 Achieving this demographic mix 32:42-35:22 Choosing school locations 35:22-36:44 Teacher mentors 36:44-40:46 Structuring the course load 40:46-43:50 Synchronous virtual classes 43:50-45:23 Graduation rate 45:23-49:21 Danielson and Feet Frameworks 49:21-51:25 AACTE award for Best Practi...

We speak with Danielle Bryant, Director of Equity at Capital Region Educational Service District 113. Ms Bryant helps to break down isolation of Black educators and supports Indigenous educators and schools on reservations. A District program facilitates paraeducators becoming certified teachers.  Overview 00:00-00:30 Intros 00:30-01:43 Educational Service District 01:43-02:57 Areas served in Washington State—urban and rural 02:57-03:42 racial and ethnic composition of students and teachers 03:42-07:16 Recruitment and retention of teachers of color 07:16-09:31 Issues that Black teachers in particular face 09:31-11:31 Support for Black, Indigenous, & other teachers of color 11:31-14:38 Indigenous teachers and Indigenous schools 14:38-15:27 Reservations and Indigenous Nations served 15:27-18:39 Engaging in depth with Native communities 18:39-21:10 Program to help paraeducators become teachers 21:10- Outro Transcript Click here to see the full transcription of this episode. 

We speak with Adam Grumbach, social studies program coordinator of the New York Performance Standards Consortium, and Naseem Haamid, a law student who attended Fannie Lou Hamer High School. We discuss inquiry based learning, Performance Based Assessment Tests, Habits of Mind, and self-directed, interdisciplinary portfolios, as alternatives to standardized-test driven curricula. Overview 00:00-00:54 Intros 00:54-02:04 NYS Performance Standards Consortium 02:04-03:54 Potential effect on Consortium of elimination of Regents exams as graduation requirement 03:54-05:09 Inquiry- and literacy-based education 05:09-06:27 Creation of curricula 06:27-07:39 Students’ input into what they focus on 07:39-10:54 Naseem’s transition from a test-oriented school to Fannie Lou Hamer HS (FLH HS) 10:54-10:39 The most valuable things about FLH HS for Naseem 10:39-14:31 Transition from FLH HS to more traditional college and law school classes 14:31-17:21 Performance based assessment tests (PBATs) and other assessments 17:21-19:26 Rubrics 19:26-20:09 Grading of PBATs 20:09-24:45 Portfolios 24:45-28:25 College and career planning 28:25-32:56 Selecting and supporting teachers 32:56-35:35 Lessons for teachers elsewhere from the Consortium 35:35:36:31 “This is what education should be like”

Ansharaye Hines and Mimi McKee of the Center for Black Educator Development discuss how the presence of highly qualified Black teachers supports students’ educational success. The Center advocates for educational equity and provides multiple teaching pathways to encourage and support Black high school and university students to become teachers. Overview 00:00-00:43 Intros00:43-03:53 The Center for Black Educator Development03:53-06:53 Education as a justice issue06:53-12:19 Quality education as a Constitutional right12:19-14:10 Roles and goals for Black educators in classrooms14:10-17:40 How Black educators can thrive and hopefully make change17:40-23:15 Teaching pathways23:15-27:10 Freedom School Literacy Academy27:10-29:44 Center plans for the future29:44-31:09 We Need Black Teachers campaign31:09- Outro Transcript Click here to see the full transcription of this episode.  References Center for Black Education Development website

We continue our conversation with Harry Feder of FairTest. This time, we discuss high stakes tests in K-12 schools. Harry explains how tests and the prep for them came to dominate education and the consequences for students, teachers, and schools of high or low scores. He also describes how the same companies dominate textbooks and testing, and suggests some alternatives to high-stakes tests. Overview 00:00-00:50 Intros 00:50-06:35 How testing became such a huge part of the K-12 experience 06:35-09:31 Amount of testing autonomy of districts and schools 09:31-14:23 Consequences and benefits of test scores 14:23-16:32 Impact on teaching as a profession 16:32-19:51 Test score use for middle and high school admissions 19:51-23:42 Relationship between commercial testing companies and textbook companies 23:42-26:36 PISA—Program for International Student Assessment 26:36-30:01 Fairtest’s proposals for alternatives to current testing system 29:45- Outro References Click here to listen to Part 1 of our conversation with Harry Feder  Fairtest website Transcript