Podcasts about educational justice

The audience will get a better understanding of the importance of adult education for those individuals traveling through our criminal legal systems. People will listen because there are over 113 million people in our country that have a criminal history or know someone that does. Helping people navigate the next chapters of their lives through education and skill training can (and will) change the face of our criminal justice system.Jeffrey Abramowitz, J.D. is the Chief Executive Officer of the Petey Greene Program and the Puttkammer Center for Educational Justice. Jeff is the past Executive Director of Justice Partnerships and Executive Director Reentry Services for JEVS Human Services and the founder and Program Director of Looking Forward Philadelphia Reentry Program. Jeff previously served on the Board of the Coalition on Adult Basic Education, COABE, where he served as Secretary, and currently Co-chairs the State Advocates for Adult Education Fellowship Program and is Chair of the Public Policy Committee. Jeff was appointed to the Pennsylvania Reentry Council and serves as Chairman of the Employment Committee and past co-chair of the Reentry Committee for the PA Workforce Development Board and served as the past Chair of the Philadelphia Reentry Coalition. Jeff is also a member of the Fair Chance Business Consortium and Vice-Chair of Philly Truce Foundation. Jeff is a subject matter expert for the US Department of Education, is the Moderator for US Department of Education LINCS Community of Practice on Correctional & Reentry Education and works on the IET in Corrections project for OCTAE.  Jeff sits on several organizational boards and centers his work in the intersection of adult education, workforce development, and justice. Jeff is the producer and host of the award-winning weekly radio/television show “The Looking Forward” on Philly Cam Radio WPPM 106.5FM and PhillyCam TV (Live Streaming; Xfinity 66/966; Fios TV 29/30; Roku; Apple TV) and Co-Host/Producer of the Behind Every Employer Podcast.  Jeff is a recognized keynote speaker and presenter across the country.www.GivingVoiceToValuesTheBook.com#PhilanthropyInPhocus #PeteyGreeneProgram #EducationInPrison #JusticeReform #ReentrySupport #SecondChances #WorkforceDevelopment #TommyDiMisaTune in for this sensible conversation at TalkRadio.nyc

Claire de Mézerville López welcomes Mark R. Warren to the Restorative Works! Podcast. Join us as Mark shares insights from his latest book, Willful Defiance, shedding light on how exclusionary discipline policies, such as suspensions and expulsions for minor infractions, have been instrumental in pushing children from the classroom to the criminal justice system. As the conversation unfolds, Mark delves into the broader implications of these policies, connecting the school-to-prison pipeline with the rise of mass incarceration and systemic racial control. Through inspiring stories of resistance, Mark focuses on the role of parents and community organizers—particularly from Black and Latinx communities—who have been leading the charge against these policies. From grassroots campaigns to transform disciplinary practices to the adoption of restorative justice and practices, Mark emphasizes how community-driven efforts are creating alternative pathways for students to stay engaged in learning and avoid the prison system. Mark is a professor of public policy and public affairs at the University of Massachusetts Boston. He is a sociologist and community-engaged scholar who studies and works with community, parent, and youth organizing groups seeking to promote racial equity, educational justice, and community liberation. Mark is the author of six books, most recently Willful Defiance: The Movement to Dismantle the School-to-Prison Pipeline. Mark has co-founded several networks promoting activist scholarship, community organizing, and education justice, including the People's Think Tank on Educational Justice, the Urban Research-Based Action Network, and the Special Interest Group on Community and Youth Organizing in the American Educational Research Association.  Tune in to learn more about the profound impact of systemic racism in schools, the urgent need for policy change, and the power of restorative practices to foster healing and community connection. For more information on Mark Warren's work, visit www.Mark-Warren.org.

Dr. Jamie Cho, an assistant teaching professor of justice in early learning at the University of Washington and Ninderjit Gill, tenured early childhood education faculty at North Seattle College, join host Heather Bernt-Santy to discuss their article, "Who Gets to Be Neutral? The Respectability Politics of Leading for Educational Justice."  Find the article here: https://hub.exchangepress.com/articles-on-demand/37114/ Support Heather's work here: https://studio.buymeacoffee.com/dashboard Thanks for listening! Save 10% on professional development from Explorations Early Learning and support the show with the coupon code NERD. Like the show? Consider supporting our work by becoming a Patron, shopping our Amazon Link, or sharing it with someone who might enjoy it. You can leave a comment or ask a question here. Click here for more Heather. For a small fee we can issue self-study certificates for listening to podcasts.

In July 2023, Congress lifted a ban on federal Pell Grant funding for incarcerated individuals in prison education programs, but there still remain barriers to enrollment and success for these learners. The Petey Greene Program (PGP), a non-profit organization that partners with prisons and higher education institutions, launched a College Bridge program in 2020 to increase college-level writing, reading and math skills for incarcerated students. In this episode, PGP's Chiara Benetollo, executive director of The Puttkammer Center for Educational Justice and Equity, and Katherine Meloney, director of the Villanova Program at SCI Phoenix, discuss the college bridge program and the ways higher ed can support justice and learning for incarcerated individuals. Hosted by Inside Higher Ed Student Success Reporter Ashley Mowreader. This episode is sponsored by KI. Read a transcript of the podcast here. Follow us on  Apple Podcasts   Google Podcasts   Stitcher   Spotify

In the face of privatization, rising student debt, book bans, the infiltration of Christian nationalism in schools, attacks on accurate history education and more, what would a progressive vision of education in the U.S. look like?

Denisha Jones is the Executive Director of Defending the Early Years and an adjunct professor at Sarah Lawrence College and Howard University. Her research interests include organizing activist research projects that examine grassroots movements to achieve racial justice in education, documenting the value of play as a tool for liberation with an emphasis on global approaches to play, and collaborating with parents and educators to foster positive racial, ethnic, and cultural identity development in the early years. Her first co-edited book, Black Lives Matter at School: An Uprising for Educational Justice, was published in December 2020 by Haymarket Books. She joins us today to remind us and share with us the value of having play in our lives and more importantly the lives of our young children. This is the next episode in our incredibly series with The Literacy Cooperative to better provide resources for those looking to continue their education, prepare their children for the world, or extend their lifelong learning. Donate to this amazing organization here. Listen in now! Key Takeaways [00:00:45] Definition of play  [00:03:45] Productive educational play exploration [00:08:34] The value of play [00:12:55] Importance of unstructured play [00:17:04] Solo play versus group play [00:22:19] Screen time  [00:25:34] Screen time and brain development [00:35:01] Lack of play effects [00:36:40] The Value of Homework [00:39:45] Afternoon restraint collapse in children [00:50:18] Importance of play in life [00:52:25] Children's liberation through play Where to Find Denisha Email – denisha@dey.org LinkedIn – Denisha Jones Instagram – @DrJonesEsquire Where to Find Defending The Early Years Website – DEY.Org LinkedIn – Defending the Early Years Instagram – DefendingTheEarlyYears Facebook – Defending the Early Years How to find us - Visit our website – hardnopodcast.com – for show notes, which include links to books and other helpful resources. Like what you hear? Please subscribe, rate and review so others can find us, and make sure to follow us on social media. We're @hardnopodcast on Instagram, Facebook, LinkedIn & YouTube!

Send us a textWhat if we could transform education to truly empower every student, regardless of their background? Join me, Dr. Lisa Hassler, and our inspiring guest, Dr. Emily Affolter, as we uncover the potential of building just and inclusive educational environments. Drawing from Paulo Freire's "Pedagogy of the Oppressed" and Jean Anyon's "Social Class in the Hidden Curriculum of Work," we explore how education can challenge social inequalities and become a tool for liberation.In this episode, Dr. Affolter shares her journey from activism in Seattle to her pivotal role as the director of Prescott College's Sustainability Education PhD program. Her commitment to equity and inclusion is evident as she emphasizes the importance of culturally responsive teaching and equitable leadership. Discover how recognizing students as co-learners and moving beyond the traditional banking model of education creates spaces of dignity and respect. Emily shares inclusive assessment practices and the significance of making implicit expectations explicit to bridge educational gaps.We also highlight real-world applications and success stories from Prescott University, illustrating how culturally responsive pedagogy empowers students. Hear about innovative projects, such as climate justice-related screenplays, that connect theory to practice. As we discuss the vital roles educators and parents play in fostering a culture of equity and justice, we encourage you to share your stories and support the mission of creating positive change in education. Let's work together to dismantle inequitable power dynamics and champion a brighter, more inclusive future for all students.Connect with Dr. Emily Affolter at eaffolter@prescott.edu.Support the showPlease subscribe and share this podcast with a friend to spread the good!If you find value to this podcast, consider becoming a supporter with a $3 subscription. Click on the link to join: https://www.buzzsprout.com/2048018/supportTo help this podcast reach others, rate and review on Apple Podcasts! Go to Library, choose The Brighter Side of Education:Research, Innovation and Resources, and scroll down to Reviews. It's just that easy. Thank you!Want to share a story? Email me at lisa@drlisarhassler.com.Visit my website for resources: http://www.drlisarhassler.com The music in this podcast was written and performed by Brandon Picciolini of the Lonesome Family Band. Visit and follow him on Instagram. My publications: America's Embarrassing Reading Crisis: What we learned from COVID, A guide to help educational leaders, teachers, and parents change the game, is available on Amazon, Kindle, and Audible, and iTunes. My Weekly Writing Journal: 15 Weeks of Writing for Primary Grades on Amazon.World of Words: A Middle School Writing Notebook Using...

Send us a Text Message.In this episode, Dr. Amitra Berry introduces Mark Norwood, an equity warrior who shares his personal journey and fight for educational equity. Mark recounts experiences with inequity, from being tracked into lower-level classes to witnessing resource disparities across schools. He describes how his high school counselor discouraged higher education and pushed military service instead. Mark's story highlights systemic challenges faced by students of color and the need for advocates to amplify underrepresented voices.Subscribe to our Patreon channel for exclusive content! Just go to patreon.com/3EPodcast. Thanks!Support the Show.Join our community. Go to bit.ly/3EPSubs and sign up for our bi-weekly newsletter and exclusive content.

Send us a Text Message.On this episode of the Ed Branding Podcast we have a conversation with Dr. Jose Lalas. Dr. Jose Lalas is Professor of Literacy and Teacher Education and co-director of the University of Redlands' Center for Educational Justice. He also serves as a Board member for Trustee Area 1 of the Corona Norco Unified School District Board of Education. He has been in education for over 30 years and is a published author. We'd love to hear from our listeners!Connect with Dr. Renae Bryant:TwitterInstagramLinkedInDr. Renae BryantConnect with Lynette White:Lynette White TwitterInstagramLinkedIn

Joining us on Say Hi to the Future: Ingenious Thinkers hosted by Ken Tencer today is Luma Mufleh is the CEO and Founding Director of Fugees Family, Inc., a nonprofit organization that uses the power of soccer, education, and community to empower refugee children to successfully integrate into the United States.

Where does literacy leadership intersect with the quest for educational justice? In this thought-provoking conversation, I am joined by Michele Caracappa (Reading to Lead) and Debra Crouch (Made for Learning) as we delve into this vital topic.Michele, with her extensive background in education and leadership from New York City, shares insights from her journey of supporting literacy and educational justice. The conversation covers a range of subjects:* The impact of policies on literacy instruction* The importance of teacher empowerment* Rethinking literacy through a justice-oriented lensWhether you're an educator, leader, or simply passionate about educational equity, this episode offers valuable perspectives on creating conditions that foster success for all students. Dive into the discussion and discover actionable strategies to bridge the gap between literacy leadership and educational justice. Don't miss out on enriching your understanding and toolkit for change. Listen now and be part of the conversation towards a more equitable educational landscape.Subscribe for more episodes on transforming education through leadership and literacy.Beginning next month, we are reading How to Become a Better Writing Teacher by Carl Anderson and Matt Glover.Share this episode with your network to spread the word about the importance of literacy leadership.Continue the conversation here in the comments (full subscribers), or wait until the podcast version is posted. This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit readbyexample.substack.com

Welcome to Teacher Tom's Podcast, which is all about taking play seriously. In each episode, Teacher Tom supports early childhood educators, parents, and other listeners with information, techniques, and best practices to provide children with an authentic play-filled childhood.Dr. Denisha Jones is the Executive Director of Defending the Early Years, an education justice advocacy and activist organization.“Something has gone wrong that we've made kids ‘uncurious' — from kindergarten to twelfth grade. And that's what the entire schooling is.”  — Dr. Denisha JonesDr. Denisha Jones is the Executive Director of Defending the Early Years. She is a former kindergarten teacher and preschool director who has spent the past 20 years in teacher education. Denisha is an education justice advocate and activist working with various grassroots organizations to dismantle the neoliberal assault on public education. She is a part-time faculty member in the Art of Teaching program at Sarah Lawrence College and the School of Education at Howard University. Since 2017, she has served on the steering committee for the national Black Lives Matter at School Week of Action. Her first co-edited book, Black Lives Matter at School: An Uprising for Educational Justice, was published in December 2020 by Haymarket Books.Tom “Teacher Tom” Hobson is an early childhood educator, international speaker, education consultant, teacher of teachers, parent educator, and author. He is best known, however, for his namesake blog, Teacher Tom's Blog, where he has posted daily for over a decade, chronicling the life and times of his little preschool in the rain-soaked Pacific Northwest corner of the USA.For nearly two decades, Teacher Tom was the sole employee of the Woodland Park Cooperative School, a parent-owned and operated school knit together by Teacher Tom's democratic, progressive play-based pedagogy. Teacher Tom came into teaching through the backdoor, so to speak, having enrolled his own child in a cooperative preschool, where he began working daily in his daughter's classroom as an assistant teacher under the tutelage of veteran educators — although he'll be the first to tell you that most of what he learned came from the children themselves. When it was time for his daughter to move on, he “stayed behind.”Today, Teacher Tom shares his play-based pedagogy through online e-courses for early childhood educators; produces online early childhood conferences; consults with organizations about his "Family Schools" program; and inspires early-years audiences around the world (Greece, UK, Iceland, Australia, China, Vietnam, New Zealand, Canada, and across the US) both virtually and in-person with his engaging views on early childhood education, play, and pedagogy.He was pressured by his blog readers into authoring his first book, aptly named Teacher Tom's First Book, and is thrilled about the 2023 release of Teacher Tom's Second Book.Resources, people, and websites mentioned in this episode:MiraseeTom's website: TeacherTomsWorld.comDenisha's website: DEY.orgFor show notes, visit How Did We Get Uncurious Kids? (Dr. Denisha Jones)Credits:Host: Tom HobsonProducer: Michi LantzSupervising Producer: Cynthia LambAudio Editor: Marvin del RosarioExecutive Producer: Danny InyMusic Soundscape: Chad Michael SnavelyMaking our hosts sound great: Home Brew AudioMusic credits:Track Title: Blueberry Jam JamArtist: Simen AndreasWriter: Simen KnudsenPublisher: A SOUNDSTRIPE PRODUCTIONTrack Title: Childlike WonderArtist: ReveilleWriter: Brendan St. GelaisPublisher: A SOUNDSTRIPE PRODUCTIONTrack Title: Tick TockArtist: Ivy BakesWriter: Erick PenaPublisher: A SOUNDSTRIPE PRODUCTIONSpecial effects credits:24990513_birds-chirping_by_promission used with permission of the author and under license by AudioJungle/Envato Market.To catch the great episodes coming up on  Teacher Tom's Podcast , please follow us on Mirasee FM's YouTube channelor your favorite podcast player. And if you enjoyed the show, please leave us a comment or a starred review. It's the best way to help us get these ideas to more people.Episode transcript: How Did We Get Uncurious Kids? ( Dr. Denisha Jones) coming soon.

Oh Behave! Podcast with Educational Justice: The Intersection Human Rights, Ethics, Race, Class, & Disability Status with Abigail Twyman Intro & Outro is The River (Freedom) by Nikki Leonti courtesy of Audiio.com (License #: 5516039362)Intro and Outro music is licensed exclusively for use with this podcast; however, all other parts of this podcasts are open source education materials, and only require citation in order to be used in whole or in part. Please consider contributing to the Podcast to further the goals of making knowledge freely accessible to the world.Book referenced: Blind Spots by Kimberly Nix Berens, https://amzn.to/3tPFbiCAdverse Childhood Experiences, https://www.cdc.gov/violenceprevention/aces/index.htmlhttps://www.npr.org/sections/health-shots/2015/03/02/387007941/take-the-ace-quiz-and-learn-what-it-does-and-doesnt-meanRehabilitation Act of 1973IDEA 1999 - Individuals with Disabilities Education ActIDEA 2004 - Individuals with Disabilities Education Act 2004ADA - Americans with Disabilities ActRTI - Response to Intervention - Identification & AddressingMTSS - Multi-tiered Systems of Support - Like RTI but broaderFAPE - Free and Appropriate Public Education - Rooted in the 14th Amendment - Brown v Board of Education is the start of what created FAPE.LRA - Least Restrictive Environment --- Support this podcast: https://podcasters.spotify.com/pod/show/ohbehave/support

There are countless ways of establishing a personal brand, yet the ones that resonate more with any audience are the ones that scream authenticity, those that allow audiences to see right through. In today's episode, the inspiring Bryan Warren joins us to talk about the impact community arts initiatives have on society, mentorship, and creativity at the service of less favored populations, and the life-changing potential of keeping an eternal student mentality. Bryan is the Executive Director of Educational Justice, a non-profit created to help mid-schoolers improve their academic performance and social development by pairing them with high-achieving high-school peers for tutoring. Throughout this episode, you'll hear about Bryan's background and upbringing, his grandfather's influence that led to him becoming a lifelong learner, and his vocation for social services. We also talk about mentorship, the impact art can have in people's lives, his work at Educational Justice, Bryan's fame stories, and much more. Tune in to episode 81 of The Brand Therapist and learn more about Bryan's massive contribution to equitable access to education and a fulfilling life for all. In This Episode, You Will Learn:A bit about Bryan's work at Educational Justice (3:00)Inspiring others always to give their best can be a personal brand (7:10)Bryan shares two inspiring fame stories (9:40)How to deal with the fear of success (17:00)Lessons Bryan learned that transformed his life (24:00)Connect with Bryan:LinkedInFacebookEducational Justice websiteLet's Connect!WebsiteLinkedIn Hosted on Acast. See acast.com/privacy for more information.

In the third episode of Organizing for Abolition. Envisioning Liberation. we hear from Jaime Koppel of Communities for Just Schools Fund and Geoffrey Winder of the Alliance for Educational Justice. They discuss abolition in the context of educational justice, and why dismantling schools' policing infrastructure, culture and practice is crucial to that justice. Jaime and Geoffrey also touch on why creating the environment for schools to be safe spaces can enable individual students to thrive and lead to the liberation of whole communities. Learn more about our grantee partner, Communities for Just Schools Fund:cjsfund.orgLinkedInInstagramFacebookLearn more about the Alliance for Educational Justice:policefreeschools.orgFacebookMusic by Bre Stoves, "Untold Story" from Care, Not Control (The Album)Learn more about AFF:affund.orgLinkedInInstagramFacebookThis podcast is produced by Sol Design.

Luma Mufleh is an activist, twice-published author, entrepreneur, coach, and thought leader in refugee and English Language Learner Education. As an asylee, as well as daughter and granddaughter of Syrian refugees, Luma continues to draw on her personal experiences to fuel her passion for empowering refugees and immigrant children through education. In 2006, she founded Fugees Family, the only network of schools in the U.S. dedicated to refugee and immigrant education. Luma's work is not only changing the lives of children and families, but also shifting the narrative around refugees from one of fear to one of courage and resilience. Her TED Talk on educational justice has been viewed more than 1.8 million times and she is the author of two books, 2022's Learning America: One Woman's Fight for Educational Justice for Refugee Children and the recently released memoir From Here. Connecticut Writing Project at Fairfield teacher-consultants William King and Jessica Baldizon conduct the interview.

Luma Mufleh is an activist, twice-published author, entrepreneur, coach, and thought leader in refugee and English Language Learner Education. As an asylee, as well as daughter and granddaughter of Syrian refugees, Luma continues to draw on her personal experiences to fuel her passion for empowering refugees and immigrant children through education. In 2006, she founded Fugees Family, the only network of schools in the U.S. dedicated to refugee and immigrant education. Luma's work is not only changing the lives of children and families, but also shifting the narrative around refugees from one of fear to one of courage and resilience. Her TED Talk on educational justice has been viewed more than 1.8 million times and she is the author of two books, 2022's Learning America: One Woman's Fight for Educational Justice for Refugee Children and the recently released memoir From Here. Connecticut Writing Project at Fairfield teacher-consultants William King and Jessica Baldizon conduct the interview.

06/22/23: Joel is joined on "News and Views" by Tristan Love, Fargo Public Schools' first Director of Education Justice. He is from Houston, Texas, and was a two-time teacher of the year there, a department chair, and a school administrator. Most recently Love was working with school districts all over the country to implement social-emotional learning (SEL) curriculum.See omnystudio.com/listener for privacy information.

Penny Peavler, a Strategic Initiatives Consultant and Principal from Cultural Tourism Consultants, wanted to talked about the Kentucky Bourbon Raffle where you can win an entire barrel of Whiskey Thief bourbon and help raise money for Educational Justice, a a non-profit striving to end educational inequity by pairing 5th-8th grade students with high-achieving high school peers for long-term one-on-one tutoring and mentorship. Get details on how to participate in the raffle here...

​​Li Sumpter:So welcome back to another episode of Future Memory. My guest today is Jesse Hagopian. He is a Seattle-based educator and the author of the upcoming Teach Truth: The Attack on Critical Race Theory and the Struggle for Antiracist Education. Hagopian is an organizer with the Zinn Education Project and co-editor of the books Black Lives Matter at School: An Uprising for Educational Justice and Teaching for Black Lives. Welcome, Jesse.Jesse Hagopian:Oh, thanks so much for having me. Good to be with you. Li:Thank you for joining us. Well, I want to get started with some questions about your own education and how you got started. I was curious about what your own early education and high school experiences were like. As a youth, what ways did you relate to or even resist to your own classroom curricula? Jesse:I was very alienated from school growing up. I felt like it didn't really speak to me. I didn't feel like I was intelligent. I can remember very clearly a parent-teacher conference in third grade where the teacher brought us out into the hallway with me and my mom, and she took out my standardized testing scores and there was a blue line that ran through the middle that was the average, and then there was the dot far below that line that represented my reading scores.And I knew from that day forward until about halfway through college, I knew that I was not smart, and I had the test scores to prove it to you. And school just felt like a place that reinforced over and over again that I was not worthy, that I was not intelligent. And there was very little that we studied that was about helping me understand myself, my identity, my place in the world as a Black, mixed-race kid.And really, it was just a fraught experience, and I took quite a bit to get over that. I was sure I was going to fail out of college, that I wasn't smart enough to go to college. And I think that it was finally the experience of a couple of professors in college that showed that education could be more than just eliminating wrong answer choices at faster rates than other children, that it could be about understanding the problems in our world and how we can collectively solve those problems.And then I realized I did have something to contribute. Then I realized that I did have some perspectives on what oppression looks like and how it feels and what we might need to do to get out of it, and I was hungry to learn about the systems that are set up in our society to reproduce inequality. And that was a real change for me. But growing up, my mom would tell me, "You're good with kids. I think you're going to be a teacher." And I said, "That's the last thing I'm going to be."Li:Oh, really?Jesse:School is just so arduous, and why would I want to come back? And then she was right. I came back to my own high school. I came back to Garfield High School, where I graduated, and I taught there for over a decade now. Li:I think that's an amazing story, coming full circle to teach back where you got your first experiences in the classroom. And going back to that, I was wondering if you had any standout memories, like I did, with the actual content. You were saying you didn't relate to it so much, but I remember very clearly a moment with my mother coming to the school when I had a moment in the classroom around Tom Sawyer, Huckleberry Finn, things like that. Do you have any standout memories of content that really either made you feel excluded or exploited or any of these things that really stuck with you? Jesse:For sure. I mean, there are many experiences that I think shaped my approach to education throughout the years. I mean, one of my firsts is from kindergarten. I remember very clearly one of the boys called me the N-word. And I didn't really know what it meant, but I knew it was directed at me and not the other kids. So I went and told the teacher, but there was parent-teacher conferences going on and parents were coming through, prospective parents, to look at the school, and the teacher got just beet red in front of the parents and was very embarrassed that I had said this, and said, "Oh, yeah. We'll deal with that," and just sort of pushed it aside and never came back to it.And the message that I got was that I had done something wrong, like I had disrupted the education process and that it was wrong for me to have done that because nothing was taken care of. And that's something that still sits with me and I think guides a lot of my approach to how to handle situations in the classroom. And I can remember the first time I had a Black teacher and that I began to learn about Black history in sixth grade, an incredible educator named Faith Davis, taught us about ancient Egypt. And it was the first thing I really got excited about learning, and I was amazed by all these accomplishments that Black people had done.And then after that class, it just sort of disappeared for a long time, and I never learned about anything else that Black people had done, and it made me wonder, "Is that why I score so poorly on these tests? Because I'm Black? Because I don't see other people like me in the advanced classes? And maybe those aren't for us. Maybe it has something to do innately with my race." And that's such a disempowering feeling, and I wanted to ensure that no other kids had to go through that kind of humiliation. Li:No, that's a great point that you bring up because I think we had similar experiences. I was actually recently going through some old photos at my mom's house, and I came across my elementary school class photo, the classic one, everyone's lined up, shortest to tallest kind of thing. And there I was, the only Black child in a class of 25 white students. And I think at that young, innocent age, I didn't really understand what I was up against, and today's youth and teachers are facing so many challenges in the classroom today, things that I don't think either of us could have really imagined.And so, as I was exploring the amazing tools and campaigns that you've been authoring and spearheading, like Teaching for Black Lives, Black Lives Matter at School, and the Zinn Education platform of so many resources, I think, "What would my early school experience have been like if these tools were available?" Right?And I'm wondering, would you have thought the same thing? Because when I think about these amazing tools that are being offered, I just imagine, and we're not even talking about the digital stuff. I'm just talking about the things around critical race theory, these ideas, just about things that are showing a representation of Black folks. Like you said, even just having a Black teacher and what that meant for you. So even thinking about, what if the tools that you are all creating today were actually in your classroom back at Garfield when you were youth? Jesse:Oh, wow. That would've been incredible. I mean, at the Zinn Education Project, we have scores of free downloadable people's history lessons that center Black history and struggles against structural racism. And these lessons tell history from the perspective of people who have been marginalized, who have been pushed out of the centers of power. We look at the founding of America from the perspective of those who have been enslaved, not those who were doing the enslaving. We look at American history through the eyes of those who are organizing multiracial struggles for racial and social justice, not the ones that are trying to maintain segregation and hoarding wealth in the hands of the few.And I would've just lit up to be able to have a teacher say that your family's history matters, that struggles that your family went through shaped this country, and whatever semblance of democracy that we're able to hold onto in this country is the result of the Black freedom struggle and the result of multiracial struggles for social justice. Instead, we got the message in American government class that democracy is something that's handed down from those in power and those on high.I can remember, at Garfield High School, my American government teacher assigned a research project, and I did a project about J. Edgar Hoover, the FBI director. And it was the only paper I think I ever really tried on in high school. I was very disengaged from school and didn't see any point in it, but this research project captured my imagination because I learned about some really despicable things that someone in power had done.I couldn't believe that J. Edgar Hoover had led a campaign against the Black freedom movement, had targeted Martin Luther King, someone who we're all supposed to revere, and yet our government was wiretapping and even trying to get him to commit suicide and some pretty despicable things. And I poured myself into the research and I wrote the best paper I had done up until that point, and she gave me a C with the notes that the claims I was making were unsubstantiated. Li:Wow. Jesse:And it's clear that she just didn't agree, that she didn't want to hear that a white man in power had misused it. And that was a strong message I got that some ideas are off-limits, and it doesn't matter how hard you work. If you go against what makes a white teacher comfortable, then there are consequences for that.And after that, I really didn't want to try anymore. I didn't feel like my opinions mattered, and I would've loved to have a teacher help me understand how we can live in a society that calls itself the freest nation on earth, and yet was based on enslavement of Black people and genocide of Native people, continued with Jim Crow segregation to where up through my dad's generation couldn't vote if you were Black.And then in our own generation, we have mass incarceration. And how is it that racism continues to change in focus and character, but is a constant in American society? And I wasn't able to learn that until much later, and I would've loved to have some of the resources that the Zinn Education Project provides today. Li:Yes, you and me both. Jesse:Yeah. Li:And that brings me to my next question about one of your ongoing campaigns is Black Lives Matter at School. And this year, the 2023 Creative Writing Challenge prompt was, "How can a school community support you in being unapologetically Black?" How might the young Jesse have answered that same question? Jesse:Wow. Well, the young Jesse would've been scared to answer that question. Li:Really? Say more. Jesse:I think that because I was so worried about what it meant to be Black and what that meant about my intelligence, that being unapologetically Black was very foreign for me for far too long. It was hard to come to loving my blackness, and it was a long road to get there. And I'm just so glad that the Black Lives Matter at School movement exists, because so many children like me who are scared to embrace their blackness because they're afraid that it could make them labeled as lesser, not as beautiful, not as deserving of love, not as deserving of care, and everything that all of our kids deserve.Now, these students are celebrated in our Week of Action that happens the first week of February every year, and also on our Year of Purpose. So every month, we're revisiting the principles of the Black Lives Matter Global Network and we're highlighting different aspects of the Black freedom struggle. And this would've been transformative in my life, helped me come to love my blackness much earlier. And I hope that for many thousands of kids across this country, they are having that experience. Li:I love that answer. Thank you. So Garfield High School in Seattle is where you actually attended school as a youth and were also a teacher for over a decade. It's the place where your role as an activist also took root. So history was made here, not just for you as an individual, but really locally and then nationally. So why do you think this was happening at Garfield? Why Garfield High School? And what's the culture and social climate of this school that made it such fertile ground to spark local protests and now national change? Jesse:Yeah. I love that question because I bleed purple and I'm a Bulldog to the core. Garfield is a special place to me, and I think the history of the school is a lot of the reason why it was a fertile ground recently for social change. Garfield High School is the school that the founder of the Seattle chapter of the Black Panther Party graduated from in 1968, Aaron Dixon. Li:Wow. Jesse:It's the site where Stokely Carmichael came to speak as the Black Power movement was rising. And before that, Martin Luther King came and spoke at Garfield High School in his only visit to Seattle. It's the heart of the Central District, which was the Black neighborhood in Seattle that was redlined so that Black people could only live in that area. And for that reason, it developed a culture of resistance, and it's an important part of the Black freedom struggle throughout Seattle's history.And I think that in recent years, we've been able to revive some of that legacy in some of the struggles we've participated in. In 2013, we had a historic boycott of the MAP test, the Measures of Academic Progress test. And this was one of the myriad of high-stakes standardized tests that the kids had to take, and studies show that the average student in K-12 education now take 113 standardized tests. We used to take one in elementary, one in middle school, maybe a couple in high school, and now they're taking standardized tests just constantly.And this was a particularly egregious test that wasn't aligned to our standards. And finally, one educator at Garfield, Mallory Clarke, said she wasn't going to administer this test anymore, and she contacted me and wanted to know if I could help, and we began organizing the entire faculty at Garfield. And we called a meeting in the library and we asked everybody, "Is anybody getting useful information out of this test that's helping them with creating their curriculum?" And nobody found this test useful.And then Mallory said she wasn't going to give the test anymore, and who would join her? And we took a vote, and it was unanimous. Everybody said they were going to refuse to administer the test. And so, we organized a press conference in Mr. Gish's room, and we invited the media to come learn why we were going to refuse to give the standardized test, and one of the reasons is because of the legacy of standardized testing based in eugenics. Right? Li:Mm-hmm. Jesse:Standardized testing was created by open white supremacists. A man named Carl Brigham created the SAT exam out of Princeton University, and he was also the author of a book called The Study in American Intelligence, which was one of the Bibles of the eugenics movement. And the book concludes by lamenting that American intelligence is on the decline because we have more Black people than Europe does, and he fears that intermixing of the races will degrade the intelligence of Americans. And so, he created the SAT exam as a gatekeeper.And lo and behold, these tests prove that white native-born men were smarter than everybody else. Right? Well, they designed the test to show that, and then they get the feedback that they were looking for, and that's why people like W.E.B. Du Bois, Horace Mann Bond were some of the first opponents of these bogus IQ standardized testings that started to be grafted onto the public schools at the behest of the eugenics movement.And we knew this history. I'd read Wayne Au's book, Unequal By Design, that explained the racist history of standardized testing, and then we saw it playing out in our own school. We saw how English language learners would get low scores and it would make them feel deficient and unintelligent. But it wasn't measuring their intelligence. It was just measuring their proximity to white dominant culture, the English language, and not their intelligence. And we had so many examples of the way these tests were abusing kids, and we refused to do it. And the school district threatened the faculty of Garfield High School with a 10-day suspension without pay for the tested subject teachers in reading and math, and even our testing coordinator refused to administer the test. Jesse:Kris McBride was an amazing advocate for the MAP test boycott. And even the first-year teachers, who didn't have any tenure protections, none of them backed down. And at the end of the school year, not only did they not suspend any of the teachers because of the overwhelming solidarity we received from thousands of educators and parents and students, not only around the country but around the world, who had heard about our boycott, at the end of the year, they actually suspended the test instead and got rid of the MAP test for all of Seattle's high schools, and it was just a resounding victory. Li:Yeah. That's a triumph. That's a triumph for sure. Jesse:Yeah. Right? Li:And I was watching some of the news coverage, and it was just, like you said, quite a victory to have that test obliterated, really, just removed completely from the system, and also then making way for this idea of multiple literacies and ways of learning that are more just and equitable for all students. And I love to see that, like you said, it begins just with one person. Shout out to Mallory and everyone who followed that one teacher. And like you said, that's all it takes, but then just to see the students really take lead in their own way was a beautiful thing. Jesse:Yeah. Yeah. It was cool that the students, when they knew we weren't going to administer the test, they sent administrators in to try to get the students to march them off to the computer labs to take the test, and some of them just staged to sit in in their own classroom, refused to get up and leave, and then the ones that went just clicked the button on the computer through very quickly so the score was invalidated.So the BSU supported us and the student government supported us, and it was an incredible solidarity that emerged in this struggle. And it wasn't about not wanting assessment. I think as you said, we wanted more authentic forms of assessment, ones that could actually help us understand what our students knew. And we started doing much more performance-based assessments. Li:Right. Jesse:When you get your PhD, they don't want you to eliminate wrong answer choices at faster rates. They want to know, can you think? Can you create? Li:Right. Are you a critical thinker? Jesse:Right. Yeah. Can you critically think? Can you make a thesis and back it up with evidence? And so, that's what we began doing. We wanted to have kids develop a thesis. And it might not be at the PhD level, but it'll be at a developmentally appropriate level for them, and then back it up with evidence and then present that evidence to the class or to other teachers and administrators and defend their position, and that, I think, was a real victory for all of our students for authentic assessment. Li:And went down at Garfield. Jesse:Yeah. No doubt. No doubt. Li:So another question I got for you. Part of the work of Monument Lab is to engage community in the current state of monuments and public memory in this country and beyond. Have you made any connections to this parallel movement to take down monuments that stand as symbols that continue to uphold oppressive systems and then honor the same false histories that you and your comrades are fighting in the classroom? Jesse:Yeah. Definitely. I think one of my favorite assignments I ever gave my students at Garfield was to research the debate over monuments around the country and think about, "How do we decide as a society who to honor, and who should be honored, and who shouldn't be?" And all the students got a big chunk of clay and they created their own monument to replace one that they thought was inappropriate. And so, many chose Confederate monuments or monuments to any slaveholders, including the hallowed Founding Fathers, that many of my students didn't hold in reverence given that they could have been owned by George Washington.And so, at the University of Washington, we have that statue of George Washington. Some people wanted to replace that with a statue of Aaron Dixon, who graduated from Garfield High School, founded the Black Panther Party, went to the University of Washington, and they felt far better represented our community as somebody who started the Free Breakfast Program in Seattle and who founded a free medical clinic that's still open to this day, just a few blocks away from Garfield High School, where many of our students receive free medical care to this day. Li:Oh, that's amazing. Jesse:So creating themselves some beautiful monuments to really honor the people that have made their lives better rather than just powerful people who imposed their will on our society. And I just think it was such an incredible moment in the 2020 uprising when all across the country, people said, "We are no longer going to honor slaveholders and perpetrators of genocide." It was incredible to see them dump the statue of Columbus into the Bay in Baltimore and teach the whole country a lesson, a history lesson about the genocidal attack of Columbus on Native people and how we need to find better heroes. Li:I like that. Find better heroes. You've dedicated a bunch of your recent efforts to resisting House Bills 1807 and 1886 introduced by state Republican Representative Jim Walsh. As you put it in your article that I read, these bills are designed to mandate educators lie to Washington students about structural racism and sexism, essentially forcing educators to teach a false, alternative history of the United States. Can you break down the basic proposals of these bills and their connection to, say, recent book bans, critical race theory, and resources like The 1619 Project? Jesse:For sure. Many people imagine that the attack on critical race theory is mostly in red states or it's just a product of the South. But instead, people should know that actually the attack on critical race theory originated from Christopher Rufo, who ran for city council in Seattle, and he is still a resident in Washington state, and that every state in the nation, except for California, has had a proposed bill that would require educators to lie to students about structural racism or sexism or heterosexism.And even in California, the one state that hasn't had a proposed bill, they have many local school districts that have one of these educational gag order policies in place that seek to coerce educators to lie to students about American history, about Black history, about queer history. And Washington state is one of the many states that has had proposed bills by Republican legislators that are trying to deceive students. They were so frightened of the 2020 uprising and all the questions that young people were asking about our deeply unequitable society that instead of working to try to eliminate that inequality, they just want to ban people from understanding where it comes from.So in my state, last year, they proposed House Bill 1886 that would make it illegal to teach about structural racism. And I found it deeply ironic that the House bill was numbered 1886, because that was the same year as a mob of white people in Seattle rounded up hundreds of Chinese people and forced them into wagons and hauled them to Seattle docks where they were placed on ships and illegally deported. And the chief of police helped this riotous white mob illegally, Police Chief William Murphy, and he never had faced any penalty for it. He was acquitted, even though this racist attack on Chinese people was carried out. Right?And our students have the right to learn about this. They should know that this happened in our city, and too many don't grow up learning the reality of that anti-Chinese attack. And then when hate crimes skyrocketed in our own era in the wake of the COVID-19 pandemic, you saw hate crimes increase by several hundred percent against Asian Americans, and people wonder why. There's a long history of this Yellow Peril narrative in American society that has labeled Asian Americans and Chinese Americans as the other, as dangerous, as dirty, and our students need to learn about that if they're going to overcome those racial divisions today. Li:And what would the passing of these bills mean for the next generation of youth and their futures, and their education? What's the status of these bills now? Jesse:Well, thankfully, the bill in Washington state did not pass, but they are proliferating around the country. 18 states have already passed bills that seek to coerce educators into lying about structural racism, denying the fact that our country was built on structural racism, of enslavement of Black people, and genocide of Native people, and the exploitation of labor of immigrants, hyper-exploitation of Chinese labor on the railroads and Latinx labor in farms, and they want to hide this history.And you saw it in Florida when they banned the AP African American Studies course. In Virginia, they're trying to rework the state standards to hide the legacy of structural racism and the contributions of Black people, and they are trying to send us back to the era of the 1940s and '50s during the second Red Scare known as the McCarthy era. In the McCarthy era, hundreds of teachers, thousands of teachers around the country were fired after having been labeled communist.And then the Red Scare had the overlapping Lavender Scare, which was the attack on LGBTQ people, and that was especially intense against educators, and Florida had a particularly pernicious attack on queer educators. They had the Johns Committee there that would interrogate teachers about their sex lives and then fire them, remove their teaching certificate so they could never teach again. And this is what people like Governor Ron DeSantis in Florida are trying to revive with the Don't Say Gay bill that has outlawed any discussions of LGBTQ people for the younger grades, and also his so-called Stop W.O.K.E. Act that imposes anti-truth laws on Black history.And in Florida now, it is a third-degree felony for an educator to be caught with the wrong book about Black people or about queer people in their classroom. You can get five years in jail and a $5,000 fine for having the wrong book. Thousands of books are being banned all over the country, and they are rapidly trying to bring us back to that Red Scare, Lavender Scare era where they could just label you a communist or today label you a critical race theorist and push you out of the classroom.So we're at a crossroads right now, where everybody has to decide, "Are we going to build a multiracial struggle to create a true democracy? Or are we going to submit to this fearmongering and this racial hatred and allow them to turn back the clock?" And I hope that people will value social justice enough to join our struggle. Li:I'm just blown away by all the things you're saying, and it's really powerful because I come from a family of educators. Both my father and my mother are educators. My brother and myself are both educators. So I see it not as a job, but like a vocation. And it really sounds like you and the folks that you're in community with, in solidarity with in Seattle and beyond are really making amazing strides and asking such critical questions that could determine the future of our country. Jesse:No doubt. Li:For me and so many other educators, Paulo Freire's Pedagogy of the Oppressed and bell hooks' Teaching to Transgress were defining transformative works that greatly impacted my trajectory in the world. And I wanted to know, can you share what books or even creative works that inspired the path that got you where you are today? Jesse:Yeah. I love that question. Definitely those two books are at the top. Li:Oh, you like those books? Aren't they at the top? Jesse:I love those books. Yes. Li:I love them. Jesse:Yes. Li:I mean, and I'm sure you reread them because I'm always rereading those books. Jesse:Sure. Yes. I'm quoting them in the book I'm writing right now. So much of what I'm doing would not be possible without the theoretical framework that bell hooks gave us and that Paulo Freire gave us to understand how to use dialogic pedagogy to engage your students in a conversation, and educating isn't about filling their heads with what you know, the banking model of education, as Paulo Freire put it, right? Li:Right. Jesse:It's about learning from your students. Li:Right. That relationship between this... I learned so much from my students, especially now that I'm getting older. Jesse:Yeah. No doubt. Li:You got to stay in the know with the youth. Jesse:Hey, the students created the greatest lesson plan of my lifetime when they organized the uprising of 2020. That was mostly young BIPOC folks that organized that uprising and taught the nation what structural racism is and taught many of their teachers that they needed to learn something about it and they needed to begin teaching about it. Right? That's where this whole backlash to critical race theory started.And I think that all of us in the struggle would do well to join in study groups around books that can help deepen our understanding of history and theory that will help us in these struggles to come. There are so many books that I could cite that have been pivotal to my understanding of the struggle. I mean, working at the Zinn Education Project, Howard Zinn's People's History of the United States has been really important. Li:Yes. Jesse:So I think reframing who the subjects of history are and... Li:And the authors of history, right? Jesse:Yeah. Exactly. Exactly. I think that Jarvis Givens book, Fugitive Pedagogy, should be read by all educators. Li:Yes. I'm familiar, very familiar with that project, and it is super inspiring. Yes. Jesse:Yeah. I mean, that book is just a key that unlocks the truth about why we're in the situation we're in right now, where they're trying to outlaw education. Li:And all the overlapping systems, because you talked about that, like these intersecting oppressions and overlapping systems of oppression that are really creating something that it feels like it's impenetrable, but people are making strides. Jesse:Yeah. No doubt. And I would just say that the book, Fugitive Pedagogy, just gives you that history of how Black education has always been a fugitive project. It's always been a challenge to the power structure. It's always been verboten. And starting in 1740 were the first anti-literacy laws in South Carolina banning Black people from learning to read and write.Li:How about that? Right. Jesse:Why was that? Because in 1739, the Stono Rebellion happened. A man named Jemmy helped lead an uprising of enslaved people, and he marched with a banner that read "Liberty" as they collected more enslaved people along the way during their uprising, and this terrified the enslavers. And they not only wanted to kill all the people that were trying to get their freedom, they wanted to kill the idea of freedom. They wanted to kill the ability of Black people to ever write the word liberty again.And so, they imposed these laws to ban Black people from learning to read and write. And today's racists aren't so bold as to ban the ability for people to learn to read and write, but they do want to ban the ability to read the world, as Paulo Freire put it. They don't want us to be racially literate. They don't want us to understand how systems of power and oppression are maintained. And so, they're banning ideas now in the classroom. And once you understand the long history of the attacks on Black education, you can understand why it's happening again today. Li:And even through the digital divide, right? This idea of being disconnected from these resources that are so much a part of education today that Black and brown communities don't always have really makes a difference in the education that they receive and how they learn as well. Jesse:No doubt. I mean, that was emphasized during the pandemic, right?Li:Exactly. So much was amplified during the pandemic, especially that digital divide. Jesse:No doubt. No doubt. Li:So, Jesse, I want to think about the future and speculate. In the best-case scenario, maybe a utopian future for education in the United States. Teachers often have to draft a wish list for what they want, the resources, the needs they have for their classrooms as the academic year comes around. So thinking about what you would want, the three essentials that would be on your wish list for the classroom of the future.Jesse:Yeah. I love this question, because too often, images of the future are all about dystopias. Those are the movies and books we get, and there's not enough freedom dreaming about what's possible. Li:I love that. Shout out to Robin D. Kelley. Jesse:No doubt. Another essential book to read. Li:Yes. Jesse:So I think in the classroom of the future that provides a liberatory education for our youth, the first thing I think we might see is the breakdown of subjects and getting rid of these artificial divisions between the different academic disciplines. And so, school would look very different. Instead of going to math class in the first period and then language arts and then social studies, you might have a class called Should Coal Trains be Used in Seattle? Right? They were just debating whether we should allow coal trains to come through our city.So it would be based on a real problem that exists in your society, and then you would use math and science and language arts and social studies to attack this problem. You would want to learn about the science of climate change and the math that helps you understand the changing climate. Right? We would want to learn the history of coal extraction in this country, the toll it's taken on working people who are minors and the toll it's taken on the environment.We would want to use language arts to write speeches, to deliver your opinion to the city council about this. So we would have problem-posing pedagogy, as Paulo Freire put it, where the courses would be organized around things that the kids care about that impact their lives, and then we would use the academic disciplines in service of that.I think in addition to that, my second requirement for this liberatory classroom would be about wraparound services, so that when kids come to school, they also get healthcare. They also get tutoring services, dental care, mental health care, food for their families. And schools could be really the hubs of community where people have their needs taken care of and are invested in to support not just the students, but their families as well.And lastly, I think schools would be flooded with resources, so that instead of wasting trillions of dollars on the Pentagon so that the United States can go bomb countries all over the world and kill children and their families, we would take that money and flood it into the school system so that kids have all the state-of-the-art resources they need, from the digital equipment, recording equipment, music, art supplies, to funding the school nurse, to the auditoriums, and the music halls. I mean, you can imagine that the richest country on earth could have incredible resources for their kids if we valued education, if we valued our young people.Instead, so many schools in America today are falling apart. The first school I ever taught in in Washington, D.C., an elementary school, I had a hole in the ceiling of my classroom, and it just rained into my classroom and destroyed the first project that I ever assigned the students, their research project, and they never even got to present the projects. Li:No way. Jesse:And our kids deserve better than that. Li:Oh, they definitely deserve better than that. Right? Oh my gosh. Jesse:We're in a society where 81 billionaires have the same amount of wealth as the bottom half of humanity, and that wealth divide means that our kids go to schools that are falling apart, and we would transform that in a future society that's worthy of our kids. Li:Most definitely. And if I can, I wanted to add a fourth thing, because I remember something you said about performance-based assessment. Jesse:Oh, yeah. Li:And I think that would- Jesse:I should put that in. Li:... definitely be essential, right? Make sure you get that one in. But last but not least, my final question to you is, what's next for Zinn Education? And more specifically, what is next for Jesse Hagopian? Jesse:Oh, thank you. Well, I'm really excited about the June 10th National Day of Action. The Zinn Education Project has partnered with Black Lives Matter at School and the African American Policy Forum to organize the Teach Truth Day of Action on June 10th, and I hope everybody will join us on that day of action in organizing an event in your community. This is the third annual Teach Truth Day of Action, and the past ones have been incredible.People have organized historical walking tours in their community to highlight examples of the Black freedom struggle and sites that were important in the Black freedom struggle in their own communities or sites of oppression and racial injustice that students have the right to learn about in their own communities. Some people went to sites where Japanese people were rounded up and incarcerated during World War II. Some people in Memphis, Tennessee went to a site right on their school grounds where there was a race riot and many Black people were killed.In Seattle, we went by the clinic that the Black Panther Party started and gave that history and highlighted how, if the bill passed to deny teachers the right to teach about structural racism, we couldn't even teach about the origins of the health clinic in our own community. And so, there'll be many creative protests that happen on June 10th, 2023, and I'm excited to say we have more cosponsors than ever before.The National Education Association is supporting now, and many other grassroots organizations from across the country. So I expect hundreds of teachers and educators will turn out to protest these anti-truth laws, and I'll be right there with them all helping to organize it and learning from the educators and organizers, who are putting these events on, and hopefully helping to tell their story in the new book that I hope to be finishing very soon about this- Li:You're going to finish it. You're going to finish. This month, man. Jesse:Thank you. Li:This is your month. Jesse:I need that encouragement. Li:You got this. Jesse:I hope I finish it on this month. Li:Believe me. When I was so close to finishing my dissertation, everyone kept asking me, "Are you done yet? Are you done yet?" So I know, because I could see you cringe when I asked you that in the beginning. All I can say is, look, I mean, I'm just so grateful to have this conversation with you today. Thank you for joining me. And I also got to say, I'm sorry to say, Jesse, your mother was right. I think this was your calling. I think this might have been what you were set on this planet to do. Jesse:It feels that way now. Thank you so much. Li:Yes, indeed. So this is Monument Lab, Future Memory. Thank you to my guest, Jesse Hagopian. Jesse:Hey, I really appreciate you having me on. I just felt your warm spirit come across and brighten my day. Really great to be with you. Li:My pleasure. 

About Ieasha PrimeIeasha Prime is the Director of Women's Programming at Dar al Hijrah Islamic Center in Virginia and the founder of the DC Muslim Women's Conference. She converted to Islam more than 20 years ago after being a Youth Ambassador to Morrocco and Senegal. There she developed a thirst for knowledge that would cause her to sit at the feet and learn from some of the top Islamic Scholars of our time. After having participated in several circles of knowledge in the US, Ieasha decided to pursue religious studies abroad. She studied Arabic, and Quran at the Fajr Institute in Cairo, Egypt. Later, she moved to Hadramaut, Yemen and enrolled in Dar al Zahra, an Islamic University for Women. There she studied Aqeedah, Quran, Hadith, Arabic, Jurisprudence (Fiqh), Islamic law, Purification of the Heart and other religious related learning. She has received several scholarly licenses (ijaza). The work that she is most committed to and enjoys have been the development of Islamic programming, Islamic Studies curriculum and Rites of Passage programs for youth and adults. Majority of her life has been spent as an educator and activist. She is most passionate about combining Islamic studies, cultural art, activism and service for the purpose of training leaders to rise above whatever challenges stand in their way and that of the community they serve. In addition to her full-time work, she is the co-founder and Executive Director of Barakah INC, an organization committed to training Muslim women in traditional Islamic sciences with a focus on modern application. Sister Ieasha is recently known for her participation in the National Women's March, and the courses she teaches on traditional knowledge, the challenges of race and gender in the Muslim community and Spirituality. Ieasha Prime is a proud wife and mother of three children.About Basheer JonesBasheer Jones is an impassioned leader, motivational speaker, and spoken word artist with a positive message of empowerment and change. Born in Brooklyn, NY on October 25, 1984 and later transplanted to Cleveland, OH as a child. He graduated Cum Laude from the distinguished Morehouse College in Atlanta, GA in 2006 with a degree in African-American Studies. He later pursued graduate studies at Howard University in Washington, D.C.Basheer understands that true success is giving back, which is why he decided to move back to Cleveland, OH, where he became the youngest news talk radio show host at Radio One. Basheer has been interviewed by Time, JET, and Essence Magazines, and has been a guest correspondent on CNN, MSNBC, and CSPAN. Basheer played an important role in the city of Cleveland during the 2008 Presidential Election by hosting several Barack Obama rallies and held one of the largest youth voter registration drives in the city. He later became the Regional Field Director for Organizing for America and the Democratic National Committee during the 2012 presidential campaign.Basheer's dedication and commitment has enabled him to publish his first book, entitled, “I'll Speak for Change”. He is the President and Founder of The Basheer Jones Foundation, as well a proud member of the NAACP and Alpha Phi Alpha Fraternity Inc. He has received various awards and recognition for his accomplishments including the Emerging Leader Award from Congresswoman Marcia Fudge and the Urban League's Distinguished Men Award.Basheer's indebtedness and passion to serve his community propelled him to decide run for City Council and win in Ward 7 of Cleveland's 2017 election. He is the creator of the Be the Change Leadership Series, in which Basheer facilitates leadership and character development workshops within various school systems throughout the state of Ohio.With his compelling, soul-stirring delivery, Basheer continues to bridge the gap between the youth and the elders by sharing his life experiences with words that inspire and motivate all who hear him. His dedication for speaking on behalf of the voiceless has allowed him to travel throughout the country and international circuit delivering his inspirational message of hope and change. Mr. Jones is a devoted community servant that strives to live by the affirmation that we must “be the change that we want to see in the world.”About Azeem MuhammadFor nearly twenty years, Azeem's comedy has brought laughter to millions of people worldwide. Whether across stage, colleges, corporate events or religious functions, the result is always the same: drop-dead funny. In 2005, he was the recipient of the MPAC Image Award, for his stand-up performance on the critically-acclaimed Allah Made Me Funny: Official Muslim Comedy Tour, which provided an opportunity for a healthy dialogue between Muslims and non-Muslims; drawing the attention of The Daily Show w/ Jon Stewart. His ability to build bridges across gender, ethnicity, and religious lines has earned him the title of “holistic healer through humor”.Many in the media describe Azeem's humor as “conscious comedy”. His ability to intertwine touchy subjects in a politically correct society with charismatic candor, makes him sought out the world over.Azeem, a native of St. Louis, Missouri, began his comedy career in 1999 at the age of 26 while working at a rehabilitation center for persons with intellectual and developmental disabilities. In 2005, Azeem made his network television debut on “Comic View”, which brought him to the attention of many clubs and colleges throughout the United States. His standout performances have taken him to over 5 continents, 37 countries, and a favorite on the seven seas; performing onboard Royal Caribbean and Carnival Cruise Line ships.His first full comedy CD “I'm Just Serious” was released in 2010, and his first DVD “Live & Unfiltered” was released in 2015. Azeem can be heard every week on his podcast “I'm Just Serious” on iTunes and Stitcher Radio.His latest endeavor, a one-man show “Funny, Faithful & Flawed” is scheduled to debut in 2020.About A Continuous CharityA Continuous Charity was founded in 2013 with the sole purpose of alleviating the Muslim students from the financial burden of interest (riba) on educational loans. By doing this, it hopes to bring about a generation of graduates that will have a strong Muslim identity and be well-versed in their fields, using both for the benefit of mankind.

GSAS Network TOOLKITHow to build a GSA to talk "really explicitly and seriously about sexuality and gender" to childrenThis is an audio clip of an April 26th virtual panel titled “Creating and Sustaining GSAs in Elementary Schools.” In this clip, a teacher is heard discussing how to start a GSA/Rainbow Club by seeding questions "organically" in order to recruit young children into a GSA club where they talk "really explicitly and seriously about sexuality and gender."Support the show

On this week of the Black on Black education podcast, we had a very special episode for you. This week we met for a in-person live recorded podcast session with a very special guest being New York's 16th Congressional District's Congressman, Jamaal Bowman. The educational system has been created in a manner that creates substantial inequities that disproportionately hinders poor communities of color. We discussed what would educational justice look like through the lens of school funding, having multiple student driven pathways to learning, student assessments, healthy school lunch and engaging students with curriculum that reflect their experiences. Throughout this conversation both Eva and Jamaal along with multiple students got to ask Congressman Bowman both about the condition of the education system particularly the inequities in black and brown communities. Furthermore, we got to talk about the condition of both the Bronx and our nation involving recent news and events. --- Support this podcast: https://anchor.fm/blackonblackeducation/support

The movement of students and parents to end harsh discipline and dismantle the school-to-prison pipeline in their local schools made major gains. Then came the pandemic. Now, with calls for returning police to schools and “hardening” them in response to shooting threats, the movement's success may be in jeopardy. Special guests: Mark Warren, author of Willful Defiance, and Jonathan Stith, the national director of the Alliance for Educational Justice.

This episode is packed full of nuggets with the 26-year experiences of Bryan Warren, currently leading Educational Justice. Bryan has led nonprofits in the Arts, Education, and Government. Get your notepad out for this one!  Show Links: Website: www.2020strategic.com Facebook: https://www.facebook.com/2020ConsultingPros Instagram: https://www.instagram.com/2020strategic/ (@2020strategic) LinkedIn: https://www.linkedin.com/company/2020-consulting-professionals-llc/ Guest Links: Educational Justice - https://educationaljustice.org 

I came across the work of our guest today, Luma Mufleh, back in 2019. Even then, I was enchanted by the story of how she created Fugees Academy, a successful private school in Georgia for refugee children who are too often overlooked and underserved in traditional district schools. But I recently finished reading Luma's newly released book, Learning America: One Woman's Fight for Educational Justice for Refugee Children, which joins the story of Fugees Academy with her own powerful story as an immigrant, entrepreneur, soccer coach, school founder and change maker, and wife and mother. Truthfully, Learning America is one of the most extraordinary books I have read in awhile, and it should definitely be on the top of your list of books to read this summer.  Fugees Family Luma Mufleh's 2017 TED Talk

One out of every 95 people on Earth has fled their home because of conflict or persecution. What is the experience of leaving – when you'd rather stay – and resettling in a place where everything is foreign? In this episode, people who came to America as refugees share their stories of heartbreak, healing, and new friendships. (AP Photo/Jacquelyn Martin) Guests: Warda Mohamed Abdullahi, Somalian refugee, author of "Warda: My Journey from the Horn of Africa to a College Education" Luma Mufleh, founder of Fugees Family, author of "Learning America: One Woman's Fight for Educational Justice for Refugee Children" Liz Jevtic-Somlai, Associate Director at Their Story is Our Story Aden Batar, Services Director at Catholic Community Services of Utah

Lumah Mufleh on LEARNING AMERICA: One Woman's Fight for Educational Justice for Refugee Children. And for Earth Day Peter Kalmus discusses Being the Change. The post Luma Mufleh, LEARNING AMERICA & Peter Kalmus, BEING THE CHANGE appeared first on Writer's Voice.

David Shuster hosts. Luma Mufleh, Author of ""Learning America: One Woman's Fight for Educational Justice for Refugee Children"", talks about her experience as a refugee working with children of refugees in the US. Economy Reporter Ben Winck joins to break down what the great resignation means, and what it means for workers. See acast.com/privacy for privacy and opt-out information.

"[The author is] an influential educational leader and activist.... [This is] an impassioned, penetrating critique and inspiring model for progress." -- Kirkus Reviews (starred review)

Emily and Chris were honored to have the opportunity to talk with author Amy Bloom about her new memoir, IN LOVE: A Memoir of Love and Loss about Amy and her husband Brian Ameche's love and his decision to end his life after being diagnosed with Alzheimer's. Both Book Cougars are captivated by this beautifully written memoir about love, the agony of dealing with Alzheimer's, and choosing to end one's life in a society that has no viable options. We are currently doing a buddy read of MAUD MARTHA by Gwendolyn Brooks. We also have an upcoming buddy read in the works with Our Mystery Man, John Valeri. The three of us will discuss DEATH ON THE NILE by Agatha Christie and the new Kenneth Branagh movie adaptation. If you'd like to join us in either of these buddy reads, we have discussion threads on our Goodreads group page. Reminder that our next readalong is TWO OLD WOMEN: An Alaska Legend of Betrayal, Courage, and Survival by Velma Wallis. Check out our show notes for a list of all the books, places, and dates mentioned in this episode: https://www.bookcougars.com/blog-1/2022/episode153. Shoutouts! —The Children on the Hill, Jennifer McMahon (forthcoming April 26, 2022) —Hungry Heart, Jennifer Weiner (audio) —Miss Grief and Other Stories by Constance Fenimore Woolson, ed Anne Boyd Rioux —The Summer Place by Jennifer Weiner (forthcoming May 10, 2022) —Stellaluna by Janell Cannon —Vampenguin by Lucy Ruth Cummins —Fiona and Jane by Jean Chen Ho —The Murder of Mr. Wickham, Claudia Gray (forthcoming May 3, 2022) —Learning America: One Woman's Fight for Educational Justice for Refugee Children by Luma Mufleh —Hurricane Girl by Marcy Dermansky (forthcoming June 14, 2022) —The Wise Women by Gina Sorell —Memphis by Tara M. Stringfellow —A Tiny Upward Shove by Melissa Chadburn —Take My Hand by Dolen Perkins-Valdez —Bomb Shelter: Love, Time, and Other Explosives by Mary Laura Philpott —House of Books in Kent, CT

Learning America: One Woman's Fight for Educational Justice for Refugee Children by Luma Mufleh It was a wrong turn that changed everything. When Luma Mufleh—a Muslim, gay, refugee woman from hyper-conservative Jordan—stumbled upon a pick-up game of soccer in Clarkston, Georgia, something compelled her to join. The players, 11- and 12-year-olds from Liberia, Afghanistan, and […] The post Beacons of Leadership with Chris Voss Podcast – Learning America: One Woman's Fight for Educational Justice for Refugee Children by Luma Mufleh appeared first on Beacons Of Leadership.

Luma Mufleh, the founder of Fugees Family whose TED Talk on educational justice for refugee families has been viewed more than 1.7 million times, discusses what it's like being dropped into a classroom when you don't know English, what supports we should provide to students who are refugees, and how we can focus on the assets that refugees bring to our schools and our society. Luma's new book is Learning America: One Woman's Fight for Educational Justice for Refugee Children.

Learning America: One Woman's Fight for Educational Justice for Refugee Children by Luma Mufleh It was a wrong turn that changed everything. When Luma Mufleh—a Muslim, gay, refugee woman from hyper-conservative Jordan—stumbled upon a pick-up game of soccer in Clarkston, Georgia, something compelled her to join. The players, 11- and 12-year-olds from Liberia, Afghanistan, and Sudan, soon welcomed her as coach of their ragtag but fiercely competitive group. Drawn into their lives, Mufleh learned that few of her players, all local public school students, could read a single word. She asks, “Where was the America that took me in? That protected me? How can I get these kids to that America?” Learning America traces the story of how Mufleh grew a group of kids into a soccer team and then into a nationally acclaimed network of schools for refugee children. The journey is inspiring and hard-won: Fugees schools accept only those most in need; no student passes a grade without earning it; the failure of any student is the responsibility of all. Soccer as a part of every school day is a powerful catalyst to heal trauma, create belonging, and accelerate learning. Finally, this gifted storyteller delivers provocative, indelible portraits of student after student making leaps in learning that aren't supposed to be possible for children born into trauma--stories that shine powerful light on the path to educational justice for all of America's most left-behind.

On University of North Carolina Asheville Week:  How do disrupt the education gaps that exist in public schools? Tiece Ruffin, professor of Africana Studies and Education, looks into a few ways to do so. Tiece Ruffin received her Ph.D. from Ohio University in Curriculum and Instruction with a specialization in Special Education and cognate in […]

The non-profit Zinn Education Project has released a new report that shows that the teaching of Reconstruction in schools is inadequate or non-existent in 90 percent of states. Reconstruction is one of the most significant times in the history of this country. It offered incredible possibilities for economic equity and progress for multiracial democracy, but that promise was crushed by white supremacists. Our guest today is Jesse Hagopian, a high school teacher in Seattle and co-editor of the books Black Lives Matter at School: An Uprising for Educational Justice, and Teaching for Black Lives. He says “ignorance about Reconstruction upholds white supremacy.”.

Although most policy organizations and education leaders who advocate for educational justice maintain a secular voice and vision, there are those for whom building an equitable, humanizing public school system is a matter of religious faith. Zakiya Jackson, who serves as president of the Expectations Project, joins us this week to discuss the intersections of faith, educational equity, and policy advocacy. What does faith-motivated organizing look like as an approach to racial justice, and how does it fit within the broader context of education advocacy? But first, Jeff and Manuel take a look at recent headlines in education including a new program that targets the student debt crisis through community service and an interesting call from a collection of doctors to drop mask requirements in schools. → Get your Teach the Truth T-Shirt here! → View this episode on YouTube! AGENDA 0:00 - Welcome! 5:10 - California College Corps 19:45 - Time for mask-optional schools? 38:32 - Faith, equity, and advocacy w/ Zakiya Jackson 1:18:05 - Kid of the year finalist teaches young refugees DO-NOW STORIES: #CaliforniansForAll College Corps California Volunteers, California Higher Education Institutions Announce Historic College Service Program California ‘College Corps' program to give $10,000 to select students for volunteer work Opinion: Schools can safely make masks optional with the CDC's new guidelines More from our guest: The Expectations Project Let a Child Be a Child Zakiya Jackson on Twitter EduColor Class Dismissed: Kid of the Year Finalist Lujain Alqattawi, 13, Teaches English to Kids in Refugee Camps Get MORE All of the Above: - Website - Podcast on multiple platforms via Anchor - Podcast via Apple Podcast - Podcast via Spotify - Twitter - Facebook Page Theme Music by its tajonthabeat --- Send in a voice message: https://anchor.fm/aota/message Support this podcast: https://anchor.fm/aota/support

How can we make learning joyful? How can we build schools that include and celebrate all kids, families, and communities? In this episode, hosts Amanda Morin and Gretchen Vierstra learn from Juliana Urtubey, the 2021 National Teacher of the Year. Juliana, a bilingual special educator in Las Vegas, aims to make learning “joyful and just” for all students, including kids who learn differently. Listen to Juliana's tips for how schools can create a sense of belonging for everyone. Hear what Juliana has learned from listening to her students and their families. To find a transcript for this episode and more resources, visit the episode page at Understood. We love hearing from our listeners. Email us at init@understood.org.Understood is a nonprofit and social impact organization dedicated to shaping a world where the 1 in 5 people who learn and think differently can thrive. Learn more about In It and all our podcasts at u.org/podcasts. Copyright © 2022 Understood for All, Inc. All rights reserved.

Student discipline used to be handled by guidance counselors and principals. Today, police are increasingly called upon to respond to children's behavioral issues, giving rise to the school-to-prison pipeline. Today, over 1.5 million students attend schools with police but no counselors. The consequences can be dire: students are five times more likely to be arrested and charged when they attend schools where there are police, also known as school resource officers, or SROs.Professor Mark Warren and Jonathan Stith argue that during pandemic-schooling, schools are responding to a student mental health crisis with harsh discipline that has fallen hardest on students of color. This “white lash” has resulted in what they call the “pandemic-to-prison pipeline.”“The pandemic has really caused a lot of trauma and a lot of stress, economic hardship, family loss for young people and disruption of schooling,” says Mark Warren, Professor of Public Policy and Public Affairs at the University of Massachusetts Boston and the author of Willful Defiance: The Movement to Dismantle the School-to-Prison Pipeline. “Instead of getting support, and investment of support, what we've been starting to see is the intensification of discipline and policing practices in schools.”Warren argues that there is no research-based evidence that the presence of police improves safety in schools.There is now a national campaign to limit the police presence in schools. Since June 2020, more than 138 school districts announced they would remove police from schools. In Vermont, several school boards, including Burlington, have voted to end or reduce their police contracts. A report last year by a task force of the Burlington School District concluded: “The majority of SRO activity is not associated with law enforcement but with mentoring students and connecting them with needed resources…These additional roles fell to the SROs due to social workers being overwhelmed with cases.”There is “a direct link between that the Black Lives Matter movement and police-free schools,” says Jonathan Stith, National Director of the Alliance for Educational Justice and co-director of the National Campaign for Police-Free Schools. The effort to increase school policing, as well as fights over the teaching of critical race theory in schools is “what we've been calling this ‘white lash' post the Trump presidency.”

As new Virginia Governor Glen Youngkin moves to ban so-called "divisive concepts" including Critical Race Theory in the state's schools, Brian Jones, director of the Center for Educators and Schools at New York Public Library and contributor to Black Lives Matter at School: An Uprising for Educational Justice (Haymarket Books, 2020) discusses how such a ban might impact curricula, why some misunderstand and reject CRT and the value of including race in school lessons. 

The new Virginia Governor Glen Youngkin is working to ban so-called "divisive concepts" including 'Critical Race Theory' in the state's schools. On Today's Show: Brian Jones, director of the Center for Educators and Schools at New York Public Library and contributor to Black Lives Matter at School: An Uprising for Educational Justice (Haymarket Books, 2020) discusses how such a ban might impact curricula, why some misunderstand and reject CRT and the value of including race in school lessons.

David Halbert is the Outreach Manager at The Educational Justice Institute (EJI) at Massachusetts Institute of Technology (MIT). The mission of EJI is to bring about positive policy reform to correctional institutions through the introduction of education and education-based technology into prisons and jails. The post 910: How to Break Into Public Service & Government With David Halbert, Educational Justice Institute [Espresso Shots] appeared first on Time4Coffee.

Education activists Lisa Covington, Jesse Hagopian, Denisha Jones, Lucket Kiche, and Matè Muhammad, in conversation about the struggle against systemic racism in schools, how we can win real educational justice and other lessons from Black Lives Matter at School organizing in Iowa and beyond. Order your copy of Black Lives Matter at School: An Uprising for Educational Justice from Prairie Lights Bookstore here: https://www.prairielightsbooks.com/book/9781642592702 ---------------------------------------------------- Speakers: Matè Muhammad is an activist, organizer and cultural worker from Des Moines, IA. Matè is a passionate writer, graffiti artist and musician and began his activism in 2014 after the tragic police murder of Michael Brown. In 2019 Matè created @theblackartivist - a revolutionary creative vehicle - and in 2020 Matè co-founded the Des Moines Black Liberation Movement of which he is currently the Field Operations Director. Lucket Kiche (He/They) is a Black, Queer, Non-Binary Transman teaching in the Iowa City Community School District. Born in Nairobi, Kenya, he came to Iowa City as an infant and has yet to leave. He spends time serving as an At-Large Board member for Iowa City Pride. As an educator, Lucket pushes and advocates for the equitable treatment of all minorities and strives to teach about as many intersectionalities that time will allow. They also continue to remind others that we can no longer be complacent with a system that has superficial protections for marginalized people. Denisha Jones is a member of the national Black Lives Matter at School steering committee and Director of the Art of Teaching, graduate teacher education program, at Sarah Lawrence College. She is the co-editor of Black Lives Matter at School. Jesse Hagopian is a member of the national Black Lives Matter at School steering committee and teaches Ethnic Studies at Seattle's Garfield High School. He is the co-editor of Black Lives Matter at School, an editor for Rethinking Schools magazine and is a co-editor of Teaching for Black Lives. Lisa Covington, M.A. is a youth development professional, curriculum developer and PhD Candidate at The University of Iowa studying Sociology of Education, Digital Humanities and African American Studies. In 2020, Lisa received the Rev. Dr. Martin Luther King, Jr. Award from the Iowa Department of Human Rights. As the Director of the Ethnic Studies Leadership Academy in Iowa City, Lisa works with Sankofa Outreach Connection to provide an educational leadership program for African American girls to learn Black history and advocacy strategies through developing competencies in digital humanities, social sciences and the arts. Lisa also works with teachers across the state through Black Lives Matter at School-Iowa. ---------------------------------------------------- This event is sponsored by Prairie Lights Bookstore, Black Lives Matter at School-Iowa and Haymarket Books. Watch the live event recording: https://youtu.be/QIALE2cLpb0 Buy books from Haymarket: www.haymarketbooks.org Follow us on Soundcloud: soundcloud.com/haymarketbooks

We are so excited to present an interview with Denisha Jones the Director of the Art of Teaching Program at Sarah Lawrence College. She is a former kindergarten teacher and preschool director who spent the past 16 years in teacher education. Denisha is an education justice advocate and activist. She serves as the Co-Director for Defending the Early Years, Inc, and is the Assistant Executive Director for the Badass Teachers Association. Since 2017, she served on the steering committee for the national Black Lives Matter at School Week of Action. In 2020 she joined the organizing committee for Unite to Save Our Schools. Her first co-edited book, Black Lives Matter at School: An Uprising for Educational Justice, was published in December 2020 by Haymarket Books.

Awo Okaikor Aryee-Price, Jesse Hagopian, and Denisha Jones discuss the racist history of standardized testing and its impacts today. ---------------------------------------------------- Join antiracist educators and organizers for a conversation about the history of eugenics and standardized testing, the racist impacts of high stakes testing on learning and instruction and how we can build a movement against the testing regime. Speakers: Awo Okaikor Aryee-Price, Ed.D is a former classroom teacher, teacher-leader, and organizer, who is committed to collectively undoing and unlearning the racist, colonial, patriarchal, and other oppressive systems and structures that hinder us all from being able to access our full human-selves. She is a core trainer with the People's Institute for Survival and Beyond, co-founder of an organization, MapSO Freedom School, and is a founding steering committee member for the National Black Lives Matter in School, a network of educators and organizers committed to centering Black students, educators, and communities, while advocating for the creation of anti-racist learning environments for all students. Jesse Hagopian is a member of the national Black Lives Matter at School steering committee and teaches Ethnic Studies at Seattle's Garfield High School. He is the co-editor of Black Lives Matter at School: An Uprising for Educational Justice, an editor for Rethinking Schools magazine, editor of More Than a Score and co-editor of Teaching for Black Lives . Denisha Jones is a member of the national Black Lives Matter at School steering committee and Director of the Art of Teaching, graduate teacher education program, at Sarah Lawrence College. She is the co-editor of Black Lives Matter at School. Wayne Au is a Professor in the School of Educational Studies at the University of Washington Bothell. He is a long-time Rethinking Schools editor, co-editor of Teaching for Black Lives and author of A Marxist Education: Learning to Change the World. ---------------------------------------------------- This event is co-sponsored by the New Jersey Education Association and Haymarket Books. Watch the live event recording: https://youtu.be/Nmd7OeXqRw0 Buy books from Haymarket: www.haymarketbooks.org Follow us on Soundcloud: soundcloud.com/haymarketbooks

This edWeb podcast is hosted by AASA, The School Superintendents Association.The webinar recording can be accessed here.In this edWeb podcast, AASA's 2021 National Superintendent of the Year and Northshore School District Superintendent, Dr. Michelle Reid, shares how an equity-based strategic plan is the foundation on which an entire school district—students, staff, families, school board, volunteers and community partners—continues to develop its work, curricula, professional development, and plans for the future. Joining Dr. Reid to discuss how the strategic plan holds the Northshore School District community accountable in its commitment to racial and educational justice are Ayva Thomas, Assistant Director of Northshore's Racial and Educational Justice Department, Dr. Srinivas Khedam, Assistant Principal and Asian Indian Coordinator, and Cathi Davis, Principal at Northshore's Ruby Bridges Elementary School. Listeners learn Northshore's approach to changing hearts and changing minds as they've continued to bring the commitment to racial and educational justice off the page even during COVID-19. The panel discusses an organized and strategic approach, including a school board policy, an equity framework, professional development, and engagement in every school and department in the district. This edWeb podcast is of particular value to school superintendents, K-12 school and district leaders, and aspiring leaders.AASA, The Superintendents Association AASA advocates for equity for all students and develops and supports school system leaders.

How can educators help destroy entrenched inequalities and enact the values of Black Lives Matter in their classrooms, schools, and communities? Jesse Hagopian and Denisha Jones, both educators and members of the Black Lives Matter at School movement, joined us to discuss this question. They believe that the United States is in the midst of an urgent moral and legal crisis over the safety, liberty, and well-being of Black young people. In an edited collection, Black Lives Matter at School: An Uprising for Educational Justice, they have gathered essential essays, interviews, poems, resolutions, and more from educators, students, and activists who have been building the Black Lives Matter Movement across the country. Hagopian and Jones layed bare the institutional racism inherent in our educational system, and present a critical call to radically reshape learning environments to make them safe, supportive, and transformative for all students. Jesse Hagopian is a member of the Black Lives Matter at School steering committee and teaches Ethnic Studies at Seattle’s Garfield High School. Hagopian is an editor for Rethinking Schools magazine, the co-editor of the book Teaching for Black Lives, and the editor of the book More Than a Score: The New Uprising Against High Stakes Testing. Hagopian serves as the Director of the Black Education Matters Student Activist Award. Denisha Jones is a member of the national Black Lives Matter at School steering committee and Director of the Art of Teaching, graduate teacher education program, at Sarah Lawrence College. Denisha is an education justice advocate and activist. She serves as Co-Director for Defending the Early Years, Inc, and is the Assistant Executive Director for the Badass Teachers Association. Currently, her research focuses on utilizing the BLM at School curriculum as cultural citizenship and documenting the value of play as a tool for liberation with an emphasis on global approaches to play. Buy the Book: https://bookshop.org/books/black-lives-matter-at-school-an-uprising-for-educational-justice/9781642592702  Presented by Town Hall Seattle. To become a member or make a donation click here. 

Jesse Hagopian and Denisha Jones, editors of Black Lives Matter at School, discuss antiracist education with contributor Brian Jones. ---------------------------------------------------- Join us for the launch of Black Lives Matter at School: An Uprising for Education Justice, an essential collection of essays, interviews, poems, resolutions, and more from educators, students, and activists who have been building the Black Lives Matter at School movement across the country, including a foreword by Opal Tometi. “Black Lives Matter at School is an essential resource for all those seeking to build an antiracist school system." —Ibram Kendi “Black Lives Matter at School centers the humanity of our children. It is a sharp rebuke of white supremacy—the very thing that interrupts the healthy development of Black youth. School communities must affirm Black lives. This book is essential. Period.” — Stacy Davis Gates, Vice President Chicago Teachers Union "There is no easy way to talk about the complexities of race facing our school system in America—but we have to talk about it if we are ever going to achieve the schools our children deserve. Black Lives Matter at School is a playbook for undoing institutional racism in the education system. — Michael Bennett, NFL Super Bowl champion and author ---------------------------------------------------- Speakers: Jesse Hagopian is a member of the national Black Lives Matter at School steering committee and teaches Ethnic Studies at Seattle's Garfield High School. He is the co-editor of Black Lives Matter at School, an editor for Rethinking Schools magazine and is a co-editor of Teaching for Black Lives. Denisha Jones is a member of the national Black Lives Matter at School steering committee and Director of the Art of Teaching, graduate teacher education program, at Sarah Lawrence College. She is the co-editor of Black Lives Matter at School. Brian Jones is the Associate Director of Education at the Schomburg Center for Research in Black Culture. He writes about black education history and politics. ---------------------------------------------------- Get a copy of Black Lives Matter at School here: https://www.haymarketbooks.org/books/1554-black-lives-matter-at-school ---------------------------------------------------- This event is sponsored by Haymarket Books, Schomburg Center for Research in Black Culture and Black Lives Matter at School. While all of our events are freely available, we ask that those who are able make a solidarity donation in support of our important education, organizing and publishing work. Watch the live event recording: https://youtu.be/PJOOVBvHcAw Buy books from Haymarket: www.haymarketbooks.org Follow us on Soundcloud: soundcloud.com/haymarketbooks

Join Chicago education justice organizers for a conversation about winning Black liberation in our classrooms, our communities and beyond. ———————————————— In recent years, Chicago-area parents, teachers, and youth have built successful grassroots campaigns to win reforms, challenge the priorities of city officials, and capture local elected offices. Educational justice and Black Liberation cannot be made in the classroom alone, at the ballot box alone, or even in the streets alone. Join this conversation with Chicago-area activists to learn more about how their recent work has unfolded, what they've learned, and what's next. ———————————————— Speakers: Kaleb Autman is a Chicago-based creative director and producer, educator, writer, scholar, community organizer, and political strategist. His work focuses on (youth) incarceration, police violence, conscience media making, and social inequities. At the age of 18, this nationally published and internationally traveled social justice scholar has contributed to over 25 political campaigns, ranging from unseating a corrupt states attorney to delivering personal goods and community to people in developing countries. His work is built upon the necessity of relationships and accountability. He has been published by many outlets like Apple, BET, ABC, Truthout, and many more to come in the future. Stacy Davis Gates is the Vice President of the Chicago Teachers Union. In 2019, she helped to lead a 15-day strike and to negotiate an historic contract that provides for smaller class sizes, ensures a nurse and social worker in every Chicago public school, secures sanctuary protections for immigrant families, and supports students and families experiencing homelessness. David O. Stovall is Professor in the Department of Black Studies and in the Department of Criminology, Law & Justice at the University of Illinois at Chicago. His scholarship uses Critical Race Theory to interrogate the relationship between race, place and school. In addition to his duties and responsibilities as a university professor, he works with students, teachers, parents and community stakeholders to abolish the school/prison nexus. Hosted by Bettina Love and Brian Jones ————————————————————— Produced by Haymarket Books, co-sponsored by the Abolitionist Teaching Network & the Schomburg Center for Research in Black Culture. While all of our events are freely available, we ask that those who are able make a solidarity donation in support of our important work. Haymarket Books: https://www.haymarketbooks.org Abolitionist Teaching Network: https://abolitionistteachingnetwork.org/ Schomburg Center for Research in Black Culture: https://www.nypl.org/locations/schomburg Watch the live event recording: https://youtu.be/A2o0Fwbmu5g Buy books from Haymarket: www.haymarketbooks.org Follow us on Soundcloud: soundcloud.com/haymarketbooks

Join us for a conversation with education activists about the current struggles in public education for safe and equitable schools for all. Sponsored by: Baltimore Teachers Union, Boston Teachers Union, Chicago Teachers Union, Journey for Justice, Little Rock Education Association, Massachusetts Teachers Association, National Educators United, and United Teachers Los Angeles. ————————————————— A conversation with some of most dynamic teacher union leaders, community and student organizers in the country, will invite dialogue on pressing issues impacting public education in this unprecedented moment. They will discuss the importance of a burgeoning Black Lives Matter movement to defund police and the need to replace them with counselors, social workers, nurses and restorative practices in our schools. Intimately connected to this question is how we can ensure that our students and communities are provided with the schools they deserve if and when they reopen in the Fall. ————————————————— Speakers: Priyana Cabraal is a Leaders Igniting Transformation fellow and an incoming junior at Milwaukee School of Languages in Milwaukee, Wisconsin. She recently led the fight to get MPD out of MPS and is determined to do more for other Black and Brown youth in her city. She is passionate about creating a significant shift in leadership that results in the dismantling of all systematic discrepancies. She hopes to become a defense attorney after high school to defend those unlawfully prosecuted due to factors such as race, sex, economic status, and immigration status. Eventually, Priyana hopes to run for Congress and advocate for her community. Cabral is of Black and Asian heritage and enjoys visiting her family in Sri Lanka every year. Moira Casados Cassidy is a teacher and activist in Denver, Colorado. She has worked to advance social justice and liberation in Denver schools as a member of the Caucus of Today's Teachers. Cecily Myart-Cruz is a teacher, activist and the United Teachers Los Angeles President. The first woman of color in the union's 50-year history – having previously served as NEA Vice President for six years. Cecily has taught for 26 years, at both elementary and middle school levels, most recently at Angeles Mesa Elementary. As a UTLA Area leader, she has worked with schools, parents, students and the community to oust 23 “bully principals”. Cecily has collaborated with school communities in initiating the year-long boycott of district periodic assessments in protest of excessive testing of our students. She is no stranger in taking direct action, whether it is fighting against co-locations, demanding Ethnic Studies for our students, declaring the end the criminalization of youth, local and statewide lobbying efforts and much more. Jonathan Stith is a founding member and National Coordinator for the Alliance for Educational Justice, a national network of intergenerational and youth-led organizations working to end the school-to-prison pipeline. He has 20 years of experience working with youth and community organizations to address social inequities. As the former Executive Director of the Youth Education Alliance (YEA), he was a critical leader in the School Modernization Campaign that won 3.2 billion dollars for school renovation and repair in the District. He was also a steering committee member of the Justice for DC Youth Coalition that successfully organized youth and their families to win critical juvenile justice reforms in the District. Watch the live event recording: https://youtu.be/KJilE6uOFEw Buy books from Haymarket: www.haymarketbooks.org Follow us on Soundcloud: soundcloud.com/haymarketbooks

Racism, Inequities, and the villains against Racial Equality don't rest, so neither could we. Time for some Good Trouble once again. There are so many Hot Topics on the Educational Justice landscape that we couldn't choose just one to discuss, so Tap In with us and share your opinions with us via our socials. Originally aired on January 28th, 2020. We'd greatly appreciate it if you left us a 5-star review on iTunes or Stitcher. TUNE IN to the LIVE SHOW via Facebook or YouTube (search 2BE Podcast) @ 8 PM EST twice monthly on Thursdays. Connect with us... On Twitter @2BEPodcast (https://twitter.com/2BEPodcast) On Instagram @2BEPodcast (https://www.instagram.com/2BEPodcast/) On Facebook @2BEPodcast (https://www.facebook.com/2BEPodcast/) On YouTube @2BEPodcast (https://www.youtube.com/c/2BEPodcast) --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/2-be-podcast/message Support this podcast: https://anchor.fm/2-be-podcast/support

Dr. Kelly J. Grillo, is an award-winning educator who has served Special Education and Educational Justice for over two decades. Currently, Dr. Grillo is a coordinator of Special Education Services for Cooperative School Services. Dr. Grillo has served as a member of the AIM-AT-UDL Florida State oversight Committee, on the Florida Council for Exceptional Children (CEC) State board for and as the Education Director of Mills Aviation Charities. Dr. Grillo is on the Leadership Development Committee for the International Council for Exceptional Children and newly announced board members on the Indiana Branch of the International Dyslexia Association, and IN*SOURCE Parent Resource Network. Most recently, Dr. Grillo is the International CEC Teacher of the Year 2020. She holds other esteemed awards including, 2019 International Division of Learning Disabilities Teacher of the Year and in 2018 she was named the Florida CEC Teacher of Year. Having been a student with a significant learning difference, Dr. Grillo expresses that a highlight to her career is being a nominee in Washington as a STEM Champion for Change in 2010. Dr. Grillo has numerous publications, conference presentations, and awards. Dr. Grillo is a national advocate for persons with Learning Disabilities so that she herself can accept her own disability and champion the success of others despite her Dyslexic mother, Gloria J. Grillo, never having learned to read. Follow her on Twitter @kellygrillo. .

This week in La Voz en Breve, journalist Mariel Fiori has a show on education and family. In her column Let’s Talk about Economics, Professor Martha Tepepa of the Levy Institute of Economics at Bard College continued her analysis of what the... Read More ›

This week in La Voz en Breve, journalist Mariel Fiori has a show on education and family. In her column Let’s Talk about Economics, Professor Martha Tepepa of the Levy Institute of Economics at Bard College continued her analysis of what the... Read More ›

In this episode of Community Voices, we welcome Brandon K Hersey School Board Director District 7, Chandra Neah Hampson School Board Director District 3, and Zachary DeWolf School Board Director District 5 for a discussion around COVID and educational justice.

“Particularly when I have been in spaces that lack diversity, and not being viewed as a thought partner”, is one of the challenges that Dr. Caruthers Collins discusses with the Black Doctoral Network, and how she overcame that challenge in her current field. Dr. Lori Caruthers Collins, Ed.D, brings us inside her world of expertise in her role as the Assistant Director of Diversity Initiatives at California State University. Dr. Lori is an experienced educator who shares her demonstrated history of success within the educational management industry. Dr. Caruthers Collins received her Doctoral degree of Education in Leadership for Educational Justice at the University of Redlands. She received her Masters' of Education with a specialization in Educational Administration and Supervision, and her Bachelors' degree in Elementary Education and Teaching. Dr. Lori gives us insight on how learning during the COVID-19 impacts our students and provides some tips and suggestions for parents and teachers to think about during this time of remote learning. She also gives us some of the benefits of in-person learning and highlights the skill and importance of active listening.

David Halbert is the Outreach Manager at The Educational Justice Institute (EJI) at Massachusetts Institute of Technology (MIT). The mission of EJI is to bring about positive policy reform to correctional institutions through the introduction of education and education-based technology into prisons and jails. Before working at EJI, David held an array of positions including working in Boston City Government as well as serving as the Deputy Director of Community Affairs at the Middlesex Sheriff's Office. The post 615: What the Outreach Manager Does at MIT’s Educational Justice Institute With David Halbert, EJI [Main T4C Episode]  appeared first on Time4Coffee.

CashApp: $Ralikhhayes Organizing Black https://t.co/MMW7qgqmla As a young person raised in the heart of Baltimore City, Ralikh Hayes started his journey of combating social injustice by becoming a young organizer in 2007 with the Baltimore Algebra Project as an organizer/math tutor ending his time with BAP in 2015 after serving as Co-Director and Board President. In 2015 Organizing Black was co-founded by Michaela Brown, Ralikh Hayes, and Tre Murphy these three visionaries who believe that the path to black liberation and a just, fair, equitable democracy can only exist if we begin the hard work of redefining the systems that give way to oppression and racism. As the nation sat perplexed as we heard of the death of Freddie Gray. Hayes and OB co-founders Brown & Murphy were already in action leading the Baltimore Uprising. Ralikh has a depth of experience ranging from local, state, national, and international grassroot campaigns. And has participated and been a leader in the school-to-prison-pipeline movement, the Alliance for Educational Justice, Baltimore United for Change, the Movement for Black Lives, and even more. --- Support this podcast: https://anchor.fm/the-full-set-podcast/support

This conversation episode is related to Education - High School Graduation/ Enrollment in Higher Education Mollie Mulberry has been a pediatric nurse practitioner for 16 years working in pediatric hematology/oncology/bone marrow transplant and now faculty at Regis University. She provides primary care at two clinics that service Medicaid, uninsured, and the indigenous population. The racial opportunity gap in my home district is a huge issue and has both short and long term impacts on my son , our community, and the children and families she serves. She has been involved with the Sims-Fayola Foundation and other community partners for the past several years trying to innovatively help address this grave issue. To view this episode on PedsCE and get CE, go here! To learn more about the series and about TeamPeds Talks click here! Please visit our website https://ce.napnap.org

In this episode of our limited series, “How Sororities and Fraternities Support Mental Health Awareness,” Dr. April Clay, Pi Zeta Zeta Chapter member of Zeta Phi Beta Sorority, Inc. discusses racial injustice as a global concern. This Chapman University graduate and CEO of Clay Counseling Solutions, Inc., shares how the pandemics of COVID-19 and racial injustice are affecting youth and their families. While this college professor and Licensed Marriage and Family Therapist acknowledges the personal resiliency of young people under quarantine, she also acknowledges the suicidal increases as a result of these pandemics. Dr. Clay explains the physiological and psychological effects of racial battle fatigue and encourages us all to recognize how our medical wellness is tied to our racialized experiences. Dr. Clay completed her Doctorate in Education with an emphasis on Educational Justice at University of Redlands. She received both her MA in Clinical Psychology and Marriage and Family Therapy and her Bachelor of Arts in Psychology at Chapman University. As CEO and Founder of Clay Counseling Solutions, Inc., her organization serves schools, corporations, individuals and families. She is also an Adjunct Professor in the Dept. of School Counseling and School Psychology at Azusa Pacific University. As a professional researcher, Dr. Clay completed a project on the early impact of California's Local Control Funding Formula on African American children with a team out of California State University, San Bernardino. To learn more about Dr. Clay and her organization's free resources, visit her website at ClayCounselingSolutions.com.

The hosts of the Too Dope Teachers and a Mic podcast join us for a super-dope conversation about the ongoing fight for justice in education! Kevin Adams and Gerardo Muñoz are public school teachers in Denver and together we discuss race, pandemic teaching, and dismantling systems set up to harm our most marginalized students. But first, Jeff and Manuel explore recent headlines in education including a fight over whether teachers can be required to record live lessons during remote learning and a discussion over whether the days of obsessive standardized testing are behind us. DO-NOW HEADLINES: - Can schools require teachers to do live lessons? One union says “no” (5:55) - Is this the beginning of the end of standardized testing? (18:06) SEMINAR: - Kickin' it with the Too Dope Teachers! (30:21) Listen to their podcast at http://mistermunoz.org/ CLASS DISMISSED: - Some dope book clubs for the summer (1:15:47) Get MORE All of the Above: Website - https://aotashow.com/ Podcast on multiple platforms via Anchor - https://anchor.fm/aota Podcast via Apple Podcast - https://itunes.apple.com/us/podcast/all-of-the-above-podcast/id1339198232 Podcast via Spotify - https://open.spotify.com/show/4NO3FENVr96JJTU4ZjdnCm Twitter - https://twitter.com/AOTAshow Facebook Page - https://www.facebook.com/AOTAshow/ Theme Music by its tajonthabeat: https://www.youtube.com/channel/UCChvx9rSyOTEO2AnYynqWFw --- Send in a voice message: https://anchor.fm/aota/message Support this podcast: https://anchor.fm/aota/support

#007 - A high quality education has a lasting, positive impact on students. And yet, we know that not every child in the United States currently has access to a high quality education. The Education Trust is a national non-profit organization that works for educational justice, with the belief that all students—regardless of their skin color, families’ income, language spoke at home, or who they love—should have access to high-quality learning opportunities that allow them to achieve educational excellence. The Education Trust, through research, policy analysis, and advocacy, supports efforts that promote rich, engaging high quality learning opportunities; increase college access and completion; engage diverse communities to advocate for education equity; and increase political and public will to act on equity issues. On today’s episode of Education Tomorrow, I’m joined by Dr. Elisha Smith Arrillaga, the Executive Director of the Education Trust West. We discuss the legislative priorities that the Trust is advocating for coming out of Covid-19; what the Digital Divide is, and why it can be so damaging to students; the importance of a diverse educator workforce; and many other topics.https://bit.ly/ETepisode007We hope you enjoyed today's episode! You can support the show by subscribing on Apple podcasts, or wherever you listen to podcasts, leaving us a review on Apple Podcasts, and telling your friends about Education Tomorrow. We'll see you next week!For show notes, including links to everything we discussed on today's episode, go to https://bit.ly/ETepisode007

*I have limited space to describe each episode and am using most of it for links this time so I'll just say this episode is about figuring out the best possible way to use your art for good.* No Place for Self-Pity, No Room for Fear, by Toni Morrison: https://bit.ly/3e3XmEm  Educational Justice, by Sharif El-Mekki: https://bit.ly/3d1xZSh  Join the Creative Chaos community at https://bit.ly/2BXWZty Become a Patron: https://bit.ly/2D3FUio

The Strategy Center is seizing the moment with grateful love for Black protest and the work of Black Lives Matter LA, LA Schools Students Deserve, Alliance for Educational Justice, CJSF, and others. Eric Mann, Channing Martinez, Brigette Amaya, Gionna Magdelano, Kim Rochal, Angeles and Kassandra Soriano take time to read the powerful letter just sent to LAUSD demanding No Police in LAUSD Schools. Tune in today at 3pm PST and don't forget to make a contribution to KPFK. #PoliceFreeSchools #NoPoliceinLAUSD #Defund #Decriminalize #Demilitarize #EndWarOnYouth

Christy Crawford Christy Crawford serves as the Director of Culturally Responsive-Sustaining Education for New York City’s Computer Science for All Initiative. For more than a decade she taught K-8 classes in Harlem and the Bronx. She was also a curriculum fellow for the New York City Computer Science for All Blueprint and an adjunct lecturer for the City College of New York. She was an education consultant for companies such as Scholastic, BrainPOP, and Nickelodeon. Prior to teaching, Crawford was a television producer for several networks. She uses her experience in education and media to foster equity by all means necessary. Crawford is an advocate for communities of color in computer science.Dr. Lloyd Talley is a mixed-methods developmental psychologist and interdisciplinary social policy researcher. He focuses on the intersections of social and life course identity development as a lens for meaning-making and in the prediction of educational, behavioral, and mental health outcomes. He received his PhD in applied psychology and human development and Master of Science in Education from the University of Pennsylvania and his BA in communication and culture from Howard University. Overall, he seeks to develop complex models of human behavior which highlight the central role of identity development and socialization processes in behavioral patterns and social outcomes. Recently, Talley has focused on exploring the within-group diversity of Black populations by developing profiles of identity (racial, gender, religious) and examining their relationship to patterns in social and health outcomes.Notes from this episode:Howard C.StevensenJames Banks is the Kerry and Linda Killinger Endowed Chair in Diversity Studies Emeritus and is the founding director of the Center for Multicultural Education at the University of Washington,, which is now the Banks Center for Educational Justice.Zaretta HammondTranslanguagingAkbar Cooke’s Instagram A Pathway to Racial Literacy: Using the LETS ACT Framework to Teach Controversial Issues See acast.com/privacy for privacy and opt-out information.

As schools citywide are slated for closure for the remainder of the academic year, some parents are struggling with mandated remote learning with many not even having the proper tools to help students.

The Tom Ficklin Show With Guest Host Tom Thurston | Students For Educational Justice by WNHH Community Radio

This Week: Emily Grijalva - Restorative Justice Coordinator, GSA Advisor, guest from E10, and all around badass educator - joins us to talk about the work of creating more inclusive spaces for students in schools, and her own journey to understanding her history that has shaped her career. Passing Period is an AOTA Podcast Extra that gives us a chance to check-in, reflect, and discuss powerful stories in between our full episodes. Watch, listen and subscribe to make sure you don't miss our latest content! Check out all of our content at: https://AOTAshow.com Watch at: YouTube.com/AlloftheAbove Listen at: apple.co/38QV7Bd Follow us at: Facebook.com/AOTAshow and Twitter.com/AOTAshow

Howard University Law School is often called the launching pad for Brown v Board. Thurgood Marshall taught there, Charles Hamilton Houston, who was, in many ways, the architect of the multi-year legal strategy that led to BvB, was a dean. Yet here, in 2019, the work that Howard launched is still incomplete. By many measures, our schools are as segregated, if not more, than they were before the unanimous Brown v Board decision. The historical and ongoing segregation is core to educational and racial injustice, and constitutes a breach that our guest, Professor Justin Hansford, argues is in need of repair - a human rights violation that require reparations.Join our Patreon to support this work, and connect with us and other listeners to discuss these issues even further.LINKS:Houston Institue Panel on the 65th Anniversary of Brown v BoardProfessor Hansford's Op-Ed for the ACLUCallie House - One of the leaders of the first organization to call for reparations in the late 1800s.Ta-Nehisi Coates - The Case for ReparationsIbram X. Kendi - How To Be An Anti-RacistMichelle Alexander - The New Jim CrowEdBuild's Report on the $23 billon funding gapAn example of reparations being paid in the US, from the Washington Post Let us know what you think of this episode, suggest future topics, or share your story with us - @integratedschls on twitter, IntegratedSchools on Facebook, or email us hello@integratedschools.org.The Integrated Schools Podcast is produced by Courtney Mykytyn and Andrew Lefkowits.Audio editing and mixing by Andrew Lefkowits.Music by Kevin Casey.   

While we always expect standardized test scores to reflect general academic achievement, these metrics often diverge dramatically. When students underperform on tests, they--and their parents--often conclude that they are just “bad test takers.” But is that even a thing? Amy and Mike invited test prep professional and author Moshe Ohayon to clarify what it means to be a bad test taker.  What are five things you will learn in this episode? Is it possible to be a bad test taker? What are the signs of a bad test taker? How does one become a good test taker, if that's even possible? What do the differences between tennis and ping pong have to do with testing? What does social equity and access have to do with test taking ability? MEET OUR GUEST Moshe Ohayon has been working in the tutoring and test prep industry for over 20 years. He is the author of the award-winning strategy guide, The ACT for Bad Test Takers and the developer of the ACT preparation app PrepSharp. Moshe holds degrees from Columbia University, the University of Louisville, and Harvard University. After years of operating a successful tutoring and test prep company, Moshe became disillusioned with the tremendous educational advantage that is all too often only available to those from financially-privileged backgrounds. He founded Educational Justice and Equitas Prep to help level the educational playing field for under-resourced students. Find Moshe at EquitasPrep.com LINKS PrepSharp App The ACT for Bad Test Takers Educational Justice ABOUT THIS PODCAST Tests and the Rest is THE college admissions industry podcast. Explore all of our episodes on the show page.

Back from hiatus with the first of many conversations. Organizers with LIT take us through the newly released Youth Mandate for Presidential Candidates. The Youth Mandate was a collaborative effort of the Center for Popular Democracy and the Alliance for Educational Justice. Check out the  Youth Mandate here.Make sure you follow LITTwitterFacebookInstagram

2018 has been a year of upheaval for students, in and out of the classroom. This week educators and education activists talk about educational justice, teaching in Trump times, and taking stock of the current state of education. We're joined by Natasha Capers, of the NYC Coalition for Educational Justice; Adam Sanchez, of Rethinking Schools & Zinn Education Project; and José Luis Vilson, of EduColor. Music Featured: "Could It Be” by Black Milk, Mass Appeal & “Don't Believe the Hype” by Brownout, Fat Beats Records. Support the LFShow  

Myisha Cherry chats with philosopher Winston Thompson about justice and education, potential and formation, charter schools, decolonizing the curriculm, and more.

CJSF’s Allison R. Brown talks to Jonathan Stith (Alliance for Educational Justice) and Robert Spicer (Restorative Strategies LLC) about restorative practices in schools - how it is used to address conflict between students.

Episode 014 | Protecting Your Story, Moonlight, and Kanye West with Dr. Jonathan P. Higgins, LGBT Influencer, published writer, and curator for DoctorJonPaul.com Facebook: www.facebook.com/DoctorJonPaul Twitter: @DoctorJonPaul Instagram: @DoctorJonPaul www.DoctorJonPaul.com "My Existence is Resistance."- Dr. Jonathan P. Higgins Dr. Jonathan P. Higgins has spent much of his life trying to figure who he is. Much of that journey began when he took the risk of coming out to his family at the age of 19 and leaving a religion that caused him a great deal of anxiety and grief. After two suicide attempts in college, he realized that if he truly wanted to heal from the pain he experienced throughout his life, both as a Black man and a queer person of color, he needed to share his experiences. Dr. Higgins is a graduate with a Doctorate in Educational Justice, Masters in Management and a BA in Communications Studies. He is devoted to making sure that the needs of all LGBTQ Black and Brown --- Support this podcast: https://anchor.fm/themindfulrebel/support

On January 8, the United States Department of Justice and Department of Education announced the release of the first-ever joint guidance on student discipline. The guidance provides information to schools and school districts about their obligations under the law to eliminate and prevent racial discrimination in the way that they discipline students. My guests, Shaheena Simons, Deputy Chief of the Educational Opportunities Section of the Civil Rights Division at the Department of Justice, and Jonathan Stith, Executive Director of the Alliance for Educational Justice, will talk about the guidance and why its release is such a critical moment for education equity. Host Allison R. Brown is a civil rights attorney and President of Allison Brown Consulting (ABC), which creates education equity plans and promotes equity in education in compliance with federal civil rights law.

AASA and the Children's Defense Fund have stood together on many issues around the health and well being of all American children. In this segment we get a report card on the goal of achieving educational equality and support for all children. Marian Wright Edelman, founder and president of the Children's Defense Fund (CDF), has been an advocate for disadvantaged Americans for her entire professional life. Under her leadership, CDF has become the nation's strongest voice for children and families.

Kim Reed joined hundreds of youth from across the country in Washington DC, to report on the historic launch of a new Congressional Youth Caucus. For the first time, the U.S. Congress will have a Caucus where legislators will be talking and thinking about youth issues. This victory was won through the work of the Alliance for Educational Justice (AEJ) and the Leaders Investing For Equality (LIFE) Campaign. Kim Reed produced this report for On Blast.

Students from across the country are coming together to stand up against the school to prison pipeline and demand positive school discipline policies that address young peoples' needs.  Instead of zero tolerance policies, students are organizing for the adoption of restorative justice models that promote counseling, mediation and conflict resolution. Leading this fight is the Alliance for Educational Justice (AEJ), a national alliance of youth organizing groups that includes the Philadelphia Student Union (PSU). Amirah Williams, a Philadelphia Student Union member, recently interviewed AEJ organizer Mustafa Sullivan about the effects of harsh discipline policies and AEJ's vision for change. This radio piece also features highlights from a national youth speak out that the Alliance for Educational Justice held outside of the U.S. Capitol building this summer.