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22 episodes with Garfield High School
6 episodes with Garfield High School
5 episodes with Garfield High School
5 episodes with Garfield High School
3 episodes with Garfield High School
5 episodes with Garfield High School
6 episodes with Garfield High School
2 episodes with Garfield High School
2 episodes with Garfield High School
In this student-reported episode, Garfield High School sophomore Rafael Brewer takes us inside the Quincy Jones Performing Arts Center, a space used for theater, music, assemblies, and community events. He shares the importance of the theater, how long-standing maintenance issues have impacted student learning, and the challenges of getting repairs addressed by Seattle Public Schools.You can get tickets now for Garfield's 2025 spring musical Footloose. (Please buy tickets! It helps support the theatre and we have worked really hard on this production!)See our Show NotesSupport us on PatreonSupport the showContact us at hello@rainydayrecess.org.Rainy Day Recess music by Lester Mayo, logo by Cheryl Jenrow.
Seattle officials who kicked police out of schools are now scrambling to bring them back after student shootings and violence skyrocketed. What a surprise! Yet another case of liberal policies creating a deadly mess they refuse to take responsibility for. This video breaks down how Seattle Public Schools abandoned school resource officers during the BLM movement, directly leading to multiple student deaths and shootings at Garfield High School and other campuses. Meanwhile, districts like Frisco, Texas implemented common-sense security measures with retired officers while Seattle continued its dangerous virtue signaling. Is anyone shocked that removing authority figures from schools led to increased violence? How many more students have to die before officials admit their ideological experiment failed? Subscribe and share to expose the real cost of these failed policies that nobody in leadership wants to acknowledge.
Again, students at Seattle's Garfield High School are mourning the shooting death of a classmate. During a recent segment on “The Gee and Ursula Show, co-host Ursula Reutin emphasized the need for stricter gun laws regarding juveniles.
Thursday, February 27 on Urban Forum Northwest:*Dr. Lezli Baskerville, president and CEO, National Association For Equal Opportunity in Higher Education (NAFEO) comments on the cuts in early childhood education funds that prepare her students to excel once they are college bound. And comment on any adverse effect that the current administration's policies are having on colleges and universities that NAFEO refer students too.*Attorney Yohannes Sium represents the retired Seattle Black Firefighters seeking to retain their interest in property that they purchased in the 1970's. He will be joined by Clarence Williams, president, Northwest Association of Retired Black Firefighters and a plaintiff in the court action and Roberto Jourdan, past president, Seattle Black Firefighters Association.*Elmer Dixon, Co Founder, Seattle Black Panther Party comments on the Seattle Black Panther Party Interpretive Center. The project is divided into three phases and he will comment on phase one which is the Metropole site at 423 2nd Avenue that will include a 1500-square-foot first floor anchor site.* Barney Hilliard is a Seattle Music Legend dating back to Garfield High School in Seattle where he played saxophone in the young Dave Lewis Combo that was in heavy demand. Barney will be featured on KING 5 TV Seattle Facing Race Segment,The History of Jazz on Jackson Street on Friday, February 28 at 6:30 pm & 11:30 pm.Urban Forum Northwest streams live at www.1150kknw.com. Visit us at www.urbanforumnw.com for archived programs and relevant information. Like us on facebook. X@Eddie_Rye. Learn more about your ad choices. Visit podcastchoices.com/adchoicesSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.
Thursday, February 27 on Urban Forum Northwest: *Dr. Lezli Baskerville, president and CEO, National Association For Equal Opportunity in Higher Education (NAFEO) comments on the cuts in early childhood education funds that prepare her students to excel once they are college bound. And comment on any adverse effect that the current administration's policies are having on colleges and universities that NAFEO refer students too. *Attorney Yohannes Sium represents the retired Seattle Black Firefighters seeking to retain their interest in property that they purchased in the 1970's. He will be joined by Clarence Williams, president, Northwest Association of Retired Black Firefighters and a plaintiff in the court action and Roberto Jourdan, past president, Seattle Black Firefighters Association. *Elmer Dixon, Co Founder, Seattle Black Panther Party comments on the Seattle Black Panther Party Interpretive Center. The project is divided into three phases and he will comment on phase one which is the Metropole site at 423 2nd Avenue that will include a 1500-square-foot first floor anchor site. * Barney Hilliard is a Seattle Music Legend dating back to Garfield High School in Seattle where he played saxophone in the young Dave Lewis Combo that was in heavy demand. Barney will be featured on KING 5 TV Seattle Facing Race Segment,The History of Jazz on Jackson Street on Friday, February 28 at 6:30 pm & 11:30 pm. Urban Forum Northwest streams live at www.1150kknw.com. Visit us at www.urbanforumnw.com for archived programs and relevant information. Like us on facebook. X@Eddie_Rye. Learn more about your ad choices. Visit podcastchoices.com/adchoices
Thursday, February 27 on Urban Forum Northwest: *Dr. Lezli Baskerville, president and CEO, National Association For Equal Opportunity in Higher Education (NAFEO) comments on the cuts in early childhood education funds that prepare her students to excel once they are college bound. And comment on any adverse effect that the current administration's policies are having on colleges and universities that NAFEO refer students too. *Attorney Yohannes Sium represents the retired Seattle Black Firefighters seeking to retain their interest in property that they purchased in the 1970's. He will be joined by Clarence Williams, president, Northwest Association of Retired Black Firefighters and a plaintiff in the court action and Roberto Jourdan, past president, Seattle Black Firefighters Association. *Elmer Dixon, Co Founder, Seattle Black Panther Party comments on the Seattle Black Panther Party Interpretive Center. The project is divided into three phases and he will comment on phase one which is the Metropole site at 423 2nd Avenue that will include a 1500-square-foot first floor anchor site. * Barney Hilliard is a Seattle Music Legend dating back to Garfield High School in Seattle where he played saxophone in the young Dave Lewis Combo that was in heavy demand. Barney will be featured on KING 5 TV Seattle Facing Race Segment,The History of Jazz on Jackson Street on Friday, February 28 at 6:30 pm & 11:30 pm. Urban Forum Northwest streams live at www.1150kknw.com. Visit us at www.urbanforumnw.com for archived programs and relevant information. Like us on facebook. X@Eddie_Rye.
In this podcast, Jesse Hagopian discusses his recent book, ““Teaching Truth: The Struggle for Antiracist Education,” a powerful call to action to defend honest education in the face of increasing censorship, attacks on teachers, the destructive Project 2025 playbook, and constant pressures to dismantle our public education system. Hagopian argues that the struggle for a liberatory education is crucial for democracy and challenges the status quo by highlighting the importance of teaching truth and resisting efforts to regulate knowledge Jesse Hagopian is an award-winning educator and a prominent voice on educational equity, social justice unionism, and the school-to-prison pipeline. He teaches Ethnic Studies at Seattle's Garfield High School and is known for his activism against standardized testing. Order the books: “Teach Truth: The Struggle for Antiracist Education” https://www.kingsbookstore.com/book/9798888902516 Jesse Hagopian Social Media: Website: https://iamaneducator.com/ Twitter: https://twitter.com/JessedHagopian Instagram: https://www.instagram.com/jessehagopian Rethinking School Magazine: https://rethinkingschools.org/magazine/ Black Lives Matter at School: https://www.blacklivesmatteratschool.com/ Teaching for Black Lives: https://rethinkingschools.org/books/teaching-for-black-lives/ Zinn Education Project: https://www.zinnedproject.org/ Greg's Blog: http://zzs-blg.blogspot.com/ Pat's Substack: https://patcummings.substack.com/about TeachTruth#LindaMcMahon#ChristopherRufo#JesseHagopia#DemocracyNow#AntiracistEducation#RacialJustice#EducationalEquity#CriticalRaceTheory#SocialJustice#BlackLivesMatter#BLM#ZinnProject##EthnicStudies#PublicEducation#Censorship#EducationalActivism#SystemicRacism#TeachingforLiberation#HistoricalAccuracy#DemocracyinEducation#UncritialRaceTheory#howardZinn#MelissaTemple#Rainbowland##BlackHistoryMonth#PatCummings#PatrickCummings#GregGodels#ZZBlog#ComingFromLeftField#ComingFromLeftFieldPodcast#zzblog#mltoday
On this episode of CounterPunch Radio, Erik Wallenberg and Joshua Frank talk with Jesse Hagopian about his new book Teach Truth: The Struggle for Antiracist Education. Jesse has taught in the public schools for over 20 years, serves on the Black Lives Matter at School steering committee, organizes for the Zinn Education Project, and founded the Ethnic Studies course at Seattle's Garfield High School. He is an editor for Rethinking Schools magazine, the co-editor of Black Lives Matter at School and Teaching for Black Lives. More The post The Struggle for Anti-Racist Education w/ Jesse Hagopian appeared first on CounterPunch.org.
Did you know that the Seattle Public Library offers any U.S. resident, ages 13-26, a free “Books Unbanned Card,” which allows you to check out any e-books or e-audiobooks from the Library's digital collection, no matter where you live? This is just one example of how people are resisting new restrictions on information and education across the country. In his new book, Teach Truth, Seattle educator and author Jesse Hagopian discusses these restrictions and offers advice on how to defend antiracist education. Hagopian outlines how numerous states and school districts in recent years have enacted policies or laws mandating how to teach about systemic racism and oppression—policies that impact nearly half of all students in the U.S. Thousands of books have been banned from schools. Teachers face termination, attacks, and disciplinary action. You can be punished, including jail time, for providing access to a banned book. These new changes have old roots in McCarthyism's Red Scare and Lavender Scare. They have strongholds in U.S. history. But there is also strong pushback. Hagopian shows how the fight against them also has a rich legacy, from the resistance to anti-literacy laws for enslaved people to the Black Lives Matter at School movement today. Hagopian calls to defend antiracist education, showing how to reclaim suppressed history by creating beloved classroom communities and healthy social movements. Jesse Hagopian has taught in public schools for over 20 years, serves on the Black Lives Matter at School steering committee, organizes for the Zinn Education Project, and founded the Ethnic Studies course at Seattle's Garfield High School. He is an editor for Rethinking Schools magazine, the co-editor of Black Lives Matter at School and Teaching for Black Lives, and the editor of More Than a Score: The New Uprising Against High Stakes Testing. Dr. Ayva Thomas is a P-12 education and systems leader in and beyond her local community. She has been a speaker, panelist, and thought partner for events like the Zinn Education Project's Teaching for Black Lives campaign, the City of Bothell's DEI work, and the City of Kenmore's Juneteenth Celebration. Wayne Au is Dean and Professor in the University of Washington Bothell School of Educational Studies, and he is an editor for the social justice teaching magazine, Rethinking Schools. A former public high school teacher, he writes and speaks about racial justice in education. Au's most recent book is Asian American Racialization and the Politics of U.S. Education. Presented by Town Hall Seattle and Seattle Public Library. Buy the Book Teach Truth: The Struggle for Antiracist Education Elliott Bay Book Company
The Seattle Medium's Rhythm & News Podcast covers the 2025 Martin Luther King Jr. Celebration, featuring workshops, a gun violence panel, a youth leaders discussion, an opportunity fair, and the annual March and Rally at Garfield High School. The podcast includes Clifton Wyatt of the Martin Luther King Coalition, who provides details and insights about this year's events.
Thursday, December 12 on Urban Forum Northwest:*Shaude' Moore, President, Seattle Martin Luther King Jr. Organizing Coalition and Tana Yasu, Treasurer for the organization updates the efforts for the January 20, 2025 MLK Holiday that will include Workshops, Rally, Opportunity Fair, and March at Seattle's Garfield High School. The Reparations Workshop will be held on Saturday, January 18,2025 at Washington Hall.*Martin Wyatt best known in the Seattle area for his exploits as a University of Washington running back, "Marty's Party" on KYAC in themid 60's and his stint as weekend Sports Director on King TV with Anchor John Raye. He went on to big things in San Francisco on KGO TV and later as ABC Sports Director.*Reverend Sam L. Townsend, Music Director, Black Nativity, he is an alumni cast member of the play and was the production's Choral Conductor from 2000-2012 under the mentorship of the show's then Music Director the late Pastor Patrinell Wright. He is the Minister of Music for Greater Glory Ministries.*Elton Mason, owner Washington State Sand and Gravel, and Dontel Ball, owner, Ball and Son Excavation comment on the continuing challenges facing Black Truckers in Martin Luther King Jr. County as the try to compete with trucking firms that have over 100 trucks and that firm is certified as a small business and is used to satisfy state and federal mandated goals.Urban Forum Northwest streams live at www.1150kknw.com. Visit us at www.urbanforumnw.com for archived programs and relevant information. Like us on facebook. X@Eddie_Rye. Learn more about your ad choices. Visit podcastchoices.com/adchoicesSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.
Thursday, December 12 on Urban Forum Northwest: *Shaude' Moore, President, Seattle Martin Luther King Jr. Organizing Coalition and Tana Yasu, Treasurer for the organization updates the efforts for the January 20, 2025 MLK Holiday that will include Workshops, Rally, Opportunity Fair, and March at Seattle's Garfield High School. The Reparations Workshop will be held on Saturday, January 18,2025 at Washington Hall. *Martin Wyatt best known in the Seattle area for his exploits as a University of Washington running back, "Marty's Party" on KYAC in the mid 60's and his stint as weekend Sports Director on King TV with Anchor John Raye. He went on to big things in San Francisco on KGO TV and later as ABC Sports Director. *Reverend Sam L. Townsend, Music Director, Black Nativity, he is an alumni cast member of the play and was the production's Choral Conductor from 2000-2012 under the mentorship of the show's then Music Director the late Pastor Patrinell Wright. He is the Minister of Music for Greater Glory Ministries. *Elton Mason, owner Washington State Sand and Gravel, and Dontel Ball, owner, Ball and Son Excavation comment on the continuing challenges facing Black Truckers in Martin Luther King Jr. County as the try to compete with trucking firms that have over 100 trucks and that firm is certified as a small business and is used to satisfy state and federal mandated goals. Urban Forum Northwest streams live at www.1150kknw.com. Visit us at www.urbanforumnw.com for archived programs and relevant information. Like us on facebook. X@Eddie_Rye. Learn more about your ad choices. Visit podcastchoices.com/adchoices
Thursday, December 12 on Urban Forum Northwest: *Shaude' Moore, President, Seattle Martin Luther King Jr. Organizing Coalition and Tana Yasu, Treasurer for the organization updates the efforts for the January 20, 2025 MLK Holiday that will include Workshops, Rally, Opportunity Fair, and March at Seattle's Garfield High School. The Reparations Workshop will be held on Saturday, January 18,2025 at Washington Hall. *Martin Wyatt best known in the Seattle area for his exploits as a University of Washington running back, "Marty's Party" on KYAC in the mid 60's and his stint as weekend Sports Director on King TV with Anchor John Raye. He went on to big things in San Francisco on KGO TV and later as ABC Sports Director. *Reverend Sam L. Townsend, Music Director, Black Nativity, he is an alumni cast member of the play and was the production's Choral Conductor from 2000-2012 under the mentorship of the show's then Music Director the late Pastor Patrinell Wright. He is the Minister of Music for Greater Glory Ministries. *Elton Mason, owner Washington State Sand and Gravel, and Dontel Ball, owner, Ball and Son Excavation comment on the continuing challenges facing Black Truckers in Martin Luther King Jr. County as the try to compete with trucking firms that have over 100 trucks and that firm is certified as a small business and is used to satisfy state and federal mandated goals. Urban Forum Northwest streams live at www.1150kknw.com. Visit us at www.urbanforumnw.com for archived programs and relevant information. Like us on facebook. X@Eddie_Rye.
Feliks Banel presents a live broadcast featuring rare and one-of-a-kind Northwest Christmas radio and other audio gems, as well as a few national and international ones, too. We dig deep into the archives for songs and stories from J.P. Patches and Gertrude, Pat O'Day, Stan Boreson, Jeff Renner, Charles Herring and many, many more -- including the Garfield High School 1963 Christmas LP, vintage Union Pacific Seattle radio ad, Beatles' 1963 fan club Christmas record, and Ed Murrow's Christmas Eve 1940 broadcast from London. This LIVE broadcast of CASCADE OF HISTORY was originally presented at 8pm Pacific Standard Time on Sunday, December 1, 2024 via SPACE 101.1 FM and streaming live via space101fm.org at historic Magnuson Park - formerly Sand Point Naval Air Station - on the shores of Lake Washington in Seattle.
He was one of the greatest musical minds of the 20th century… and he hailed from Seattle. Songwriter, composer, arranger and producer Quincy Jones, died yesterday at the age of 91. The 28-time Grammy winner moved to the Pacific Northwest at the age of 10 and eventually graduated from Garfield High School. Jones credited Seattle's musical openness with shaping his style. He met Ray Charles here. In a typical night, they would play across the city, from the tony Seattle Tennis Club to hangouts on Jackson Street, which was in the city's red light district, playing classical, jazz, marches, and pop music. Jones played jazz trumpet. Quincy Jones described his time in Seattle for PBS' “American Masters” in 2021: "We had to play everything with school. We played Sousa. And you play classical music and Debussy… on the jobs… Ray Charles, we, played Debussey on some of the jobs and we had to play Big Fat Butterfly parody, a parody on a poor butterfly. We had to play absolutely everything." That musical openness and genre defying attitude was a thread that he carried throughout his life. In the 50's, Jones played with some of the jazz greats, including Herbie Mann, Zoot Sims, Hank Jones and Charles Mingus on Evening in Paris from his 1957 LP, “This Is How I Feel About Jazz." A few years later Jones played with Ray Charles on "One Mint Julep." But soon, Jones was branching out stylistically. He left an indelible mark on the music industry through his film scores... And while Soul Bossa Nova wasn't specifically WRITTEN for Austin Powers, it certainly became known as the theme song for the "International Man of Mystery..." He arranged songs for legends like Frank Sinatra. And in the 70's, when funk was EVERYWHERE, Jones turned it into gold, including the track "The Streetbeater," which became the theme song to Sanford & Sons... In the 80's Jones famously produced Michael Jackson's meteoric rise to stardom, with tracks like "Don't Stop Til You Get Enough." He butted heads with Jackson on the opening to Billie Jean... (He thought it was too long, Jackson disagreed.) And made the notorious phone call that got Eddie Van Halen in the studio to play guitar on "Beat It..." Quincy Jones, a giant of American music, is one of few producers to have number one records in three consecutive decades, the 1960s, 1970s, and 1980s... Jones passed Sunday night at his home in Los Angeles. He was 91. Thank you to the supporters of KUOW, you help make this show possible! If you want to help out, go to kuow.org/donate/soundsidenotes Soundside is a production of KUOW in Seattle, a proud member of the NPR Network. RELATED LINK: Quincy Jones's Legacy in 14 Essential Songs - New York TimesSee omnystudio.com/listener for privacy information.
I am a dad. That means I worry almost constantly about our kids. This week, I met two lovely people who made me worry a tiny bit less about how I am doing as a parent. You may have heard of Dr. David Baker. He’s a genius who works at UW on creating brand new proteins. He was just awarded the Nobel Prize in Chemistry for his work. He’s a pretty big deal. What you may not have heard, is that long before he was a Nobel recipient, he was a kid in Seattle Public Schools. He went to Garfield High School and what was then Meany Junior High.
Riley Mulherkar grew up in Seattle, the Pacific Northwest enclave that has been home to so many musical innovators over the years. He went to Garfield High School, a school that has fostered countless talents going all the way back to Quincy Jones who was himself a young trumpet player at the school in the 1940s. Riley was just eight years-old when he began seeing the legendary Garfield High School big-band play free gigs in his Seattle neighborhood; it's one of the reasons he picked up the trumpet. He was clearly meant to play the instrument. By the time he got to Juilliard in New York, Riley had shown up on the radar of Wynton Marsalis, who became a mentor. If this story is sounding familiar, it's because it resembles the experience of so many musicians of his generation who have similar origin stories. On a deeper level, it's a story that echoes through the history of jazz - young musicians who are compelled to move to New York after only a small handful of interactions with their heroes. Riley Mulherkar is very much a man of his moment, and also mindful of those echoes from the past. His new album - his first under his own name and called, simply, Riley is awash in the echoes of history but also boldly embraces contemporary sounds and textures, it reframes classic material that was influential to him and positions his original compositions in that continuum. The album was a long time in the making. It's the result of years of experimentation and reflection, and that patience is palpable in the music. Above all, the feeling of the record is totally compelling. And feeling was at the heart of the project all along. He says he was not interested in making something that sounded like an old record, but rather that felt the way he feels when he listens to his heroes, something he describes as “hyperrealism”. We spoke earlier this year about how the Riley album came together - he worked closely with pianist Chris Pattishall and guitarist/producer Rafiq Bhatia - his diverse career as a collaborator, music presenter, composer, and now solo artist, and how thinking of jazz as a family tree helped him to find his place in the music. www.third-story.com https://leosidran.substack.com/ https://www.wbgo.org/podcast/the-third-story
Rhythm & News Podcast interview with Josalyn Ford, Chief Advancement Officer of the Urban League of Metropolitan Seattle to share more information about the Urban Leagues Annual Summer Resource Fair at Garfield High School. Interview by Chris B. Bennett.
Mental health has spiraled into a nationwide crisis, especially for young people. On Strike! speaks with local high school student activists Natalya, Charlotte, and Fatra, who organized alongside Kshama Sawant's socialist City Council office and a movement of hundreds of other students, socialists, and union members to demand $20 million in funding for student mental health services in 2023 by increasing the city's Amazon Tax – and they won. We also speak with educator and union member Adam Ziemkowski, who was a lead organizer in Kshama Sawant's socialist City Council office for a decade, and has played a crucial role in many victories, including the fight for mental health services in 2023, as well as winning the original Amazon Tax victory in 2020. If you're inspired by these students fighting back, help us spread these ideas. REGISTER NOW to join antiwar Presidential candidate Jill Stein and Kshama for Workers Strike Back's INAUGURAL NATIONAL ZOOM CONFERENCE on Sunday, July 21, at 2 pm Pacific / 5 pm Eastern. www.workersstrikeback.org/events/july-national-mtg Nearly 20 percent of high school students - one in five - report serious thoughts about suicide, and nearly one in ten report a suicide attempt. This has gone hand in hand with a frightening increase in gun violence affecting young people. Since 2017, gun deaths have become the leading cause of death among people under 25, with a major increase since the start of the COVID pandemic. In Seattle, where On Strike! is filmed, young people are facing both these crises – mental health and gun violence. Just last month, a 17-year-old Garfield High School student Amarr Murphy-Paine was tragically gunned down outside during the school lunch hour. Seattle's Democratic Party political establishment and their mouthpieces, like the Seattle Times, have been cynically trying to exploit this latest school shooting by insisting that cops need to be brought back into schools. So young people are continuing to fight back and get organized to demand action – mental health support and fully-funded public schools, NOT COPS. Seattle's corporate Democratic Mayor Bruce Harrell and all-Democrat City Council are refusing to hire social workers and mental health counselors for Seattle's public school students, even though the money is already there as a result of last year's victory of increasing the annual Amazon Tax. Watch to hear how the students are also connecting their struggles to the other urgent questions facing working people, like how to end the genocidal war on Gaza and build the strongest vote against both Biden and Trump in November and for Jill Stein. Be sure to subscribe to On Strike! Workers Strike Back relies on members and supporters across the country and around the world to produce On Strike! and to get the resources we need to get organized to win our demands. BECOME A MEMBER TODAY and get involved to help us build a fighting workers' movement. As a member, you will also be eligible to vote at the July 21 Zoom Conference on our proposal to endorse Jill Stein's independent, pro-worker, antiwar campaign for President. Become a member now at www.workersstrikeback.org/join! --- Support this podcast: https://podcasters.spotify.com/pod/show/onstrikeshow/support
Today, Thursday, July 11 on Urban Forum Northwest : *Ram Dixit, President, MLK Gandhi Empowerment Initiative comments on the program that will bring technology training to underrepresented communities in South Martin Luther King Jr. County. The program is supported by Senator Patty Murray and Congressman Adam Smith. *Kathy Colombo of the Beacon Hill Community Council and Robert Woodard, Fir State Golf Club were the leading organizations that were able to honor the late Bill Wright by having the Jefferson Golf Course named in his honor. On Saturday, July 13 11:00 am-1:00 pm the organizations will celebrate Mr. Wright as the first African American Golfer to win USGA Public Links 65 years ago. *Grover Johnson invites you to Saturday's Love Thy Neighbor Day event in Tacoma on the corner of 11th and South J Street that will feature free food, live music, guest speakers, at an outdoor setting so bring your lawn chairs. *Roy Hayes and Robert Woodard reflect on the life and legend of the late Roman D. Williams who was an All City Basketball Player at Seattle's Garfield High School his senior year 1958-59. He was also a singer performing at cabarets and in local clubs. He worked closely with youth programs in South King County. *Keith Floyd, Owner, Soul Fusion Food LLC is a Seattle based food truck specializes in down home soul food cooked with intense flavor and passion. His motto is "uniting cultures to feed the soul". *Jessilyn A. Hall Head, Vice Chair, BOD, The Sound of The Northwest, Maestro Elias Bullock, Director, The Sound of the Northwest, and Dr. Orville Lawton, Founder and Director, The Ebony Chorale of The Palm Beaches. They will comment on the Saturday, July 20 Concert at Seattle First AME Church. Reverend Dr. Carey Anderson, Pastor. Urban Forum Northwest streams live at www.1150kknw.com. Visit us at www.urbanforumnw.com for archive programs and relevant information. Like us on Facebook. X@Eddie_Rye.
Today, Thursday, July 11 on Urban Forum Northwest :*Ram Dixit, President, MLK Gandhi Empowerment Initiative comments on the program that will bring technology training to underrepresented communities in South Martin Luther King Jr. County. The program is supported by Senator Patty Murray and Congressman Adam Smith. *Kathy Colombo of the Beacon Hill Community Council and Robert Woodard, Fir State Golf Club were the leading organizations that were able to honor the late Bill Wright by having the Jefferson Golf Course named in his honor. On Saturday, July 13 11:00 am-1:00 pm the organizations will celebrate Mr. Wright as the first African American Golfer to win USGA Public Links 65 years ago.*Grover Johnson invites you to Saturday's Love Thy Neighbor Day event in Tacoma on the corner of 11th and South J Street that will feature free food, live music, guest speakers, at an outdoor setting so bring your lawn chairs.*Roy Hayes and Robert Woodard reflect on the life and legend of the late Roman D. Williams who was an All City Basketball Player at Seattle's Garfield High School his senior year 1958-59. He was also a singer performing at cabarets and in local clubs. He worked closely with youth programs in South King County.*Keith Floyd, Owner, Soul Fusion Food LLC is a Seattle based food truck specializes in down home soul food cooked with intense flavor and passion. His motto is "uniting cultures to feed the soul". *Jessilyn A. Hall Head, Vice Chair, BOD, The Sound of The Northwest, Maestro Elias Bullock, Director, The Sound of the Northwest, and Dr. Orville Lawton, Founder and Director, The Ebony Chorale of The Palm Beaches. They will comment on the Saturday, July 20 Concert at Seattle First AME Church. Reverend Dr. Carey Anderson, Pastor.Urban Forum Northwest streams live at www.1150kknw.com. Visit us at www.urbanforumnw.com for archive programs and relevant information. Like us on Facebook. X@Eddie_Rye. Learn more about your ad choices. Visit podcastchoices.com/adchoicesSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.
This episode was recorded the day after former Seattle Police Chief Adrian Diaz appeared on the Jason Rantz radio show where he denied accusations of misconduct from female staff members. In the interview, Diaz also came out as gay. We break down the interview and reaction to it. Also, we discuss the aftermath of the deadly shooting at Garfield High School that took the life of 17-year-old Amarr Murphy-Paine. Plus, the Makah Tribe whale hunt and living up to a treaty. Read: https://www.seattletimes.com/seattle-news/obituaries/chinatown-international-district-activist-matt-chan-dead-at-71/Hear Rick Shenkman on the BBC Radio Program Sideways:https://www.bbc.co.uk/programmes/m001xdg0Read: https://www.thedailybeast.com/i-stuck-with-nixon-heres-why-science-said-i-did-itRead: https://www.washcog.org/in-the-news/your-right-to-knowRead: https://www.seattletimes.com/opinion/the-legislatures-sunshine-committee-has-fallen-into-darkness/Read: https://www.cascadiadaily.com/2024/feb/29/weakening-of-state-public-records-act-affects-your-right-to-know-every-day/Read: https://www.futuromediagroup.org/suave-pulitzer-prize/Read: https://pulitzercenter.org/people/maria-hinojosaRead: https://murrow.wsu.edu/symposium/the-edward-r-murrow-achievement-award/Read: https://www.seattletimes.com/seattle-news/sinclair-nixes-univision-affiliation-ending-local-spanish-broadcasts/Read: https://www.chronline.com/stories/group-of-washington-state-faith-and-community-leaders-call-for-cease-fire-in-israel-hamas-war,329305Read: https://www.nytimes.com/2023/09/08/us/lahaina-fire-families.html#:~:text=The%20F.B.I.,survivors%20wonder%20what%20comes%20next.: Read:https://www.spokesman.com/stories/2022/apr/15/fentanyl-involved-in-more-than-half-of-overdose-de/Read: https://pharmacy.wsu.edu/2021/08/23/how-one-professor-is-combating-a-silent-epid...
What’s Trending: Hamilton International Middle School plans to make students lock their cell phones once they enter the school. Garfield High School is increasing its police presence as students return to class. GUEST: Rep. Andy Biggs (R-AZ) breaks down how today’s meeting with Trump went. // LongForm: GUEST: Julie Jamon and attorney Eric Sell say they’re suing over a community pool ban when Julie reported a transgender woman (who she thought was a man) in the locker room. // The Quick Hit: The Supreme Court just handed down a ruling in favor of Starbucks. Thefts of charging cables is proving to be a new obstacle with electric vehicles.
Seattle Police say they have stepped up their presence today on the Garfield High School campus in the Central District. Interim Police Chief Sue Rahr told King 5 that Seattle Public Schools reached out to ask for the support – following the shooting of 17-year old Amarr Murphy-Paine on campus last week. Parents, teachers, and students gathered at Garfield on Tuesday to talk about what safety and security needs to look like at the school. There have been at least six shootings in and around Garfield over the past year, either on campus or within a few blocks of the school. And one Garfield parent says she's tired of seeing the same response from the district, over and over. Guests: Carol Rava is the parent of both a current and former Garfield student. She's also a one-time Seattle Public Schools employee, and wrote an op-ed for the Seattle Times on school safety, published this week. Related Links: https://www.seattletimes.com/opinion/stop-the-bleeding-sps-needs-to-do-better-to-keep-students-safe/ https://www.king5.com/article/news/local/seattle/seattle-police-presence-garfield-high-school/281-2594b875-e5b1-4a30-af2d-1fd58618ed00 https://www.kuow.org/stories/mapped-shootings-around-seattle-s-garfield-high-school-this-year See omnystudio.com/listener for privacy information.
Community members greeted kids on their way into Garfield High School in Seattle's Central District, after Mt. Zion Baptist Church, and the organization 100 Black Parents organized a massive show of support. Classes started up again Tuesday morning after a shooting on campus that claimed the life of 17-year old student, Amarr Murphy-Paine. The shooter, believed to be another high school aged boy, has not been found or identified by Seattle Police. Monday, a 15-year-old boy pleaded guilty to first-degree murder, among other charges, in the shooting death of a classmate at Ingraham High School in North Seattle in 2022. In the wake of that shooting, Seattle Public Schools and local elected leaders pledged to step up mental health support for students and improve safety on school campuses and in surrounding neighborhoods. But nearby gun violence has since repeatedly shattered the peace at Garfield, putting the school on lockdown, and now another Seattle student has lost their life at school. So – what's the answer? How do we protect kids at school – the place where the LAST thing they should be worried about is dodging gunfire? GUEST: DeVitta Briscoe, Gun Violence Prevention Liaison for the city of Seattle, and founder of the Black Women's Coalition to End Violence.LINKS: KUOW: https://www.kuow.org/stories/gun-violence-prevention-advocate-starts-work-in-seattle-mayor-s-office South Seattle Emerald: https://southseattleemerald.com/tag/devitta-briscoe/ Seattle Times: https://www.seattletimes.com/opinion/a-lesson-from-my-losses-we-cannot-afford-to-completely-dismantle-the-police/ See omnystudio.com/listener for privacy information.
Today, Thursday, June 13 on Urban Forum Northwest :*April Sims, President of the Washington State Labor Council (WSLC) AFL CILO and Cherika Carter Secretary Treasurer of the Washington State Labor Council AFL CIO are co sponsors of Race, Labor, and Reparations that Juneteenth Celebration will be held Saturday, June 15 1:00-2:30 pm in front of the WSLC Office at 321 16th Avenue South. Reverend Dr. Robert L. Jeffrey, Sr. and Reparations Advocate Larry Gossett will speak.*Michael Woo and Harley Byrd were both leaders in the United Construction Workers Association UCWA, they pay tribute to Tyree Scott, Silme Domingo, and Gene Viernes who will be remembered for their activism at LELO's Annual Awards Dinner "No Separate Peace" on Saturday, June 15 at 5:30 pm at the Brockey Center at South College.*Apostle James E. Sears III and KL Shannon invite you today's 6:00 pm Unity March from Jimi Hendrix Park to Garfield High School. This is in response to the murder of Garfield High School student Amarr Murphy-Paine. The community showed up to greet students back to the school on Tuesday morning after being closed last Friday and this Monday.*Reverend Dr. Leslie Braxton invites you to Juneteenth Songs of Black Folks-Music of Resistance and Hope on Sunday, June 16 at 7:00 pm (PDT) at Seattle's paramount Theater. The event will feature local and national artist. Ramon Bryant Braxton is the Artistic Director and Conductor.JUNETEENTH CELEBRATIONS*Reverend Dr. Linda M. Smith invites to Renton's Juneteenth Celebration "A Freedom Celebration" Saturday, June 15 11:00 am-6:00 pm at Liberty Park.*Cherryl Jackson Williams is one of the coordinators of the Skyway Juneteenth Celebration and Festival on Saturday, June 15 at the Campbell Hill Elementary School field 641 124th Street.*Tana Yasu, Convener, Joe Brazil Legacy Project invites you to the Wednesday, June 19 Juneteenth Celebration 3:00-7:00 pm at Rumba Notes Lounge in Columbia City. The event will feature Phyllis Talley, Then-N-Now, Lonnie Williams, CT Thompson, and DJ Zeta.Urban Forum Northwest streams live at www.1150kknw.com. Visit us at www.urbanforumnw.com for archived programs and relevant information.Like us on facebook. Twitter X@Eddie_Rye. Learn more about your ad choices. Visit podcastchoices.com/adchoicesSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.
Today, Thursday, June 13 on Urban Forum Northwest : *April Sims, President of the Washington State Labor Council (WSLC) AFL CILO and Cherika Carter Secretary Treasurer of the Washington State Labor Council AFL CIO are co sponsors of Race, Labor, and Reparations that Juneteenth Celebration will be held Saturday, June 15 1:00-2:30 pm in front of the WSLC Office at 321 16th Avenue South. Reverend Dr. Robert L. Jeffrey, Sr. and Reparations Advocate Larry Gossett will speak. *Michael Woo and Harley Byrd were both leaders in the United Construction Workers Association UCWA, they pay tribute to Tyree Scott, Silme Domingo, and Gene Viernes who will be remembered for their activism at LELO's Annual Awards Dinner "No Separate Peace" on Saturday, June 15 at 5:30 pm at the Brockey Center at South College. *Apostle James E. Sears III and KL Shannon invite you today's 6:00 pm Unity March from Jimi Hendrix Park to Garfield High School. This is in response to the murder of Garfield High School student Amarr Murphy-Paine. The community showed up to greet students back to the school on Tuesday morning after being closed last Friday and this Monday. *Reverend Dr. Leslie Braxton invites you to Juneteenth Songs of Black Folks-Music of Resistance and Hope on Sunday, June 16 at 7:00 pm (PDT) at Seattle's paramount Theater. The event will feature local and national artist. Ramon Bryant Braxton is the Artistic Director and Conductor. JUNETEENTH CELEBRATIONS *Reverend Dr. Linda M. Smith invites to Renton's Juneteenth Celebration "A Freedom Celebration" Saturday, June 15 11:00 am-6:00 pm at Liberty Park. *Cherryl Jackson Williams is one of the coordinators of the Skyway Juneteenth Celebration and Festival on Saturday, June 15 at the Campbell Hill Elementary School field 641 124th Street. *Tana Yasu, Convener, Joe Brazil Legacy Project invites you to the Wednesday, June 19 Juneteenth Celebration 3:00-7:00 pm at Rumba Notes Lounge in Columbia City. The event will feature Phyllis Talley, Then-N-Now, Lonnie Williams, CT Thompson, and DJ Zeta. Urban Forum Northwest streams live at www.1150kknw.com. Visit us at www.urbanforumnw.com for archived programs and relevant information. Like us on facebook. Twitter X@Eddie_Rye.
What’s Trending: Hunter Biden has been convicted on all counts in his federal gun trial and the media is running cover for the Biden family. // Students returned to classes at Garfield High School for the first time since last week’s shooting. // A new “study” that isn’t actually a study says that the Seahawks’ mascot Blitz is the most forgettable mascot in the NFL.
What’s Trending: After last week’s shooting at Garfield High School, Seattle students are terrified and pushing for more mental health resources. Antisemites across the West are furious at the Israeli raid that freed four hostages over the weekend. // Jason had an interesting encounter at a dog park over the weekend. More disastrous polling for Joe Biden came out over the weekend. // Kamala Harris said bringing down cost of living will not be addressed until a second Biden term. The New York Times admits that Joe Biden is a serial liar, but is impressed by it.
Interim Seattle Police Chief Sue Rahr has a big mandate: Hire more officers, and clean up a department culture that has led to half a dozen lawsuits from high ranking SPD officers who say they were the victims of discrimination, harassment or retaliation. Many parents and city leaders are also asking what more can be done to protect kids in Seattle schools, following a shooting at Garfield High School on June 6 that left one 17-year-old student dead. One idea that's gained some attention – and pushback – is to bring Seattle Police Department community resource officers back to Seattle Public Schools campuses. Soundside host Libby Denkmann sat down with Chief Rahr to discuss her vision for the Seattle Police Department, and the crisis of school safety. See omnystudio.com/listener for privacy information.
3pm - 17 y/o shot while breaking up a fight at Garfield High School // Boeing puts its first NASA astronauts in space after successful launch and docking with ISS this week // Could this be a game changer for Boeing? // While another Billionaire and his submersible company is planning new trips to the Titanic to prove that it’s safe a Relative of Titanic survivors calls tourism to the site “horrific” // At what point does visiting historic sites go from educational to horrific? And what motivates these “explorers”? // Pat Sajak signs off for good
Garfield High School student shot, WA Supreme Court to hear case on gun magazine ban, and two Seattle theaters are merging. It's our daily roundup of top stories from the KUOW newsroom, with host Patricia Murphy. Tell us about your favorite underrated hike in the Puget Sound region! Record a voice memo and email it to seattlenow@kuow.org. Tell us your name, your favorite hike, and why you love it. We may use your comments on a future episode of Seattle Now! We can only make Seattle Now because listeners support us. You have the power! Make the show happen by making a gift to KUOW.See omnystudio.com/listener for privacy information.
What’s Trending: Seattle Mayor Bruce Harrell hosts public safety forum at Garfield High School instead of just implementing a plan. An Olympia mother and her toddler hid in their bathroom as a homeless man under the influence of drugs broke into their home and used their shower. Portland State University closed their campus on Tuesday after antisemitic protesters committed property damage. // Big Local: Bothell City Council member is a suspect in the death of a 20-year-old woman. A metal beam was thrown from an overpass on I-5 near Lynnwood and almost killed the driver. A group of kittens were found in a cardboard box in the cold before being revived by Tacoma Humane Society. // Country music star Jelly Roll’s wife is firing back at critics after she met her “hall pass.”
What’s Trending: 911 audio tells a more complete picture of the shooting in Renton that claimed the life of a 15 year old. Parents and students have safety concerns after a drive-by shooting occurred just down the road from Garfield High School. The Seattle Police Officers Guild has reached a tentaive agreement with the City of Seattle. // LongForm: GUEST: Harris Faulkner (Fox News) joins the show to discuss antisemitism growing on college campuses. // The Quick Hit: Part 2 of Jason’s interview with Harris Faulkner.
Do you know your ones, your twos, and your threes..? Celebrating its anniversary this year, the story of Jamie Escalante and his crusade to help the students of Garfield High School pass the AP Calculus Exam, is still as iconic and inspirational as it was 36 years ago. Thank you for listening! Don't forget to rate & subscribe. New episodes bi-weekly. Also available on YouTube.
We need YOUR HELP to keep making Seattle Now. Donate to our home, KUOW, and help us raise a million dollars in one day for our Spring Pledge Drive Thursday: https://www.kuow.org/donate/seattlenow Parents of Garfield High School students say they say the city needs to do more after a student was shot in the leg waiting for the bus last week.Shootings around the school aren't new. But there's new momentum (and pressure on local leaders) to find immediate solutions.Check your ballot status: https://votewa.gov/And we want to hear from you! Follow us on Instagram at SeattleNowPod, or leave us feedback online: https://www.kuow.org/feedback
UNFILTERED features Enrique Cerna, Matt Chan, Debora Juarez and Omari Salisbury. The four weigh in with candid insights and opinions on local, regional, national news affecting our lives. UNFILTERED is a co-production of Chino Y Chicano and Converge Media. On this premiere episode, we talk public safety as Seattle Mayor Bruce Harrell holds the first of what he says will be a series of public safety forums on Creating a Safer Seattle. The first forum is held a day after a drive by shooting that injured a Garfield High School student waiting at a bus stop. A short time later a woman is shot and killed near the Garfield shooting. As city officials confront these violent incidents, our conversation focuses on the need for community and parental involvement in dealing with the violence.Read: https://www.washcog.org/in-the-news/your-right-to-knowRead: https://www.seattletimes.com/opinion/the-legislatures-sunshine-committee-has-fallen-into-darkness/Read: https://www.cascadiadaily.com/2024/feb/29/weakening-of-state-public-records-act-affects-your-right-to-know-every-day/Read: https://www.futuromediagroup.org/suave-pulitzer-prize/Read: https://pulitzercenter.org/people/maria-hinojosaRead: https://murrow.wsu.edu/symposium/the-edward-r-murrow-achievement-award/Read: https://www.seattletimes.com/seattle-news/sinclair-nixes-univision-affiliation-ending-local-spanish-broadcasts/Read: https://www.chronline.com/stories/group-of-washington-state-faith-and-community-leaders-call-for-cease-fire-in-israel-hamas-war,329305Read: https://www.nytimes.com/2023/09/08/us/lahaina-fire-families.html#:~:text=The%20F.B.I.,survivors%20wonder%20what%20comes%20next.: Read:https://www.spokesman.com/stories/2022/apr/15/fentanyl-involved-in-more-than-half-of-overdose-de/Read: https://pharmacy.wsu.edu/2021/08/23/how-one-professor-is-combating-a-silent-epidemic-in-eastern-washington/Read:https://www.courts.wa.gov/appellate_trial_courts/supreme/bios/?fa=scbios.display_file&fileID=gonzalezRead: https://www.seattletimes.com/seattle-news/mental-health/seattle-libraries-transit-branch-into-social-work-to-take-on-mental-health-drug-use/: Read:https://www.seattletimes.c...
Journalist Tim Schwab is no stranger to investigative journalism that scrutinizes power structures and questions how private interests intersect with public policy. With funding from a 2019 Alicia Patterson Fellowship, Schwab pursued an investigative series specific to Bill Gates and the Gates Foundation, and his work was published by The Nation in 2020 and 2021. Now Schwab expands on his reporting in a new book, The Bill Gates Problem. Schwab provides an in-depth analysis of Bill Gates' philanthropic trajectory, tracing his evolution from a prominent figure in the tech industry to a globally admired individual. Drawing from years of investigation, Schwab highlights concerns related to undue influence on public policy, private markets, scientific research, and media narratives. Are such philanthropic endeavors truly democratic? Or even effective? By facilitating an open dialogue, Schwab seeks to empower participants to critically evaluate the role of philanthropy in society, encouraging constructive discussions about its impact and implications. Tim Schwab is an investigative journalist based in Washington, D.C. His groundbreaking reporting on the Gates Foundation for The Nation, Columbia Journalism Review, and The British Medical Journal has been honored with an Izzy Award and a Deadline Club Award. The Bill Gates Problem is his first book. Ashley Fent is a former research director of AGRA Watch, a campaign of Community Alliance for Global Justice. She co-founded CAGJ's AGRA Watch campaign while still an undergraduate at University of Washington. She has ten plus years' experience as a social-environmental researcher, writer, and multimedia content producer. She holds a Ph.D. in Geography from UCLA and a M.A. in Anthropology and African Studies from Columbia University. Daniel Maingi is a science and development practitioner in Kenya with a 15-year career helping to bring learning on appropriate and sustainable technologies to Civil Society Organizations in Eastern Africa. Daniel is a policy campaigner for CSOs at the Inter-Sectoral Forum on Agrobiodiversity and Agroecology. He is currently researching the digitalization of agriculture in Kenya as a Stanford University Fellow (2023-24) with the Digital Civil Society Lab & The Stanford Center on Philanthropy and Civil Society (PACS). Stephen Gloyd, MD, MPH, is a family practice physician who has been a University of Washington faculty member since 1986. Dr. Gloyd is Director of the Global Health MPH Program in the UW's Department of Global Health where he directs efforts to expand curricular options to address global workforce needs. His work with Health Alliance International is designed to improve approaches to global health assistance and to strengthen primary health care with the Ministries of Health of Mozambique, Côte d'Ivoire, Sudan, and Timor-Leste. Jesse Hagopian has been an educator for over twenty years and taught for over a decade Seattle's Garfield High School–the site of the historic boycott of the MAP test. Jesse is an editor for the social justice periodical Rethinking Schools, is the co-editor of the books, Black Lives Matter at School, Teaching for Black Lives, Teacher Unions and Social Justice, and is the editor of the book, More Than a Score. Presented by Town Hall Seattle and Community Alliance for Global Justice. The Bill Gates Problem: Reckoning with the Myth of the Good Billionaire The Elliott Bay Book Company
Locked On Huskies - Daily Podcast on Washington Huskies Football & Basketball
The Washington Huskies had a big day during national signing day, headlined by the commitment of 4-star Garfield High School prospect Rahshawn Clark, who flipped from Arizona to Washington and signed with Jedd Fisch's staff. The Huskies also earned commitments from Isaiah Ward and his brother Anthony and Jedd Fisch took some time during his press conference on Wednesday to discuss NIL, Bill Belichick, defensive coordinator Steve Belichick and more during his first media appearance since his introduction in January. Locked On Huskies hosts Roman Tomashoff and Lars Hanson discuss the impact of the commitments and signing from Wednesday, who could be next, and a lot of the standout comments that Fisch made.Locked On Huskies is part of the Locked On Podcast Network.Support Us By Supporting Our Sponsors!LinkedInThese days every new potential hire can feel like a high stakes wager for your small business. That's why LinkedIn Jobs helps find the right people for your team, faster and for free. Post your job for free at LinkedIn.com/lockedoncollege. Terms and conditions apply.GametimeDownload the Gametime app, create an account, and use code LOCKEDON for $20 off your first purchase.FanDuelNew customers, join today and you'll get TWO HUNDRED DOLLARS in BONUS BETS if your first bet of FIVE DOLLARS or more wins. Visit FanDuel.com/LOCKEDON to get started.eBay MotorsWith all the parts you need at the prices you want, it's easy to turn your car into the MVP and bring home that win. Keep your ride-or-die alive at EbayMotors.com. Eligible items only. Exclusions apply. eBay Guaranteed Fit only available to US customers.FANDUEL DISCLAIMER: 21+ in select states. First online real money wager only. Bonus issued as nonwithdrawable free bets that expires in 14 days. Restrictions apply. See terms at sportsbook.fanduel.com. Gambling Problem? Call 1-800-GAMBLER or visit FanDuel.com/RG (CO, IA, MD, MI, NJ, PA, IL, VA, WV), 1-800-NEXT-STEP or text NEXTSTEP to 53342 (AZ), 1-888-789-7777 or visit ccpg.org/chat (CT), 1-800-9-WITH-IT (IN), 1-800-522-4700 (WY, KS) or visit ksgamblinghelp.com (KS), 1-877-770-STOP (LA), 1-877-8-HOPENY or text HOPENY (467369) (NY), TN REDLINE 1-800-889-9789 (TN) Learn more about your ad choices. Visit podcastchoices.com/adchoices
Locked On Huskies - Daily Podcast on Washington Huskies Football & Basketball
The Washington Huskies had a big day during national signing day, headlined by the commitment of 4-star Garfield High School prospect Rahshawn Clark, who flipped from Arizona to Washington and signed with Jedd Fisch's staff. The Huskies also earned commitments from Isaiah Ward and his brother Anthony and Jedd Fisch took some time during his press conference on Wednesday to discuss NIL, Bill Belichick, defensive coordinator Steve Belichick and more during his first media appearance since his introduction in January. Locked On Huskies hosts Roman Tomashoff and Lars Hanson discuss the impact of the commitments and signing from Wednesday, who could be next, and a lot of the standout comments that Fisch made. Locked On Huskies is part of the Locked On Podcast Network. Support Us By Supporting Our Sponsors! LinkedIn These days every new potential hire can feel like a high stakes wager for your small business. That's why LinkedIn Jobs helps find the right people for your team, faster and for free. Post your job for free at LinkedIn.com/lockedoncollege. Terms and conditions apply. Gametime Download the Gametime app, create an account, and use code LOCKEDON for $20 off your first purchase. FanDuel New customers, join today and you'll get TWO HUNDRED DOLLARS in BONUS BETS if your first bet of FIVE DOLLARS or more wins. Visit FanDuel.com/LOCKEDON to get started. eBay Motors With all the parts you need at the prices you want, it's easy to turn your car into the MVP and bring home that win. Keep your ride-or-die alive at EbayMotors.com. Eligible items only. Exclusions apply. eBay Guaranteed Fit only available to US customers. FANDUEL DISCLAIMER: 21+ in select states. First online real money wager only. Bonus issued as nonwithdrawable free bets that expires in 14 days. Restrictions apply. See terms at sportsbook.fanduel.com. Gambling Problem? Call 1-800-GAMBLER or visit FanDuel.com/RG (CO, IA, MD, MI, NJ, PA, IL, VA, WV), 1-800-NEXT-STEP or text NEXTSTEP to 53342 (AZ), 1-888-789-7777 or visit ccpg.org/chat (CT), 1-800-9-WITH-IT (IN), 1-800-522-4700 (WY, KS) or visit ksgamblinghelp.com (KS), 1-877-770-STOP (LA), 1-877-8-HOPENY or text HOPENY (467369) (NY), TN REDLINE 1-800-889-9789 (TN) Learn more about your ad choices. Visit podcastchoices.com/adchoices
For many people in the Emerald City, sports may be seen solely as entertainment. We watch the Kraken on the ice, climb the stands for the Seahawks and Sounders, and hold out hands out for a soaring Mariners ball. But what if something came along to challenge the idea of athletics as mere leisure? In his new book Heartbreak City: Seattle Sports and the Unmet Promise of Urban Progress, author Shaun Scott takes readers through 170 years of Seattle history, chronicling both well-known and long-forgotten events. Examples include the establishment of racially segregated golf courses in the 1920s or the 1987 Seahawks players' strike that galvanized organized labor. Scott explores how progressives in urban areas across the U.S. have used athletics to address persistent problems in city life: the fight for racial justice, workers' rights, equality for women and LGBTQ+ city dwellers, and environmental conservation. In Seattle specifically, sports initiatives have powered meaningful reforms, such as popular stadium projects that promoted investments in public housing and mass transit. At the same time, conservative forces also used sports to consolidate their power and mobilize against these initiatives. Heartbreak City seeks to uncover how sports have both united and divided Seattle, socially and politically. Deep archival research and analysis fill the pages, guiding us through this account of our city's quest to make a change, both on and off the field. Shaun Scott is a Seattle-based writer and organizer. He is the author of Millennials and the Moments That Made Us: A Cultural History of the U.S. from 1982-present. Jesse Hagopian has been an educator for over twenty years and taught for over a decade at Seattle's Garfield High School, the site of the historic boycott of the MAP test. Heartbreak City: Seattle Sports and the Unmet Promise of Urban Progress The Elliott Bay Book Company
Thursday, December 21 on Urban Forum Northwest on 1150 AM KKNW/www.1150kknw.com on Alexa and my podcast 2:00-3:00 pm (PST) my scheduled guest for the hour are: *Wendell Stemley, President, National Association of Minority Contractors (NAMC) comments on the 1.75 trillion dollar Infrastructure Investment and Jobs Act funds appropriated to rebuild the United States infrastructure, he is confused by the success of Black Contractors and Truckers in the state of Florida, but the numbers don't reflect the same success for African American Contractors and Truckers in Washington State. *Bob Armstead, President, National Association of Minority Contractors (NAMC)-Washington Chapter comments on his efforts with local and state government agencies to secure opportunities for his members and minority owned and operated construction firms. *Elton Mason, Owner, Washington State Sand and Gravel expresses his disappointment with showing up to an outreach sessions called to comply with federal regulations. The session he and 9 other Black Truckers attended in hopes of getting dump truck work on a contract that already been awarded and was not even put out for public bid. *Shaude' Moore, Chair, Seattle King County Reverend Dr. Martin Luther King Jr. Organizing Coalition provides an update on the organization's plans for the January 15, 2024 MLK Holiday that will be held at Seattle's Garfield High School. She will lead the discussion with this years MLK Interns. *The following 2023-2024 Seattle MLK Interns comment on their experience to date and they are: *Misgana Kiflom 11th grade Shorewood High School-Principal:Bill Dunbar *Kobe Williams 11th grade O'Dea High School-Principal:Jim Walker *Abigail Ferrigno 11th grade Cleveland STEM High School-Principal:Jeff Lamm *Olivia Ferrigno 9th grade Cleveland STEM High School-Principal:Jeff Lamm Urban Forum Northwest streams live at www.1150kknw.com. Visit us at www.urbanforumnw.com for archived programs and relevant information. Like us on facebook. Twitter (X)@Eddie_Rye.
Thursday, December 21 on Urban Forum Northwest on 1150 AM KKNW/www.1150kknw.com on Alexa and my podcast 2:00-3:00 pm (PST) my scheduled guest for the hour are:*Wendell Stemley, President, National Association of Minority Contractors (NAMC) comments on the 1.75 trillion dollar Infrastructure Investment and Jobs Act funds appropriated to rebuild the United States infrastructure, he is confused by the success of Black Contractors and Truckers in the state of Florida, but the numbers don't reflect the same success for African American Contractors and Truckers in Washington State.*Bob Armstead, President, National Association of Minority Contractors (NAMC)-Washington Chapter comments on his efforts with local and state government agencies to secure opportunities for his members and minority owned and operated construction firms.*Elton Mason, Owner, Washington State Sand and Gravel expresses his disappointment with showing up to an outreach sessions called to comply with federal regulations. The session he and 9 other Black Truckers attended in hopes of getting dump truck work on a contract that already been awarded and was not even put out for public bid.*Shaude' Moore, Chair, Seattle King County Reverend Dr. Martin Luther King Jr. Organizing Coalition provides an update on the organization's plans for the January 15, 2024 MLK Holiday that will be held at Seattle's Garfield High School. She will lead the discussion with this years MLK Interns.*The following 2023-2024 Seattle MLK Interns comment on their experience to date and they are:*Misgana Kiflom 11th grade Shorewood High School-Principal:Bill Dunbar*Kobe Williams 11th grade O'Dea High School-Principal:Jim Walker*Abigail Ferrigno 11th grade Cleveland STEM High School-Principal:Jeff Lamm*Olivia Ferrigno 9th grade Cleveland STEM High School-Principal:Jeff LammUrban Forum Northwest streams live at www.1150kknw.com. Visit us at www.urbanforumnw.com for archived programs and relevant information. Like us on facebook. Twitter (X)@Eddie_Rye. Learn more about your ad choices. Visit podcastchoices.com/adchoicesSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.
Bianca Giaever was a local legend, a mythic figure whose forest nymph-like presence lingered in the walls of Garfield High School long after she graduated. I learned about her—her confidence, adventurousness, cleverness, and drive—within the first month of my freshman year, and witnessed hoards of girls (and myself) debase themselves to try to emulate her vibes. I kept tabs on Bianca well after high school, too, and, for a few key years in the 2010s, used her viral Vimeo videos to guide me down a vague path toward what I thought I might want to someday get up to. This episode explores the charm and tyranny of my highschool's outdoors club, Bianca's artful devotion to The Mundane, and why it's a lot easier to get over the excruciating disappointment of being yourself if you have a role model. Discussed: GQ names Kim Kardashian “Man of the Year” “The Scared is scared,” Bianca Giaever, 2013 “Holy Cow Lisa” 2012 “CRUSH” campaign for Rachel Antonoff's SS14 line Constellation Prize, Bianca's new podcastTape podcast interview with Bianca, 2020
Back around the era when this came out in the late '80's/early '90's it felt like there was a new heroic teacher drama (Dead Poet's Society, Lean On Me) being released every six months. This particular inspirational drama was directed by Ramon Menendez and might be one of the best of that group. It's based upon the true story of Jaime Escalante and his advanced math class at Garfield High School in East Los Angeles. Escalante was a math whiz and he taught his students not only how to be math whizzes but eventually AP Calculus. And we follow all of their stories towards clearing this difficult academic hurdle. Edward James Olmos stars as Professor Escalante alongside Lou Diamond Phillips, Rosanna DeSoto, Andy Garcia, and several other talented young actors. Host & Editor: Geoff GershonProducer: Marlene Gershon https://livingforthecinema.com/Facebook:https://www.facebook.com/Living-for-the-Cinema-Podcast-101167838847578Instagram:https://www.instagram.com/livingforthecinema/Letterboxd:https://letterboxd.com/Living4Cinema/
For tenor saxophonist, composer, bandleader, educator and artist Roxy Coss, jazz education is everything. When we talked in July, she and her husband, saxophonist, educator and composer, Lucas Pino, just returned from their week-long session as co-directors of the Brubeck Jazz Summit, (yes, that Brubeck-Dave Brubeck) a week-long intensive emersion of jazz education and performance for talented students worldwide. To participate, young people must have exceptional capacity. To teach, your credentials must be superior. In this episode, Roxy Coss shares her deep thoughts and intense feelings about two of her major passions: jazz education and creating an environment in the jazz ecosystem that values women and nonbinary individuals. Roxy also reveals a more personal side of herself as we talk about the socio-political-pandemic choked environment that has embraced our nation since 2016 and how these have influenced her compositions in all her recordings as a group leader. Roxy founded WIJO-Women in Jazz Organization in July 2017, a collective of over 500 professional jazz musicians and composers who identify as women or gender non-binary. WIJO is largely a New York-based organization, but it has made connections to other individuals and groups nationally and internationally to address the many inequities in the jazz music industry. Roxy currently serves as its president. It has various programs including a popular mentorship program, WIJO Mentors. It also sponsors concerts and jam sessions. In Roxy's music education career, she had numerous outstanding opportunities since she was five years old. She actually composed at an early age when she was in third grade, writing her first award-winning composition in a city-wide contest called “Reflections.” Later, she attended Garfield High School (alumnae/i include Ernestine Anderson, Quincy Jones and Jimi Hendrix), a rich and fertile place for Roxy's jazz education. She was a member of the Garfield HS Jazz Band when they set a record in 2003 and 2004. It is the only band to win the first-place trophy in two consecutive years in the highly competitive Essentially Ellington contest. The band also placed first in 2009 and 2010. Roxy is also a winner of the ASCAP Herb Alpert Young Jazz Composer Award. It is no wonder, then, that Roxy currently serves on the Jazz Education Network (JEN) Board of Directors and is a Jazz Faculty member at the prestigious Juilliard School. Roxy's discography includes her self-titled recording, Roxy Coss, which is a self-released album (2010), Restless Idealism (Origin, 2016), Chasing the Unicorn (Posi-tone 2017), The Future is Female (Posi-tone 2018), Roxy Coss Quintet (Outside in Music 2019), and Disparate Parts (Outside in Music 2022). Roxy plays the same instrument she's had since 2018, a P. Mauriat. There are two tracks from Roxy's latest album, Disparate Parts, thanks to Roxy and the record label, Outside in Music. The Lineup includes: Roxy Coss, saxophones; Miki Yamanaka, piano/Rhodes; Alex Wintz, guitar; Rick Rosato, bass; and, Jimmy Macbride, drums. Obviously, you've found this podcast, but I want you to know that you can find my podcast on Apple, Spotify, Amazon Music/Audible, Player FM, and iHeartRadio. Subscribe on my website and you will be one of the first to know when the next episode is released. Thanks for listening. Photo of Roxy Coss by Desmond White.
In this episode, John and Andrew unpack a few of the myths Dr. Deming identified that continue to destroy organizations from the inside. John explains how these myths also negatively impact schools and kids - and what to do instead. 0:00:02.0 Andrew Stotz: My name is Andrew Stotz, and I'll be your host as we continue our journey into the teachings of Dr. W. Edwards Deming. Today, I'm continuing my discussion with John Dues, who is part of the new generation of educators striving to apply Dr. Deming's principles to unleash student joy in learning. The topic for today is, Management Myths that Keep Fooling Us. John, take it away. 0:00:28.3 John Dues: Andrew, it's good to be back, good to talk again. Yeah, I thought we could build on the last conversation, which unpacked these two education reports. One that had a seminal impact for the last 40 years called A Nation at Risk, and another Sandia Report that we talked about that has a much lesser known. And I was thinking what comes out of some of the reports often as a shake-up, and then there's various ideas about what to do about the crisis outlined in this case. But I think, a lot of the times, those management practices have the opposite of the intended effect. And I think... One of the things I was thinking about is that Dr. Deming, maybe his most radical idea that he put forth is that any outcome that we see within a system, like a system of education, is the result of more than the skills and efforts of the individuals who work within that organization. And what he would say is that most of the performance differences observed between individuals are generated by these complex and dynamic, adaptable systems, and workers are only one part of that system. 0:01:49.8 JD: And I think understanding that sort of core idea of Deming is one of the ways that we can start to move away from the common management and maybe understanding those management myths is maybe the most important part of understanding the new philosophy that Deming was sort of putting forth. I think one of the things that I learned in watching some of his videos from his famous four-day seminars is that he often began those seminars by saying, management is living in an age of mythology, and even though he was saying that throughout the 1980s and even into the early 90s, before his death in 1993. I think that idea applies just as well today across numerous sectors, including education, as it did when he was saying it 30 or 40 years ago, I think it applies the education, applies to government, applies to industry. 0:02:52.6 JD: And what he meant by the age of mythology, at least my interpretation of it, is that leaders in these various industries basically operate according to these assumptions and these myths, and these myths are harmful to our organization. And so when he talked about the transformation process, part of the transformation process is understanding these myths and then moving away from them, actively trying to move away from them. So I thought we could talk about a few of those myths today and unpack those myths, where they originated and what were they are and then what to do. 0:03:29.3 AS: Great, great idea. And I remember he would say something like, how could they know? They did their best efforts, that's all that they have. Who came up with the idea of rating and ranking? Someone just... And then you realize people just may make things up ultimately and then they stick, not based on science or something like that. Sometimes the science creeps in there, but most of the time, based upon emotion. You jarred my thinking process when you're talking about the role of an individual in a system. 0:04:07.4 AS: And I was just thinking about how the beauty of the individual is that the individual is malleable. We're malleable, we're able to be contorted. Whereas when you install a particular piece of machinery that only has... Can produce so many units or such level of quality, it's a very rigid part of the overall system. And I was just thinking how, one of the reasons probably why we're always chasing after the individual, despite the fact that the very, very rigid machine over there is what's setting the ultimate specifications of the output of this is because the human is so easily manipulated. Well, put them over here and we'll do this, we'll do that, we'll start early, go late, try this, try that, whereas with the machine, you just have a lot less flexibility. And so you just made me think about that as I was listening to you talk... 0:05:02.3 JD: Yeah, that brings a good point. One, I think some prescient on your part is you mentioned the myth of rating and ranking, which is definitely one of the myths that I wanna get to. And I think you talk about machines versus workers. I think a couple of things I think of there, one is our organizational systems have become increasingly complex as we moved from the farm field to more of the industrial age, and maybe even the post-industrial age now. And who bought the machine? I think that's a lot what Deming was talking about is who designed the system, who had control over the system. If the machine is a major part of the process, who designed the machine and who bought it? Probably not the individual workers on the line. And yet, they were held responsible, or maybe even still today, held responsible for the results when they didn't design or pick the machine themselves. So I think that's a really good place to start. And I think that also brings up like, where did these management myths originate? Because if we go back a few hundred years, I think there's probably the lack of complexity, there's the... 0:06:26.8 JD: Mostly what we were doing is managing the work of... Managing our own work, I think of the farmer in the field or the craftsman in their workshop, is that sort of first line of management. And then as things got a little more complex, they're management by directing. So think of the craftsman taking on an apprentice, but it's still a pretty simple system and it's the manager, in this case, the master is directing the apprentice directly. And then you get the Industrial Revolution and you get this sort of third wave of management thinking... And here I'm thinking about management by results. And this is numerical quotas come into play, this idea, this common quip of, "I don't care how you do it, just get it done" type thing. And I think this is third generation management, and I think that's the dominant sort of paradigm of the 20th century. I think that probably paradigm in a lot of ways continues to the present day. But I think what Dr. Deming was a proponent of was this sort of fourth generation management, which was "management by method." So he was calling on, especially leaders, management of organizations to work with people on these methods rather than judging them on results, to your point about rating and ranking. 0:07:57.1 JD: And I think that's sort of a big part of the Deming philosophy, is to move from just rating and ranking people and thinking about instead, what are the methods people... What are the processes people are using within our systems to get the work done? 0:08:13.1 AS: Yeah, one other thing it just made me think about is that when you manage people, let's say in the US, people don't wanna be micro-managed, they want... They like to be told, "Well, you figure out how you're gonna do it and then do it." And let me take responsibility for that, right? So it is a bit seductive to forget about the methods and just focus on the individual and say, "Make it happen." And there are times that, that can be a valuable tool, a valuable way of managing when there's just so much going on, but also juxtaposing that to the typical manager in Thailand, which I'm very familiar with, they don't wanna be told that. 0:09:01.3 AS: It isn't necessarily their desire to be independent in their work and to originate the method. There's many managers here that really appreciate the boss that says, "Here's how I want you to get there," or "how do you think we should get there?" And that there's a much bigger discussion on that, maybe it's because there was less of an industrialization over the years, and that that's a newer thing compared to where America is at, but I know that my experience with management here is that managers do appreciate that concept of, "Let's look at the method of how you're gonna get there." 0:09:46.1 JD: Yeah. I think method is important, and I think one of the first myths that I was thinking about is, now label these as we go, but I was thinking of this myth of best practices, which it wasn't exactly what you were talking about, but it sort of made me think of where do the methods come from that we are working with it in whatever sector we're working with. 0:10:12.3 AS: So is this myth number one? 0:10:12.8 JD: Yeah, myth number one. 0:10:16.8 AS: Boom. 0:10:17.3 JD: Myth of best practice, so I think you teed us up really well. And this is an area that I've done some deep thinking on this because this has been a very... With all of these myths, you gotta be careful. You gotta really think about what it is that Dr. Deming was saying. And I'm not... So I'm not saying when I say myth of best practices, I'm not saying don't go out and study what other people are doing and try to bring the best of that to your organization. I don't think that's what Dr. Deming was saying. But I think that you gotta be really careful when you label something a best practice, and then try to incorporate it into your organization. 0:10:58.9 JD: And I was thinking in my role over the last two decades or so, maybe decade and a half, I've been fortunate because I've been a part of an informal network of schools and I've been able to sort of leverage that network, and go on many, many school visits probably many than the typical educator, even one that's in a leadership position. Dozens, I counted them up a couple of years ago over the last decade and a half, I think I've gone on over 120 school visits, and that's all types of different schools. Traditional public schools, public charter schools, private schools, and all over the United States, in South Midwest where I'm based out of here in Columbus, the Western United States to northeastern parts of the country. And I think on one hand, these visits have been extremely beneficial. I was able to observe classrooms and school practices in these many different places. 0:12:00.3 JD: I was able to speak with teachers, building administrators, school district leaders about the many challenges they're facing, how they're counteracting those challenges and the solutions they've developed with. And I think I've always tried to pay very careful attention to what context is this particular school operating under - what's their student demographics? What resources do they have both financially and from a human resource standpoint? Where are they situated? Are they in a city or in a town? Are they in a rural area? Some of the factors associated with those different practices. So I pay attention to those. 0:12:45.4 JD: And every time you go into a school, each school has its own culture, it has its own feel. But I think that... Well, I have this appreciation of the context, I think as I've thought more about these various practices, I've grown more skeptical. I think there's really an under-appreciation for these contextual elements within which these best practices often operate. There's... I remember hosting my own school visit and we, in our own schools, in our elementary schools, we have these carpets where kids come to do reading, read-alouds. 0:13:29.5 JD: And after one of these school visits, one of the superintendent said, we're gonna go buy these carpets and we're gonna do this too. These carpets are great in the classrooms and I don't know how it worked out, but I got the sense that there was sort of like, there's a whole system, a whole set of processes and procedures that are set up. It's just not having the carpet in the classroom, it's how it's used, it's how the kids move to the carpets, it's what's happened once you get to the carpet. You can sort of under-appreciate all of the sort of thought went into something as simple as the read aloud carpet that you see in a classroom. 0:14:07.2 JD: And I think there's this part of about context, and then there's just also a part about, is this practice... Does it have a sound research-base as well? So you're looking at both of those things. And I think in education, those best practices, often the research base is very, very thin. And then there's this whole other side of things where you really have to understand what is the context, the different variables that went into making that practice work. It may have been something that unfolded over four or five years, and you just can't pull it out of that school and then drop it into your own setting. So I think one of the things that Deming said about best practices is "to copy is to invite disaster." And so I think there, he's not saying, "Don't go study other organizations," but it's not as simple as, "Oh, I see this curriculum or this teaching practice or this method in one place. We're gonna do that tomorrow." It's just not that simple. So I think this is, like I said, one of these myths that I've come to appreciate how important in the context that they're operating under is before you can take it to your own school or network. 0:15:20.0 AS: Yeah, a great way of thinking about this one is, imagine that you take a General Motors car. Let's take a, I don't know what's fancy these days, but let's say a Cadillac as an example. And we say, here is the design for the Cadillac and here's everything you need to know, all the parts and everything, and you deliver that to Toyota, and say, "You have a car factory, so build this car." What you don't realize is that in particularly with the Toyota production system, that the whole production operation at every company is built around an infrastructure or a context, as you said, that sets the stage for how that is done. 0:16:29.4 AS: And therefore, things are not interchangeable. And so if your idea is, I'm just gonna go around to these 120 different schools and look for best practices and bring them in, it's like an amalgamation of unnaturally developed things. And also the other thing that it made me think about is that the whole point of PDSA is that you're working in your own organization to build a deeper understanding of a particular problem and solution. And when you repeat that process, you are also building a unique competitive advantage. Now, whether that in, let's say, in the world of business, that competitive advantage may be kept secret or not necessarily shared - in the world of education, it may be made public, but it's very hard to duplicate something that has been constructed internally through process of learning. And so just putting amalgamation of different things onto a body or onto a facility doesn't make the combination of those something great. 0:17:35.7 JD: Yeah, and I think of, what's the idea of the day? For schools coming out of the pandemic currently, 'cause the impacts of the pandemic and learning loss and those things are still sort of obviously being felt by schools, and we're seeing that ramification show up and in test scores and other measures. So one of the things that has been sort of promulgated as a silver bullet is high dosage tutoring, which means like a significant amount of tutoring happening for an individual student or a small group of students on a regular basis where what happened three or four times a week. And you see this in education publications, you see this policy makers and even legislatures are pushing this idea. 0:18:33.3 JD: But the problem is, while the research base for that particular intervention may be strong somewhere and under some set of conditions, the question for a practitioner is, well, who are these tutors? How will these tutors be trained here? Who is training these tutors? What curriculum are the tutors using? What financial resources are there to pay these tutors and to acquire the curriculum? Where in the school day is that going to happen? What are kids that are going to high-dosage tutoring gonna miss in the school day to be able to attend that tutoring? If it's not happening during the school day, if it's happening before or after school, how will kids get home from that tutoring? 0:19:22.0 JD: Who's providing the management of the tutors? How are those tutors hired? How are those tutors replaced when they inevitably will turn over? I could go on and on and on and on and on and on about these things, well, someone tells me that as an educator leader that, yes, for sure high-dosage tutoring is the best practice that you should drop into your organization, those questions remain unanswered and those questions are actually the thing that will actually make the practice come to fruition and work or not, and oftentimes, when these different ideas are being thrown about, none of those questions have been answered. And so I think we do this over and over for certain in the school world that I'm in. 0:20:10.5 AS: It reminds me of that old time song that maybe our older listeners and viewers would remember, "Who takes care of the caretaker's daughter when the caretaker is busy taking care?" [laughter] 0:20:22.9 AS: So who's taking care of all those different things behind the scenes and putting them all together? So that's a great one to help us realize that it's good to understand best practices, it's good to go out and survey and get them and consider them, but then what really matters is how do you take best practices that you see, narrow them down, the one that you think will fit in your system and then develop it slowly and steadily, so it becomes a permanent improvement in your system? I think that's what you're getting at. Would that be right? 0:21:02.4 JD: Yeah, that's exactly right. So I think of something that may come to us through something like a randomized controlled trial, like the effectiveness of high-dosage tutoring, I think looking at RCTs or other similar... That's sort of the gold standard research. But even... 0:21:20.4 AS: RCTs for the listener is Randomized Control Trials? 0:21:25.0 JD: Randomized Controlled Trial, a study where people are randomly assigned to groups and then there's a treatment for one group and not a treatment for another group, there's no real differences between those two groups, and then you see if there's an effect. I don't think there's a lot of the studies that sort of rise to the gold standard RCT, there are other types of studies in education for sure, but either way, I think that's to the difference between when an ideas come through a randomized controlled trial where it's worked somewhere for some group under some set of conditions. 0:22:03.5 JD: Versus the Plan-Do-Study Act cycle that we've talked about, I think reading the research base can give you a starting place, give you some indication of the types of interventions or the types of curricula, or the types of practices that may work, but the Plan-Do-Study Act cycle allows you to sort of take an idea in your context and try to get it to work under the very conditions under where the idea or the practice would ultimately have to be working for it to be effective in your organization. 0:22:36.4 JD: So I think that's the two differences. Those two things, the RCT and the PDSA cycles can be complementary, and I think that's how I actually think of those two things, but you can't just... Can't force these best practices into contexts that they weren't designed to be in. And you gotta figure out all those questions that I talked about with any idea, I use high-dosage tutoring, but those are the types of questions that you can start to... If you're gonna try that in your organization, you can start to hash that out through the PDSA cycle, so I may say... Instead of saying, we're doing high-dosage tutoring in our school district, what I may say is, "What would it take to provide targeted tutoring to one student for one week?" I'm gonna plan that, I'm gonna do it, I'm gonna study the results and I'm gonna act on it. 0:23:31.8 JD: And in that one week, what you may find is a whole host of things in your context that you did not consider where you can't even get this to work with one kid, [chuckle] let alone a 1000 kids, or if you're in a bigger district, 10 or 15 or 20,000 kids and even those kids, even though they're in your district, they might not even be all operating under a similar context 'cause they're in different buildings with different adults and those types of things. 0:24:01.4 JD: So things become much harder when it comes to implementation, when you start to think in that way, "How would I get this thing to work with one student?" Come do that with me and you see the challenges person pushing high-dosage tutoring and then you can extrapolate that out to 1,000 kids or like I said, 10,000 kids, and you can start to see how this stuff falls apart pretty quickly in practice. 0:24:27.9 AS: Well, I think that's a great description of this first myth of best practices. So what myth number two? 0:24:37.4 JD: This is the myth I call myth of the hero educator. I think we latch on the hero stories in all kinds of walks of life. Hero stories stretch back to ancient times and they capture our attention for good reason. Ya know, they have these archetypes and we can identify with those archetypes, but when it comes to education, I think... I'm thinking about outlier educators with some type of... Some center of exceptional and rare talents, and I think one of the best known movies that captures this from an education perspective is Stand and Deliver. You may... 0:25:22.4 AS: That's what thinking about when you... I couldn't remember the name of it, but I remember that movie. 0:25:27.5 JD: Yeah, it's a prototypical hero teacher, biopic. It's Jaime Escalante in Los Angeles, basically, the movie depicts him leading his 18 inner city math students from basic math to calculus in just two years time, but then when you actually... Jaime Escalante is a real person, he's a real teacher in California at Garfield High School, but when you go study what actually happened, it's very different from... The movie is very different from what actually happened in real life, so when you look at what he actually did... 0:26:08.9 AS: Funny that. 0:26:10.7 JD: Oh yeah, can you believe it? But we latch on and say, "Oh, if he could do it... Or this is based on a true story. We can do this in two years." And what actually happened was that Escalante, the teacher, it took him eight years to build this math program that's depicted in this movie, he completely revamped the Math Department at his high school, he had to start by convincing the principal to raise the sort of math requirements at the school in general. Then he designed this whole pipeline of courses to prepare students for what they ultimately were trying to get to is AP Calculus and then he hand-selected top teachers to instruct those courses along the pipeline, and he even went to the junior high schools that fed into his high school and convinced them to offer algebra to eighth graders. 0:27:07.8 JD: So he's actually... What is actually really doing is setting up this math system basically that hadn't been there before, so he's actually thinking like Deming and setting up a system of pipeline that makes sense, and none of Escalante's actual students moved from basic math one year to AP Calculus, the following year, that's a complete misnomer, instead, it was the sort of system transformation that unfolded through the cooperation of obviously numerous educators and students over this eight-year period. 0:27:42.3 JD: Now, putting that the side, it didn't happen like you didn't move is still a pretty amazing story, whether it took two years or eight years, he set up this pretty amazing system. So I think most of us are not gonna rival Escalante and his tenacity and the results that he got with his students, his results are so far outside the norm, they made a movie about this guy. So they made the movie for a good reason, but I think my take away and thinking about this myth of the hero educator is that knowledge about variation, this component that we've talked about, part of Deming System of Profound Knowledge. Knowledge variation... Knowledge about variation tells us that the vast majority of educators perform within the enabling and constraining forces of an organization system. 0:28:35.9 JD: So most teachers, most principals, most superintendents, do not have Escalante's tenacity to set up a brand new system. Most of us just don't have that in us, but we create these mythologies around heroes like this hero teacher, they're embellished, they leave out important details, and I think these hero educators do exist, but they make up a tiny fraction of the educators in the United States, and same thing on the flip side, teachers, especially in the last decade or so, have caught a lot of slack are often blamed for test results and other sort of ills of the education system, but what I've found, and I think what the research bears out is that on the other side of the hero spectrum, those that are unfit, that really shouldn't be in front of a classroom of students, that's also a very tiny fraction of the educator workforce. 0:29:37.7 JD: And that the point I would take away is that all of this points to the fact that it's really the system where the vast majority of the improvement potential lies. So you get this hero educator myth, it makes for good drama in Hollywood, but it's a really, really poor strategy for educational transformation and improvement. 0:30:00.9 JD: We sort of go back to these myths, whether it's best practices, "Why don't you guys do it like them? They can do that over there, you make it work in your system. Well, if this guy in California can do this, why can't you do it over here?" But it's really not about the individuals, it's about creating these strong systems where the vast majority of people that are sort of in that... A majority bucket, not the heroes, not those that probably shouldn't be in front of students, how could we make the systems work for those folks? I think that's sort of my take away from that myth. 0:30:42.2 AS: Yeah, in fact... So a couple of things I was thinking about. The first thing is, I bet you if we go there and look at what's the progress in what he did, that in some cases, you could see it's all gone, because some opposing person who was upset by it or didn't agree with it, or didn't like the idea of one person standing out to that extent knocked it down. I watched the education... There was a master's in marketing program here in Thailand at one of the universities that was, I would say, world class. The lady who ran it was amazing, and what she and another guy built out of it was really about 30 years of continuous improvement. They just kept improving. 0:31:30.6 AS: And so it really was an impressive program and there was a new dean of the school that came in and he didn't like it, and he didn't like that person, and he basically, between him and his forces, knocked it out and destroyed it, and it's completely gone, and that was an interesting example that I saw. So the first point is that, is it really lasting improvement? Well, we have to admire the people who have so much tenacity, and we definitely wanna get everything that we can to improve the system, but just that one person rising up does not mean that the system's gonna necessarily be improved. 0:32:12.6 AS: So that's the first thing I thought about. The second thing I thought about was, one of the amazing defining qualities of McDonalds is everywhere you go, and I've eaten McDonalds everywhere in the world, basically. Now, we can debate about the quality of the food, but I would say that the consistency is amazing, and it's done with... That back in America when I was young, it was done with 16-year-olds on summer break, and it was done because they continually improved the system to make it so that the worker could deliver that consistent quality, and any new idea had to be implemented... Had to be able to be implemented worldwide in that system or else it wasn't gonna get into the system. So those are two things that I was just thinking about. How do those relate to this myth of the hero educator? 0:33:10.7 JD: Yeah, I think those are spot on, and I think it could be... When you build a system like Jaime Escalante did in his school, I think it could be drove...The undoing could be nefarious, a new principal could come in that just doesn't like it sort of comparable to what you were talking about, or probably what happens in a lot of cases where an amazing system has been built but it's completely reliant on that hero, once Jaime Escalante retires, it's very possible that that system then collapsed and not because anybody was working against it necessarily, but it could have been just without him and he was such an important part of it. Which would probably speak to what type of system was set up in the first place. Now, without him sort of pulling the levers, then it's very possible, but that would be enough in and of itself for that system not to live on to this day. 0:34:12.8 AS: Now, I can imagine an educator or an executive administrative, he's like, "What are you guys talking about? That was my only hope is to find this hero that could take us to the next level, and now you're just saying, no, no." I'm just curious, thinking about it from that perspective. 0:34:34.1 JD: Well, it's better because I think this is better because it doesn't rely on the hero. I think the same... I think a group of people, certainly have to be dedicated, you have to wanna change the system, but a group of people putting in place a strong process, I think is the point of all of this. That that's really what we wanna do. Do you need strong leadership? Sure, sure you do. But it's necessary, but not sufficient to building systems, you need a group of people working together and putting strong processes in place, processes that are strong enough, whether an individual or individuals over time moving on as they are inevitably really gonna do that the system or that set of processes remains intact. And I think that's what a system like Toyota, who you talked about earlier, that's what they've been able to do. 0:35:40.3 JD: People have changed over the years since the Toyota production system was put in place, but a lot of those processes, of course, they're continually being improved, but they put the process in place that wasn't reliant on any single individual to remain in, say, the CEO position and to ensure that that process or those set of processes would continue over time, that's the whole point of this, so you don't wanna be reliant on a single sort of hero educator or a hero engineer or whatever it is, you want the process... The system be strong enough that it continues to work even after that person retires or moves on to another position or whatever. 0:36:22.9 AS: So we've got two myths here. First a myth of best practices, and then the myth of the hero educator. And in wrapping up, let me just briefly summarize. So in the idea of the best practices, the main point that you're pointing out is be careful about trying to build an amalgamation of best practices, you have to understand where that best practice was developed and what was the context that it was developed under, and then you have to think about how that best practice could potentially fit into your system, and that may be the best idea here is rather than trying to just pull together a bunch of best practices to think about one or two new ideas that could be built into the system to improve the system of education. That's number one. 0:37:16.3 AS: And the myth of the hero educator is just to remember that the outlier educators, both on the great side and on the poor side, are very small group of people, very... And so to think that we can create lasting change from the power and energy of, let's say that really exceptional person is probably making a wrong bet and it's better to then think about, "How can we take from the energy of this person and implement the things that they're doing in such a way that we can build them as some lasting improvement in the system of education so that it doesn't just disappear when that man or woman disappears?" Would that be a summary? Or anything you would add to that? 0:38:09.0 JD: Yeah, it's a great summary. I think the only thing I'd add to the best practices is coming up out of a Nation at Risk, many, many times the reforms were like, if you just do X practice, whatever that thing was, standards or a certain curriculum, there's that under appreciation of context over and over and so I think the PDSA, the Plan-Do-Study Act cycle is a powerful driver for testing ideas in your context on a small scale. First, before moving on to a larger and larger scale until you get to full system-wide implementation. So I think your summary is perfect, I'll just add in the power of that PDSA as a part of figuring out what works in your particular system, in your particular context. 0:38:50.8 JD: Yeah, and with the hero educator, you mentioned you got the hero educator on one side, the positive side, those that probably shouldn't be in front of the classroom with kids on the other side, tiny fractions, a lot of what came out of a Nation at Risk, especially maybe from 2000 on targeted individual teacher performance, thinking that you could get rid of the bad teachers. But again, it's a tiny fraction of the educator workforce, and even if you did that, it's not gonna make a difference because the vast majority of people are in this sort of middle ground that needs strong leadership and strong systems, if we're gonna transform schools. 0:39:35.9 AS: So to wrap up here, we have management myths that keep fooling us, we've got myth number one, best practices and myth number two, hero educator. And we've got more myths to come up in our next episode, which I'm really looking forward to. I think these have sparked discussions and thinking about how to create lasting change and improvement in education. John, on behalf of everyone on the Deming Institute, I wanna thank you again for this discussion. And for listeners, remember, go to deming.org to continue your journey, this is your host Andrew Stotz, and I'll leave you with one of my favorite quotes from Dr. Deming. "People are entitled to joy in work.”
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.
Trump congratulated the dictator of North Korea for being elected to the executive board of the World Health Organization. GOP candidates try to define 'woke'. KNOW IT ALL: 1) 4 people die in a small jet after crash in Virginia. 2) Garfield High School moved to remote learning after recent shootings. 3) Gen-Z Rep. Maxwell Frost rips Ron Desantis at a Paramore concert. 4) Update on Tik Tok guy who goes into people's houses. 5) Apple set to rollout virtual-reality headset. // Mariners lose 3-straight to the Rangers on the road in Texas. Hot conservative sports takes. // Lots of remote jobs going unfilled with the state of WA. Ukrainian counteroffensive could include some misdirection tactics.See omnystudio.com/listener for privacy information.
Welcome everyone to another episode of the For Stars Podcast, where today we bring you the infamous and well-known rowing coach, Mr. Casey Galvanek (Head Coach of Sarasota Crew & the USA Junior National Team)! It was only right that we had this episode drop a week after one of his upper-echelon and top apprentices, Clark Dean, was featured! We talk today about a plethora of topics revolving around United States Rowing, in particular, the youth scene, as well as his entire journey coaching at one of the most premier rowing clubs in the world, Sarasota Crew, home of over 200+ competitive junior athletes.Galvanek grew up in Northern Virginia, going to Garfield High School, rowing both in middle school as well as high school - he has been coaching rowing for quite some time! He then started coaching at Woodbridge High School, as his first job as a rowing coach, where FSP alum & Associate Head Coach for the Men's Heavyweight Crew team at Princeton University, Mr. Matthew Smith, attended. Five years after Sarasota Crew was founded in 2002, Galvanek originally became a coach for the sculling program, but shortly after branched out into all things rowing. He took leadership of the program in 2008/Spring of 2009, making an impact ever since, developing Olympic athletes, National Champions, and future leaders in this country.Our longest episode yet, ahead of the Rane Family's podcast, covered subjects surrounding the 2020 year, recent Rowing News article, all things centering the USA Junior National Team system and the protocols/knowledge of how the system functions, trust in a coxswain, critique and analysis, as well as the importance of coach recommendations, rankings and surpassing barriers, opinions on gap years, goals for the future of USA Rowing, having competitive athletes and pushing each of them to be the best, team meetings with athletes during season, impact of certain athletes, laying down the “Sarasota Tree Trunk” myths, and last but not least… gives us our first ever draft of all the athletes he has coached at Sarasota Crew, developing a roster of athletes he would choose to be in the ultimate Hall of Fame. Originally, the intent was to create an eight's worth of rowers but he extended some more into the equation… possibly for spares?? I guess we shall never know… be sure to tune into Coach Casey Galvanek's podcast, you definitely do not want to miss out on this one!Xeno Müller - Elite Rowing Coach Make your rowing dreams real! Use Code “FORSTARS” for $100 OFF on your desired training package!
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