While America’s school children spent Thursday gorging themselves on turkey and football, the rest of the world’s students were going about business as usual. That, of course, means school lunches. A family member related to me this weekend that he once attended a school where no one was allowed to go out for recess until they had finished every last bite of their lunch. He noted significantly that your best friend was always the kid who was willing to eat your split pea soup for you.
Ever wonder what kids around the world are eating for lunch? Check out this great post from Buzzfeed!
Despite the best of intentions, educators do not always understand where students and their families are coming from. I learned of this troubling lack of enlightenment and compassion among some educators at an education studies graduate school function in 2012. As I sat with other students at a meet-and-greet luncheon, we shared stories of how we each became interested in our graduate programs. During my turn, I related my experiences as an AmeriCorps volunteer in Washington, DC and how working with adult students with low academic skills had inspired me to make a career of education reform. Continue reading →
An old friend and I have a saying: “The world would be a much better place if everyone grew their own potatoes.” It’s a political nerd reference to Thomas Jefferson’s belief that those who are close to the land are close to God, and as an extension have a greater appreciation for the importance of our relationship with what the natural world has to offer. It’s a back-to-basics belief that Continue reading →
A nurturing culture is at the forefront of Union City’s success.
David L. Kirp’s 2013 book, Improbable Scholars: The Rebirth of a Great American School System and a Strategy for America’s Schools, shows us that the average urban school system can be a great one–but that takes a lot of doing. Kirp offers a case study of Union City, NJ, a small but heavily urban district comprised largely of first- and second-generation immigrants from Latin America. While many urban school districts languish, Continue reading →
The one-room schoolhouse is the stuff of legend in modern-day North America, and in an era when 4,000-student high schools are not uncommon, it’s easy to forget that one-room schools still exist. In “Lessons to be Learned from a One-Room Schoolhouse” from CBS News, we hear about how in some towns across the country, education is still flourishing the old-fashioned way. Continue reading →
For a year after I graduated from college, I worked as an educator in the shadow of one of the weightiest symbols in the world, the embodiment of all of the ideals that make up the great ideological experiment that is America. The Capitol Dome feels omnipresent when one travels around Washington, DC, and the city planners have made sure of that Continue reading →
They don’t want their people to know of the atrocities that the government committed there, but they also don’t want their people to know about the 7 weeks of non-violent, student-led demonstrations that preceded the bloodshed. Continue reading →
There’s a growing body of scholarship around how students’ social identities impact their educational experiences, but it’s so important to consider how education affects their identities as well. In fact, I think it’s entirely possible that identity and education interact with each other as a cycle, or even a series of them, in which identity and our experiences in education feed into each other in different and overlapping ways. For some students and teachers, that cycle plays out every day and in some unexpected (and challenging) ways. Continue reading →