How can high school students engage in critical action through music? In this session, Casey Fuess, a former high school choir teacher in Chicago Public Schools, will facilitate a discussion around three music videos that feature his choir students. Participants will watch the videos and then reflect on pedagogy, process, and impact. The three music videos were intended to respond, respectively, to an Illinois school funding crisis, the Pulse nightclub shooting in Orlando, and rising Islamaphobia.
“What is the purpose of education?”, and “What role does the child play in their education?” have been driving questions for Kiran as she set up and built Riverside school over 18 years as a place where children became co-creators or co-designers of the learning journey. Kiran has drawn deeply from her expertise in design thinking to create a unique, user-centered approach to learning. Using the simple framework of Feel/Imagine/Do/Share children have demonstrated that their education is actioned when they courageously and...
In over 500 programs across the nation, the Public Montessori movement is answering the call for equitable access to 21st century learning— with a century old pedagogical tradition. Join Carly Riley and Dawn Bradley as they discuss how one public program in Memphis, TN is utilizing the Montessori pedagogy to close opportunity gaps, foster strong community partnerships, and build powerful learning environments for children and adults. This multifaceted workshop will offer a firsthand account of the impact of Montessori in the public sector through the voices of families, community... Read more about A Little Piece of Something- Public Montessori in Memphis
Speaker: Antoine Béland, M.Ed. International Education Policy '19, HGSE
The way we define and feel what "community" is has an immense impact on all of our decisions. Profoundly understanding our shared belonging to the same human community has the potential to be the single most important lever to shift individual and collective behavior towards truly advancing the well-being of all.
Ben Mardell (Project Zero) Mara Krechevsky (Project Zero) Catalina Stirling (DC Bilingual Public Charter School)
Abstract: Depending on the context, and how they are treated, young children can appear big or small—to adults and to themselves. In classrooms where children are seen as citizens, they appear big; they are asked for their opinions, they share and compare ideas, they generate theories of how the world works, and they feel like they are part of a shared community. This presentation focuses on how to create...
An award-winning constitutional law scholar at the University of Chicago (who clerked for Judge Merrick B. Garland, Justice Stephen Breyer, and Justice Sandra Day O’Connor) gives us an engaging and alarming book that aims to vindicate the rights of public school students, which have so often been undermined by the Supreme Court in recent decades.
The number of international migrants world-wide has continued to grow rapidly. Among the 258 million migrants recorded in 2017, 36 million are children and youth. In the United States today, 26% percent of school-aged children under 18 are the children of immigration. Public discourse around migration is notably divisive and polarized, rendering migration one of the more charged, and most important, civic issues of our time. In this session, we will focus on the role of education in preparing young people for their roles as moral citizens engaging with a world on the move. We will...
Over seventy percent of England’s secondary schools are now academies that receive funding directly from central government and operate as autonomous businesses. Academies’ impact on achievement levels has been hotly debated, but the social and cultural changes prompted by this model has received less scrutiny. My monograph,Factories for Learning: making race, class and inequality in the neoliberal academy draws on empirical research conducted at Dreamfields Academy, a celebrated secondary academy in an urban area of England. Dreamfields’ ‘structure liberates’ ethos...
Michael Merry's lecture asks what educational justice might require for children with autism in schools where inclusion is normative. He argues that inclusion must do more than provide physical access; it must offer value to the person in question, facilitate a sense of belonging, and be conducive to a child's overall well-being. Further, whatever the specifics of individual cases, a normative theory of inclusion must permit pragmatic alternatives, i.e., different learning environments, if educational justice is to remain the overriding goal.
An assistant professor at the University of Chicago School of Social Service Administration, she is the author of Electric Arches, and her work has appeared in The New York Times, The New Yorker, The Atlantic, The Washington Post, and many other publications. She was born in Chicago, where she still lives.
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