Racist Curricula in the 21st Century Do Exist
Any curriculum, even the most enlightened, has traces of racism. This is simply because we all have biases that come through in multiple ways. Our responsibility as educators is to be critically self-reflective and continuously monitor ourselves, our work, and our interactions with both the students we teach and those around us.
Invariably, believing we are culturally and linguistically responsive and sustaining, is an indication that we still have work to do. This is because we are always in a state of becoming. New experiences and knowledge expand our ways of thinking and intersect with our lived experiences making the familiar strange. This is true for individuals and curriculum. That is why continuous critical self-reflection is essential as it affords us the opportunity to negotiate uncomfortable and challenging spaces, experiences, and interactions. It is through this disruption that we learn.
Augusta University on a Mission to Recruit More African American Male Teachers
Ed Prep Matters features the “Revolutionizing Education” column to spotlight the many ways AACTE, member institutions, and partners are pioneering leading-edge research, models, strategies and programs that focus on the three core values outlined in the current AACTE strategic plan: Diversity, Equity, and Inclusion; Quality and Impact; and Inquiry and Innovation.
This article originally appeared in JagWire and is reprinted with permission.
Growing up in Elberton, Georgia, Marcus Allen had a lot of incredible teachers who inspired him to be the man he is today.
They were thoughtful, patient and caring, but Allen, who is now the principal of Grovetown Middle School in Columbia County, admits there was one major component missing throughout his childhood education.
“Back then, I didn’t see people who looked like me teaching,” Allen said. “I didn’t have any African American male teachers at my school. And I think it’s important for students to be able to see someone who they can relate to in the classroom. Somebody who they can say, ‘He really might be able to advocate for me.’”
AACTE’s DEI Video Highlights Promising Practices to Recruit and Retain Teachers of Color
Ed Prep Matters features the “Revolutionizing Education” column to spotlight the many ways AACTE, member institutions, and partners are pioneering leading-edge research, models, strategies and programs that focus on the three core values outlined in the current AACTE strategic plan: Diversity, Equity, and Inclusion; Quality and impact; and Inquiry and Innovation.
AACTE is focusing on ways that education leaders and colleges of education can employ to address the national shortage of educators of color more effectively. “AACTE’s new mission is to revolutionize education for all learners,” said AACTE Board Chair Kim Metcalf, dean of the college of education at the University of Nevada Las Vegas. “We are shifting our efforts to provide members support and encouragement to be innovative in ways that address not just today’s needs in their local communities, but the needs that those communities will have in years to come.”
Why are schools still segregated in 2019? The answer to this question is a complicated one. One with roots deep in the history of our educational system. The surface answer has to do with the fact that racist curricula and prejudice within our society still exist. Where you live determines where you go to school. Many times, the poorer, minority students live in lower income neighborhoods. And as children become racially isolated, it then trickles into our schools, resulting in segregation.
In fact, segregation is even evident in schools that are racially diverse. You’ll notice that most students in advanced placement classes are Caucasian or Asian. Who do we see in remedial classes? We see African American students, particularly African American males. Even with a diverse student population, the evidence of systemic segregation is scarily rampant. The deep vestiges of racism and segregation subtly permeate through our schools and it sets dangerous precedents.
This blog post is written by AACTE consultant Jane West and is intended to provide updated information. The views expressed in this post do not necessarily reflect the views of AACTE.
Last Thursday, Congress postponed the showdown over government funding until Dec. 20 and hit the road for Thanksgiving. They are planning some fancy footwork upon return as the impeachment process steams forward and a government shutdown remains a possibility.
Showdown over Government Funding Postponed until Dec. 20
Once again, the Congress has punted on funding the government. December 20 is the new deadline for determining overall spending levels for each of the 12 funding bills and completing them. Funding for education hangs in the balance with the House passed bill including a $5 billion increase, but no such increase in the Senate bill. The budget agreement adopted earlier in the year provides for an increase of about $100 billion for defense and domestic spending for this fiscal year. If Congress cannot agree on new funding levels, this new infusion of funds will be left on the drawing table.
AACTE recently released its 2020-2023 Strategic Plan, which includes a new vision statement: AACTE, its members, and partners collaborate to revolutionize education for all learners. Aligned with the new strategic plan, Ed Prep Matters is launching a new column called Revolutionizing Education to showcase the many ways the Association and member institutions are moving beyond traditional perspectives and are pioneering positive change in educator preparation.
The Revolutionizing Education column is an opportunity for member institutions and partners to share the leading-edge research, models, strategies, programs, and initiatives that focus on the three core values outlined in the new AACTE strategic plan:
- Diversity, Equity, and Inclusion
- Quality and impact
- Inquiry and Innovation
This Opinion article by Renée A. Middleton, a past AACTE president and dean of the Gladys W. and David H. Patton College of Education at Ohio University, originally appeared in the Columbus Dispatch and is reprinted with permission.
Hate crimes are on the rise in the United States. According to the Anti-Defamation League, the United States last year saw the third-highest number of anti-Semitic incidents since 1979. There were 1,879 reported anti-Semitic acts—a 48% increase from 2016 and a 99% increase from 2015. Ohio, meanwhile, ranked third in the nation in hate crimes in general in 2016, according to the FBI. Columbus has more than doubled the number of reported hate crimes in Cincinnati and Cleveland combined.
These troubling numbers come against the backdrop of a humanitarian crisis at the southern border. Refugees are being separated from their families, detained against their will and are not being treated with dignity and respect. The majority of these refugees are children, who are powerless in every sense of the word.
On November 14, I had the privilege of moderating the first in a series of webinars produced through a partnership of AACTE and the Educator Preparation Laboratory (EdPrepLab). This webinar, “Social and Emotional Learning, Cultural Competence, and Equity in Teacher Preparation,” will be followed by three others focusing on transformative research and practice in educator preparation.
Joining me for the webinar were Nancy Markowitz of the Center for Reaching and Teaching the Whole Child, Patty Swanson from San Jose State University, Pat Norman from Trinity University, and Mari Jones from the HighTech High Graduate School of Education.
Both Trinity and High Tech High, where Norman and Jones teach, are members of the EdPrepLab network. EdPrepLab, which launched this year, is an initiative of the Learning Policy Institute and the Bank Street College of Education that aims to strengthen educator preparation in the United States by linking research, policy, and practice and by supporting and expanding preparation that is equity-focused, student-centered, and grounded in the science of learning and development.
This article, written by AACTE Director of Government Relations K. Ward Cummings, originally appeared in the Daily News Opinion section and is reprinted with permission.
The civil rights leader Malcolm X once famously said that the most segregated hour in American life is high noon on Sunday. If he were alive today, he might also include those weekday hours between 9 a.m. and 3 p.m. when our children are in school.
This past May was the 65th anniversary of Brown vs. Board of Education. The occasion inspired numerous panel discussions, seminars and reports about how much or how little the state of education has changed in the last half-century. Sadly, considerable attention also was paid to the subject of how segregated American schools remain 65 years later.
This article, written by AACTE Dean of Residence Leslie T. Fenwick, originally appeared in the Washington Post Valerie Strauss column and is reprinted with permission.
“The Problem We All Live With” is the title of the famed Norman Rockwell painting inspired by the story of Ruby Bridges and school integration. In 1964, Rockwell created the painting for the 10th anniversary of the Brown v. Board of Education legal decision that declared state laws establishing separate public schools for black and white students were unconstitutional. The subject of Rockwell’s painting was inspired by Ruby Bridges, who was just 6 years old (born four months after the May 1954 Brown decision) when she integrated the all-white William Frantz Elementary School in New Orleans.
The rabid violence hurled at young Ruby (mainly that day by white women on the scene) is represented in Rockwell’s painting by a racial slur, the letters KKK and a splattered tomato — all appearing on the wall behind Ruby as she marches forward. Despite this terrorism, innocent Ruby walks close on the heels of the front two guards into an undeterrable future. The painting is triumphant. Ruby’s right to attend an American public school unshackled by segregation was ensured by the federal government and, that day, warranted the protection of U.S. federal marshals.