Ethical Schools

Ethical Schools
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Ethical Schools

Amy and Jon talk with educational innovators about creating ethical learning environments, helping students overcome the effects of trauma, and empowering young people to make change. Tune in weekly.

  1. Honesty: What it means and how to teach it

    قبل ١٩ ساعة

    Honesty: What it means and how to teach it

    We talk with Sarah Stitzlein, author of "Teaching honesty in a populist era: Emphasizing truth in the education of citizens." Dr. Stitzlein, a professor of education and affiliate professor of philosophy at the University of Cincinnati, is concerned with how to teach in a political context where truth and honesty seem increasingly at risk. She contrasts the philosophical approaches of populism and the pragmatism of educational philosophers such as John Dewey.  Overview00:00-00:41 Intros 00:41-02:10 Why the book and the title 02:10-03:15 Defining populism 03:15-04:24 Differences between left and right populism—book is mostly about right populism O4:24-08:00 Contrasting populist and pragmatic notions of truth and honesty 08:00-09:55 Defining honesty, and what it looks like in a classroom context 09:55-11:59 Honesty as a habit, not just a virtue 11:59-13:13 Is there a difference between truth and reality? 13:13-15:36 A truth claim in an educational context 15:36-16:49 Doing honesty as a verb 16:49-21:15 Seeking truth versus seeking solutions 21:15-23:20 “Alternative facts” 23:20-24:22 Philosophy, ethics, and education 24:22-25:58 From honesty in the classroom to honesty in the wider world 25:58-27:41 Scalability 27:41-29:30 Ethical outlook on civics 29:3o-31:40 Connections between democracy and education 31:40-35:56 Impact of AI 35:56- OutroTranscriptClick here to see the full transcript of this episode. ReferencesBook "Teaching Honesty in a Populist Era: Emphasizing Truth in the Education of Citizens" By Sarah Stitzlein Soundtrack by Poddington Bear

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  2. Creating democratic learning environments: Educators in conversation

    ٢١ فبراير

    Creating democratic learning environments: Educators in conversation

    We speak with Dr. Linda F. Nathan and Jonathan Mendonca, two co-editors of the recently published book, "Building Democratic Schools and Learning Environments: A Global Perspective," an anthology of accounts of creating innovative schools around the world. We discuss autonomy vs large-scale uniformity, issues of scaling innovations, and defining success. The book, intentionally available free online, includes both existing schools and concepts of possible schools. Overview00:00-00:59 Intros 00:59-02:48 Building democratic schools and learning environments 02:48-07:02 How the book came to be written 07:02-08:00 “Many ways” that schools can prepare students for democracy 08:00-11:32 The four pillars of democratic education 11:32-14:12 The “common good” 14:12-16:13 Barefoot EDU (Unifly Collective) and Shikha Institute of Education 16:13-20:58 Jonathan Mendonca’s vision of scale and reactions to it 20:58-23:32 Resolution of whether to teach in English or mother tongue in school in Madhya Pradesh 23:32-28:10 Managing tensions between autonomy and large-scale administration in U.S. schools, and examples 28:10-29:15 Sharing innovations 29:15-33:34 Building ability to meet students’ needs into systems: equity vs equality 33:34-37:16 Catalyzing large scale professional development for pre-school teachers in Haryana State 37:16-39:08 Looking at success for the next generation 39:08-41:46 Teaching students to nurture the planet 41:46- OutroTranscriptClick here to see the full transcript of this episode. References Click here to download the free e-book created by Dr. Nathan and Jonathan Mendonca "Designing Democratic Schools and Learning Environments: A Global Perspective" Click here to listen to our first interview with Dr. Linda Nathan "Holistic education: Joy, wellness and rigor"  Soundtrack by Poddington Bear

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  3. Teaching from core values: Practical wisdom at the crossroads of philosophy, education, and teacher ed

    ١ فبراير

    Teaching from core values: Practical wisdom at the crossroads of philosophy, education, and teacher ed

    We speak with Cara E. Furman, Associate Professor of Early Childhood Education at Hunter College, about her book "Teaching from an Ethical Center: Practical Wisdom for Daily Instruction." Dr. Furman focuses on teachers ensuring that their practice corresponds with their ethical center. She emphasizes teachers’ knowledge of learning environments, local communities, and the children themselves. We discuss the ethical problems with "fidelity" as applied to teaching.   Overview00:00-00:43 Intros 00:43-03:15 Crossroads of philosophy, teaching, teacher ed 03:15-04:47 Practical wisdom 04:47-07:02 “The way that teachers know” 07:02-11:33 “Fidelity” as applied to teaching 11:33-13:04 Are fidelity and ethics compatible for teachers? 13:04-16:50 Do philosophers and teachers have difficulty understanding the connections between the fields? 16:50-18:44 Teaching from a “philosophical center” 18:44-20:58 Teaching from an “ethical center” 20:58-26:23 Variations in ethical centers 26:23-27:51 Can a school have an ethical center? 27:51-31:52 When teachers find themselves in schools with highly restrictive practices 31:52-35:24 Lawsuits against Lucy Calkins and Fountas and Pinnell 35:24-36:32 Effects on teachers of demands for fidelity 36:32-38:41 Scripts 38:41-41:35 Podcasts and books—similarities and differences 41:35- Outro TranscriptClick here to see the full transcription of this episode. ResourcesBook Teaching from an Ethical Center: Practical Wisdom for Daily Instruction by Cara FurmanSoundtrack by Poddington Bear

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  4. Historical accuracy and nuance: Teaching African American studies in Kentucky

    ٢ يناير

    Historical accuracy and nuance: Teaching African American studies in Kentucky

    We speak with  Ahenewa El-Amin, who teaches AP African American Studies in Kentucky, a state with a law restricting teaching about the legacy of slavery. Ms. El-Amin discusses the law as well as how she is able to teach the history of Kentucky, a state that is “north and south,” and open students’ minds to new perspectives. Overview 00:00-00:55 Intros 00:55-02:45 Meaning of Kentucky law on teaching about race 02:45-03:37 Have any teachers been charged with violating the law? 03:37-04:52 Differential impact on long-term and newer teachers 04:52-06:27 Examples of content that might fall under the new law 06:27-08:03 Teaching “both ways” in Kentucky 08:03-10:03 Opening students’ minds to new perspectives 10:03-10:53 Biases re “cultural and racial upbringings” 10:53-15:20 Teaching and learning about Kentucky history; Margaret Garner and “Beloved” 15:20-18:27 West African influences on Southern food and culture 18:27-19:30 Impact of law on districts’ willingness to offer AP African American history 19:30-20:48 Controversy about content of AP course 20:48-24:12 Students’ responses to learning about Kentucky’s racial history 24:12- Outro Transcript Click here to see the full transcription of this episode.  Soundtrack by Poddington Bear

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  5. Successful Teaching Careers: Empowering Non-Traditional Candidates

    ١١‏/١٢‏/٢٠٢٤

    Successful Teaching Careers: Empowering Non-Traditional Candidates

    We speak with Dr. Kathryn Spence, Director of the School of Education at Fairleigh Dickinson University, about actualizing a focus on social justice and equity. She discusses strategies for broadening the pipeline of teachers, especially teachers of color, including career ladders and “Grow Your Own” programs. Dr. Spence describes how FDU makes teacher ed financially feasible for students as well as what makes teachers stay in or leave schools.   Overview 00:00-00:40 Intros 00:40-04:08 How Dr. Spence’s experience shapes her approach to teacher ed 04:08-06:25 How research has shaped her leadership 06:25-07:36 Why teachers stay or leave schools or the field 07:36-09:25 Recruiting pre-service teachers, especially teachers of color 09:25-10:44 Career ladders in NJ 10:44-12:35 Making teacher ed financially feasible for students 12:35-14:20 Providing moral support to teacher ed students 14:20-15:28 Impact on schools of residential segregation in NJ 15:28-18:40 Serving Latine students 18:40-20:48 Pushback to the focus on social justice? 20:48-22:20 Change process at FDU’s program 22:20-25:03 Looking forward to having bilingual courses 25:03- Outro Transcript

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  6. “The hate level is unreal”: fighting book bans and protecting librarians

    ١٥‏/١١‏/٢٠٢٤

    “The hate level is unreal”: fighting book bans and protecting librarians

    We speak with Amanda Jones, a school librarian in Livingston Parish, Louisiana. Ms. Jones is the author of “That Librarian: The Fight Against Book Banning in America.” The book recounts how speaking out for race- and gender-related books in libraries led to her being targeted and threatened by book-banning extremists. She describes initial abandonment by friends and colleagues who were afraid to speak up. But nationwide, librarians and their constituents are fighting back.  Ms. Jones includes tips for librarians and teachers facing attacks. Overview 00:00-00:47 Intros 00:47-01:35 What a Library Board of Control is 01:35-02:16 What Amanda Jones said at Board of Control meeting 02:16-02:33 Trevor Project 02:33-03:19 Board of Control members’ responses 03:19-04:48 What happened then 04:48-05:38 Reactions by friends and neighbors to attacks  05:38-06:16 Reactions from school administrators and colleagues 06:16-07:02 Changes over time 07:02-09:09 Impact on children of marginalized communities of books with characters like them 09:09-11:19 How decisions of what books to purchase for school libraries get made 11:19-11:53 Guidelines 11:53-13:58 Processes when there are book challenges 13:58-14:45 Decision process in public libraries 14:45-15:30 Appeal to courts 15:30-18:39 Impetus for book banning campaigns 18:39-20:49

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  7. NYC high school surveys: Disparities in student stress and support

    ٠١‏/١١‏/٢٠٢٤

    NYC high school surveys: Disparities in student stress and support

    The authors of a recent Chalkbeat analysis discuss the Department of education’s 2023 high school survey, which shows girls, especially girls of color, have much higher stress levels, and feel less supported, than boys. Michael Elsen-Rooney, an NYC public school reporter; Kae Petrin, a data and graphics reporter; and Liza Greenberg, a Bronx High School of Science senior, unpack the data, which the DOE has largely disregarded. Overview 00:00-00:51 Intros 00:51-03:10 Annual NYC Dept. of Education student survey 03:10-03:42 Chalkbeat 03:42-06:13 Takeaways from citywide data 06:13-06:39 Biggest gender gaps: “Stress” and “Worried about Learning”  06:39-08:06 Differential attention in taking the test? 08:06-10:36 Causes of girls’ stress? 10:36-11:33 Reported differences in teacher attention and support 11:33-12:44 Black and multiracial students consistently report most negative experiences 12:44-13:46 Response to Chalkbeat article from NYC Department of Education 13:46-13:46 2024 student survey 13:46-15:57 Using the data to improve academic and social-emotional experiences 15:57-17:16 How the DOE can make the data more accessible to the general public 17:16-18:29 More details on data 18:29-22:27 Why hasn’t the DOE used the data to create guidelines for schools/teachers? 22:27- Outro

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  8. Middle schoolers as scholars: Critical participatory action research

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    Middle schoolers as scholars: Critical participatory action research

    We speak with Dr. Sam Finesurrey, assistant professor of history at Guttman Community College, and three 2024 graduates of School in the Square (S2), a charter middle school in Washington Heights, Manhattan.  Dr. Finesurrey worked with 14 students on a research project studying S2 students’ social emotional learning, including reactions to the pandemic and faculty turnover.  Dr. Sam and the students talk about the process, what they found, and how the school modified policies in response to the study’s findings. Overview 00:00-00:50 Intros 00:50-02:22 Critical participatory research 02:22-04:21 Participatory oral history project at School in the Square 04:21-06:12 Meaningful findings 06:12-10:05 Follow up on the results 10:05-11:17 School in the Square’s response to the findings 11:17-13:16 Role and impact of staff member Ms. Lilly 13:16-14:17 Public presentations 14:17-17:31 How the researchers have changed as a result of the project 17:31-18:45 Effects on interviewees 18:45-20:12 Confidentiality 20:12- Outro Transcript Click here to see the full transcription of this episode.

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Amy and Jon talk with educational innovators about creating ethical learning environments, helping students overcome the effects of trauma, and empowering young people to make change. Tune in weekly.

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    Ethical Schools
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    Ethical Schools

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