Ethical Schools

Dr. Chantal Francois and Dr. Jen McLaughlin Cahill, co-authors of Identity-Affirming Literacies in Schools, discuss their time at the school they call Pearl Street Collaborative, a progressive secondary school on Manhattan’s Lower East Side that prioritizes teacher inquiry and collaboration. Schedules include time for teachers to meet frequently with grade and content colleagues. Drawing on the work of Freire and Lilia Bartolomé, Drs. Francois and McLaughlin Cahill used literature to support students' identities, including by integrating an LGBTQ+ focus into English classes. Overview00:00-00:52 Intros 00:52-03:36 Humanizing pedagogy 03:36-04:44 Relationships and humanizing pedagogy 04:44-07:35 Scheduling facilitating creation and maintenance of faculty relationships 07:35-10:04 Collaboration as modeling for students 10:04-10:21 Pearl Street Collaborative 10:21-13:24 Literacy as more than reading 13:24-18:53 Reading and teaching as political 18:53-23:17 Mission statement as a meaningful document 23:17-31:23 Structuring literacy instruction around independent reading and reading whole books 31:23-36:44 LGBTQ+ identify-affirming literacies 36:44-40:34 Impact on students of LGBTQ+ focus 40:34- OutroReferences Book Identity-Affirming Literacies in Schools by Dr. Chantal Francois and Dr. Jen McLaughlin Cahill: buy it on Routledge or find it on Amazon Article by Dr. Lilia Bartolomé "Beyond the methods fetish: Toward a humanizing pedagogy" TranscriptClick here to see the full transcription of this episode. Soundtrack by Podington Bear

We share brief presentations from the third of the “Saturday Salons” that Ethical Schools is sponsoring with three international partners. Kerry Kirk Pflugh is the executive director of the New Jersey School of Conservation. She also comes with extensive background experience at the New Jersey Department of Environmental Protection. Tom Roderick is the author most recently of Teach for Climate Justice: A Vision for Transforming Education. He was also the Founding Executive Director of Morningside Center for Teaching Social Responsibility. Deb L. Morrison is a Learning Designer and Advisor at the University of Washington and a Lead Author on the Intergovernmental Panel on Climate Change Assessment Report 7. They talk about how educators can respond to the urgent environmental crises we face. Learn more and join at globalconversations.net

We share brief presentations from the second of the “Saturday Salons” that Ethical Schools is sponsoring with three international partners. Sherry Johnson, Tribal Education Director of the Sisseton-Wahpeton-Oyate (South Dakota), Deepak Ramola, Founder of Project FUEL (India), and Charlotte Hankin of Coconut Thinking and the Green School (Bali) talk about the importance of stories in reshaping how we think about our relationship to the natural world. Learn more and register for the third salon on February 21 at globalconversations.net

We share brief presentations from the first of the “Saturday Salons” that Ethical Schools is sponsoring with three international partners. Juan Mora of the Center for Artistry and Scholarship and Ramji Raghavan of Agastya International Foundation talk about how educators and communities can cultivate awareness of and relationship to the natural world. Learn more and register for the next salon at globalconversations.net Overview00:00-01:36 Introductions by Amy and Jon 01:36-02:45 Introduction of Juan Mora by David Penberg 02:45-12:36 Juan Mora: Separation of people from nature; What would you do if you were starting a school from zero? Experience in Córdoba, Argentina of basing a school on nature; Integrating the curriculum into nature-centered activities; And kids never asked, “Why are we doing this (activity)?” We’ve left nature out of our learning environments; A shift in learning that will help us understand how to teach and what to teach and where to teach differently. 12:36-14:09 David Penberg: Reciprocity, centrality of relationships, “nature deficit disorder”; Introduction of Ramji Raghavan 14:09-23:59 Ramji Raghavan: Transforming a barren wasteland of 170 acres into an ecological preserve; Nature-centric learning; Eco-walk; Constructing a giant figure showing herbs benefiting different parts of the body; Constructing a termite hill; Bandhu—everything is connected; Distributing learnings throughout India. 23:59-25:15 David Penberg: How educators can create conditions for people to think the kinds of worlds that they would like to inhabit and live in, whether it’s a school, a community; Creative learning and what that looks like, creative being; Being intentional, observant and continuously in relationship to the things around you. 25:15- OutroTranscriptClick here to see the full transcription of this conversation. Soundtrack by Poddington Bear

Collaborate with teachers and learners worldwide! LEARN MORE AND REGISTER AT GLOBALCONVERSATIONS.NET Along with our partner organizations – Agastya International Foundation, Center for Artistry and Scholarship, and Thinking With You – Ethical Schools is bringing together educators, youth workers, and students from around the world to discuss ethical, democratic, and regenerative education strategies. Hear exciting presentations from visionary practitioners and participate in group discussions. Come with your co-workers! Attend with a cohort from your school or out-of-school program to maximize the benefits for your organization and students. Series 1: Ethics and the Natural World Saturdays, January 10 and 31; February 21 8:30-10:00 AM EST Pay what you wish. Suggested donation: $25 per session, $50 for all three sessions Additional participants from your organization: $15 per session, $30 for all three sessions. LEARN MORE AND REGISTER AT GLOBALCONVERSATIONS.NET

We speak with Deborah Meier and Jane Andrias, pioneers in the democratic small-school movement. Debbie founded the Central Park East Schools. Jane Andrias was an art teacher and principal at Central Park East I. Debbie and Jane discuss these ground-breaking schools, their ethical foundations, the “habits of mind” they worked to instill, and the challenges they faced. *This is Part Two of a two part episode. Go back one episode or click here to listen to the first part. Overview00:00-00:41 Intros 00:41-07:30 Parent involvement 07:30-12:05 What happened to Mission Hill? 12:05-23:04 Survival of innovative, democratic schools; What do we have education for? Education and democracy 23:04-24:45 Justice and fairness 24:45-26:37 Community service; connections to the adult world 26:37-29:37 Choices schools make based on what they value 29:37-36:46 Documentary about impact of CPESS on graduates’ lives 36:36-38:39 Human capital 38:39-40:57 Need funding for the documentary 40:57-42:41 Films and TV about the schools 42:41- Outro TranscriptClick here to see the full transcription of this episode. References Here's a list of all the books written by Deborah Meier. Click here to know more about the CPESS documentary and other initiatives by Deborah Meier and Jane Andrais. https://youtu.be/lgehMroRLnsSoundtrack by Poddington Bear

Robbie Torney, director of AI Programs at Common Sense Media, analyzes teachers' use of AI. We focus on AI teaching assistants, their uses and abuses, and how teachers' judgment and skills remain central. We discuss the need for school- and district-wide education and policies on using AI in teaching and learning. OverviewIntros Common Sense media and its AI work Evaluation principles for AI risk What teachers use AI for What happens with users’ data AI teacher assistants, risks, and advantages AI and cultural sensitivity AI as assistive or adaptive technology Recognition of AI as enhancements not replacements? Special risks of AI teacher assistants for IEPs and behavior plans How teachers can protect against “invisible influence” risks AI and complex historical events such as California missions or slavery “Tools,” “functions,” and prompts Four specific steps teachers should take when using teacher assistants Purchasing AI: Consultation and training Role of school boards, administrators, and state departments of education Legislation to protect students Importance of discussion of values and ethical questions OutroTranscriptClick here to see the full transcription of this conversation. ReferencesCommon Sense Media AI Initiatives: click here Soundtrack by Poddington Bear

We speak with Dr. Cynthia Ballenger about her recent book, “Teaching is Inquiry: Observation and Reflection as the Heart of Practice,” in which she explores the role of ethnography in inquiry-based teaching and learning, i.e., cultural practices in terms of speaking, storytelling, and conveying information. Teachers can discern a lot more about students if they listen to them in the context of their ethnic/ cultural styles of communicating. Dr. Ballenger also addresses the children she calls “puzzling.” Each of them has something to offer, she says, even those who seemingly have social-emotional challenges. Overview 00:00-00:58 Intros 00:58-01:45 “Teaching Is Inquiry” 01:45-08:56 Ethnography of education 08:56-11:12 “Every child has something to offer the class.” 11:12-20:45 The “puzzling child”: more stories 20:45-24:10 Cultural and individual differences 24:10-27:43 Obsessive compulsive disorder (OCD) 27:43-30:17 “Stopping time.” 30:17-31:17 Importance of stories 31:17-34:41 Strengthening systemic support; ethical implications 34:41-36:45 Testing culture as anti-democratic and unethical 36:45-38:13 More reflections on OCD 38:13-38:37 Jerome Bruner on negotiating meaning 38:37- Outro Transcript Click here to see the full transcription of this episode. References Book “Teaching is Inquiry” by Dr. Cynthia Ballenger Soundtrack by Poddington Bear

We speak with Arlene Goldbard, writer, visual artist, speaker, social activist and consultant, whose most recent book is “In the Camp of Angels of Freedom: What does it mean to be educated?” An autodidact from a working-class background, Arlene challenges “the certainty that academic qualifications are the best measure of ability.” She interweaves the stories and portraits of her “angels,” her personal story, and a critique of standard narratives of education. We talk with her in particular about two of her “angels,” Paulo Freire and Paul Goodman. Overview00:00-00:38 Intros 00:38-02:41 What “In the Camp of Angels of Freedom: What It Means to be Educated” is about 02:41: 03:55 Definition of auto-didact 03:55-05:39 Project-based education/Action civics/"What Would YOU Do?” 05:39-07:12 Removing bachelor’s degree requirement from State jobs 07:12-09:03 Advice to high school students about options 09:03-10:34 When is a liberal arts education valuable beyond credentials? 10:34-20:42 Alternative ways to expand horizons beyond/in addition to college 20:42-25:28 K-12 education 25:28-27:31 Paulo Freire 27:31-31:18 Paul Goodman 31:18-32:50 Cultural citizenship 32:50- OutroTranscriptClick here to see the full transcription of this episode. References Arlene Goldbard's website Book "In the Camp of Angels of Freedom: What Does It Mean to Be Educated?" by Arlene Goldbard Soundtrack by Poddington Bear Visual artwork by Arlene Goldbard "We Burn" (2019)

We speak with Dr. Tovah P. Klein, professor of psychology at Barnard College and the director of the Center for Toddler Development, about her book, “Raising Resilience: How to Help Our Children Thrive in Times of Uncertainty.” Dr. Klein describes how parents and teachers should build children's resilience BEFORE anything frightening or traumatic occurs. Most importantly, children and teens need to know they will never be alone, that their parents or trusted adults will always be there for them. Overview00:00-00:38 Intros 00:38-02:12 Building resilience proactively 02:12-04:22 Responding to traumatic situations at school 04:22-09:18 Five Pillars of Children’s Resilience 09:18-10:51 School environments that support resilience 10:51-12:48 How teachers can prepare to respond calmly to their own triggers 12:48-16:52 Responding to the temptations of screens 16:52-20:56 Secrets, including how to handle necessary secrets 20:56-24:20 Dealing with fears and threatening situations 24:20-27:36 What schools can do 27:36-30:50 Allowing kids to ask 30:50- OutroTranscriptClick here to see the full transcription of this episode. References Book "Raising Resilience: How to Help Our Children Thrive in Times of Uncertainty" Dr. Tovah P. Klein Barnard Toddler Center Soundtrack by Poddington Bear

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

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

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