Showing posts with label youtube. Show all posts
Showing posts with label youtube. Show all posts
Friday, February 18, 2011
John Dewey: America's philosopher of democracy and his importance to education
Our journal's consulting editor, A.G. Rud, Dean of the College of Education at Washington State University, has produced a short YouTube video on "John Dewey: America's philosopher of democracy and his importance to education." As one commentary on YouTube put it, "Well done. Not an easy task to give an overview of JD and his more than 700 articles in 140 journals, and approximately 40 books." We agree.
Monday, November 23, 2009
New YouTube Clip Now Online! "School to Prison Pipeline"
In the excerpt below, ACLU staff attorney Rose Spidell discusses "The School to Prison Pipeline." This term describes a disturbing national trend in which school policies and practices are increasingly pushing students out of the public school and into the juvenile justice system. It refers to the current trend of criminalizing our students rather than educating them and the disproportionate effect it has on different student populations, especially, students of color. Spidell also describes some case studies out of Washington state. The excerpt is taken from the 2009 Annual Educational Law and Social Justice Forum held at Western Washington University on April 29th. The forum is an annual event sponsored by the Journal of Educational Controversy. Readers can view the entire forum on our journal's website.
View the full video of the forum here: http://www.wce.wwu.edu/Resources/CEP/eJournal/Forums.shtml
To learn more about "The School to Prison Pipeline," visit the ACLU's website here: http://www.aclu.org/racial-justice/school-prison-pipeline-talking-points
View the full video of the forum here: http://www.wce.wwu.edu/Resources/CEP/eJournal/Forums.shtml
To learn more about "The School to Prison Pipeline," visit the ACLU's website here: http://www.aclu.org/racial-justice/school-prison-pipeline-talking-points
Sunday, June 21, 2009
Announcing the new Educational Institute for Democratic Renewal
Talk is one thing; action is another. We hope to engage in both. We believe that action without reflective talk is mindless and talk without action is an opportunity missed. Talk is not empty, however, as proponents of the practical and critics of theoretical knowledge sometimes charge. It is merely an opportunity awaiting reflective action. It provides the interpretive frameworks for new ways of understanding, new paradigms for restructuring our experiences, new challenges to older ways of thinking. Sometimes it adds to the growing body of knowledge that has been provided by those who went before us and on whose shoulders we stand. Other times, it confronts the entrenched orthodoxies that blind us and make parts of our experience of the world invisible to us. That is perhaps why John Dewey believed that there was nothing more practical than a good theory.
The journal is a place for talk, a place to look deeply at the tensions, perplexities and controversies of our time. But we also have an activist, progressive arm. In 2004, the Woodring College of Education and the Whatcom Day Academy entered a partnership to explore the role of schooling in promoting and sustaining a democratic society. Our work is affiliated with the League of Democratic Schools, a project initiated by John Goodlad. Our newly formed Educational Institute for Democratic Renewal incorporates our work in developing the journal and our work with the League. In a special section of our website, we share ideas and innovative practices for democratic schooling. Readers can also view our YouTube clip below of Whatcom Day Academy educator Vale Hartley as she discusses democratic practices in her classroom at the 2008 Educational Law and Social Justice Forum that was sponsored by the journal. Vale wrote the article, "The Elementary Classroom: A Key Dimension of a Child's Democratic World," for the winter 2008 issue of our journal.
On our institute's website, we write that "Our goal is to provide an alternative voice for research and scholarship on the educational controversies and initiatives that arise in teaching and learning in pluralistic, democratic societies." One might ask: an alternative to what? We believe that the language of education today has lost its bearings and its moorings. As I mentioned in my posting of March 27th below, silent assumptions underlying our language have controlled the national debate for decades. The language of the market place has become the language of education. Students are talked about as the human capital that keeps the national economy competitive. Although we give lip service to the democratic purposes of education, the language of the market place prevails and all other discourses are on the edge. In a public school system that serves both democracy and capitalism, the public deserves a deeper conversation of the tensions that exist between these two forces. And educational professionals need more public space to create a learning environment that takes seriously the democratic purposes of our schools.
The Educational Institute for Democratic Renewal at the Woodring College of Education at Western Washington University is an attempt to achieve both the goal of talk and the goal of action. It is the home of both the journal and our work in creating a laboratory for democratic practices. The Institute is in its early stages and we will be sharing our progress with our readers of this blog in the future. In the meantime, we would appreciate thoughts and ideas from our readers on what they would like to see from such an Institute. How would it be beneficial to you. Please add your comments to this posting and let us hear from you. Also, does anyone have ideas of Foundations and other organizations that would be interested in joining our efforts and working collaboratively with us?
The journal is a place for talk, a place to look deeply at the tensions, perplexities and controversies of our time. But we also have an activist, progressive arm. In 2004, the Woodring College of Education and the Whatcom Day Academy entered a partnership to explore the role of schooling in promoting and sustaining a democratic society. Our work is affiliated with the League of Democratic Schools, a project initiated by John Goodlad. Our newly formed Educational Institute for Democratic Renewal incorporates our work in developing the journal and our work with the League. In a special section of our website, we share ideas and innovative practices for democratic schooling. Readers can also view our YouTube clip below of Whatcom Day Academy educator Vale Hartley as she discusses democratic practices in her classroom at the 2008 Educational Law and Social Justice Forum that was sponsored by the journal. Vale wrote the article, "The Elementary Classroom: A Key Dimension of a Child's Democratic World," for the winter 2008 issue of our journal.
On our institute's website, we write that "Our goal is to provide an alternative voice for research and scholarship on the educational controversies and initiatives that arise in teaching and learning in pluralistic, democratic societies." One might ask: an alternative to what? We believe that the language of education today has lost its bearings and its moorings. As I mentioned in my posting of March 27th below, silent assumptions underlying our language have controlled the national debate for decades. The language of the market place has become the language of education. Students are talked about as the human capital that keeps the national economy competitive. Although we give lip service to the democratic purposes of education, the language of the market place prevails and all other discourses are on the edge. In a public school system that serves both democracy and capitalism, the public deserves a deeper conversation of the tensions that exist between these two forces. And educational professionals need more public space to create a learning environment that takes seriously the democratic purposes of our schools.
The Educational Institute for Democratic Renewal at the Woodring College of Education at Western Washington University is an attempt to achieve both the goal of talk and the goal of action. It is the home of both the journal and our work in creating a laboratory for democratic practices. The Institute is in its early stages and we will be sharing our progress with our readers of this blog in the future. In the meantime, we would appreciate thoughts and ideas from our readers on what they would like to see from such an Institute. How would it be beneficial to you. Please add your comments to this posting and let us hear from you. Also, does anyone have ideas of Foundations and other organizations that would be interested in joining our efforts and working collaboratively with us?
Sunday, May 31, 2009
New YouTube clips online!
We have four new YouTube shorts from our April 30, 2008 Educational Law and Social Justice Forum, "Schooling as if Democracy Matters."
Clip 1: ACLU Staff Attorney Aaron Caplan discusses the history of legal decisions leading up to the Supreme Court's 2007 decision in Morse v. Frederick, also known as the "Bong Hits 4 Jesus" case.
Go to the video on YouTube.
Caplan's original article, "Visions of Public Education in Morse v. Frederick," first appeared in our Winter 2008 issue, "Schooling as if Democracy Matters."
Clip 2: Whatcom Day Academy educator Vale Hartley discusses democratic practices in her classroom as part of the academy's participation in the League of Democratic Schools.
Go to the video on YouTube
Hartley's original article, "The Elementary Classroom: A Key Dimension of a Child's Democratic World" first appeared in our Winter 2008 issue, "Schooling as if Democracy Matters."
Clip 3: Western Washington University Professor Bill Lyne discusses his article "Beautiful Losers."
Go to the video on YouTube
Lyne's original article, "Beautiful Losers" first appeared in our Winter 2008 issue, "Schooling as if Democracy Matters."
Clip 4: Our panelists respond to audience questions in a brief Q & A session.
Go to the video on YouTube
View the full forum here.
Come back in a few weeks for clips from our 2009 forum, and the latest installment in our "Talking with the Authors" series!
Clip 1: ACLU Staff Attorney Aaron Caplan discusses the history of legal decisions leading up to the Supreme Court's 2007 decision in Morse v. Frederick, also known as the "Bong Hits 4 Jesus" case.
Go to the video on YouTube.
Caplan's original article, "Visions of Public Education in Morse v. Frederick," first appeared in our Winter 2008 issue, "Schooling as if Democracy Matters."
Clip 2: Whatcom Day Academy educator Vale Hartley discusses democratic practices in her classroom as part of the academy's participation in the League of Democratic Schools.
Go to the video on YouTube
Hartley's original article, "The Elementary Classroom: A Key Dimension of a Child's Democratic World" first appeared in our Winter 2008 issue, "Schooling as if Democracy Matters."
Clip 3: Western Washington University Professor Bill Lyne discusses his article "Beautiful Losers."
Go to the video on YouTube
Lyne's original article, "Beautiful Losers" first appeared in our Winter 2008 issue, "Schooling as if Democracy Matters."
Clip 4: Our panelists respond to audience questions in a brief Q & A session.
Go to the video on YouTube
View the full forum here.
Come back in a few weeks for clips from our 2009 forum, and the latest installment in our "Talking with the Authors" series!
Monday, April 20, 2009
What was the "Bong Hits 4 Jesus" case all about?
We have posted our second teaser interview from our "Talking With the Authors" series on YouTube.
In it, ACLU staff attorney Aaron Caplan discusses the Morse v Frederick case, in which a student in Alaska held up a banner titled "Bong Hits 4 Jesus" during the 2002 Olympic Torch Relay, and was subsequently suspended for 10 days.
Frederick, who argued that his right to free speech had been violated, took his case to the U.S. Supreme Court, which ruled against him in 2007.
Go to the video on YouTube.
Caplan's original article, "Visions of Public Education in Morse v. Frederick," first appeared in our Winter 2008 issue, "Schooling as if Democracy Matters."
To view Caplan's full interview, visit: http://www.wce.wwu.edu/Resources/CEP/eJournal/AuthorsTalk.shtml
Wednesday, April 8, 2009
The Journal is now on YouTube
In the interests of getting these educational issues to the largest audience possible, we have begun posting excerpts from our "Talking With the Authors" series. First up is former Ballard High School principal David Engle.
In the fall of 2000, David Engle became the principal of Ballard High School in Seattle. At the time, the Seattle School was implementing an integration plan that allowed families to choose which high school they would like to attend. In the event of high enrollment at a particular school, the district had made provisions for a "racial tiebreaker" to be used, giving minority groups priority over the substantial population of white students in the area. When, after the protests of many of the white neighborhoods in the Seattle area, the 9th Circuit Court ruled against use of the "racial tiebreaker," Engle resigned his position in protest.
Stay tuned for excerpts from our interview with Aaron Caplan, and our forthcoming interview with Bill Lyne.
Go to the video on YouTube.
David Engle's article, "As Our Students Watched," first appeared in our Winter 2007 issue "Jonathan Kozol's Nation of Shame Forty Years Later."
Click here to watch our full interview with Engle.
In the fall of 2000, David Engle became the principal of Ballard High School in Seattle. At the time, the Seattle School was implementing an integration plan that allowed families to choose which high school they would like to attend. In the event of high enrollment at a particular school, the district had made provisions for a "racial tiebreaker" to be used, giving minority groups priority over the substantial population of white students in the area. When, after the protests of many of the white neighborhoods in the Seattle area, the 9th Circuit Court ruled against use of the "racial tiebreaker," Engle resigned his position in protest.
Stay tuned for excerpts from our interview with Aaron Caplan, and our forthcoming interview with Bill Lyne.
Go to the video on YouTube.
David Engle's article, "As Our Students Watched," first appeared in our Winter 2007 issue "Jonathan Kozol's Nation of Shame Forty Years Later."
Click here to watch our full interview with Engle.
Sunday, March 15, 2009
A Scholar and a 14-Year-Old Take on the Issue of Poverty
With our winter 2009 issue on "The Hidden Dimensions of Poverty: Rethinking Poverty and Education" now being read and discussed by our readers, we thought we might add two more sources that we recently found on the web. One is by a scholar, the other by a 14-year-old on YouTube. We invite your thoughts.
David Berliner's report, Poverty and Potential: Out-of-School Factors and School Success
14-Year-Old Student, John Wittle, looks at his school's invitation to Ruby Payne on YouTube, Ruby Payne Does Not Understand Poverty
Check them both out.
David Berliner's report, Poverty and Potential: Out-of-School Factors and School Success
14-Year-Old Student, John Wittle, looks at his school's invitation to Ruby Payne on YouTube, Ruby Payne Does Not Understand Poverty
Check them both out.
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