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STUDENTS PARTICIPATING IN THE ONGOING CREATION OF THE WORLD

Hector Aristizabal (Colombia), Renowned artist, educator and social activist

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Hector Aristizábal - True education.. participating in the ongoing creation of the world

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Chief Phil Lane Jr, Ihanktonwan and Chickasaw Nations in United States of America and Canada As long as 50% of the world's population is being oppressed and not allowed to express their full potentiality there will not be solutions, not only to the climate issue but to world peace. If we want to change this whole context, we have to provide universal education to all members of our human family.

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Ivonn, student leader, Bolivia

To know that Education is the closest thing to magic in the world. Nothing can transform a person's life like education. I am rediscovering the passion to change the world!!!! Based on everything I learned. Transform to be better.

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Raquel Lima, student leader (SLAC)

To begin with I never thought about the link between education and citizenship. You go to school to get grades, to get to university, to get a job. I had the to explore the purpose in the pandemic.

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Jared Hove (US), Teach For All

While I was in TFA I started forming this idea that education is a tool to improve lives and one of the ways to do so is to close the achievement gap. The idea of education as a means for social advancement and increased opportunity was incredibly appealing for me when I joined TFA and my main purpose as a teacher started to be closing this gap. One thing that shifted with Teaching as Collective Leadership was my understanding of the different purposes in education and, through my own experience as a student and then a teacher, I came to see the limitations of them. This narrow purpose would not be setting up students for success, nor would it cultivate student leadership.

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Mirela Stetco, Training Director, TF Romania

I was a teacher for 30 years. I remember very well what it means to not have a clear purpose. I felt like I was trapped in a labyrinth.

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Anush Kostanyan (Head of Training - Teach For Armenia)

Very often we see that some people are deciding a pathway for others, not even asking what they want for themselves. How can we think of our vision for students if we don’t even think what are their dreams and aspirations?

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ENGAGING WITH COMMUNITY TO CO-CREATE PURPOSE

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ENGAGING WITH COMMUNITY TO CO-CREATE PURPOSE

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Franco Mosso, CEO, Ensena Peru

I think that, in our case, not thinking we had to do everything ourselves is what worked. Secondly, we didn’t deliberately build a vision of education for Áncash from Enseña Perú. That now seems a bit irrational to me. That an outside organization comes and says "This is my vision for this area." We have never done that, but we had the patience to work the relationships, to integrate ourselves, and become part of the community over the course of some years, and when we are ready, we allowed ourselves our own strong vision of Ancash or Huari. One built by many people. That is, this whole vision of decentralizing the work of the organization, so that the organization is not at the center, has been important because it has enabled us to get involved with types of leadership that are very strong, who are not participants of the 2-year program nor are they alumni, and who are amazing leaders from the area in all kind of roles.

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COMMUNITY DEVELOPING PURPOSE

A story from North Carolina on deep community engagement and building collective purpose,

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Student speaking about education in the community to members of the Commission on Educational Equity

Across Edgecombe County, North Carolina, an area of 52,000 people about an hour east of Raleigh, community members have been considering this question: What do we want to be true for our students by the time they're 25?

I know about this endeavor because it involves a married couple, Dan Riley and Erin Swanson, two Teach For America alumni who put down roots in the community. They came together with about two dozen people, including students, teachers, parents, the schools superintendent, clergy members, business and non-profit leaders, and elected officials to collectively reconsider their aspirations in light of today's challenges and opportunities.

The superintendent in the area, Dr. Valerie Bridges, says at 25 life has been launched. People are ideally on a path of some kind. It's a sign of how well all of the work the community put into supporting children when they were younger has come to fruition.

The need for these conversations comes as schools and the surrounding supports for children are less and less well-positioned to meet students' needs. Our education systems were created more than 150 years ago, when society's aspirations and circumstances were very different. Times have changed, but schools have not. To give children the best opportunity to fulfill their potential, we need all communities engaging in what I'll call 25-Year-Old Projects, just as they are in eastern North Carolina.

Edgecombe County is part of an economically depressed rural region that has wrestled with discrimination and the loss of industry. Families make an average of $32,298 a year, more than $20,000 less than the national average. The area is about 58 percent black and 36 percent white.

Dan became a teacher coach after teaching. He was living in the Raleigh-Durham area and driving into the rural areas to visit schools when he realized he was too disconnected from the communities where he was working.

He ultimately moved to the county seat, Tarboro, and he started trying to bring parents together to formulate a local vision about what they wanted for their children. He encountered one of two outcomes: either very few people showed up, or the resulting discussion was shallow. In an artificial setting, with people of different racial and economic backgrounds, Dan's neighbors were reluctant to engage.

He changed course, embedding his effort into pre-existing structures, like churches. "People felt more free to share because they were on their home turf, but it was still just an hour-long discussion," he said.

Ultimately, Dan, his wife, who worked for the county public schools, and the then schools superintendent got to talking and found their way to tapping into a larger appetite for a community-led undertaking. In 2016, the superintendent launched the Commission on Educational Equity.

To learn more about what the future might hold for students growing up today, and to decide what they want to be true for them when they grow up, the Commission went on tours of local employers and set up panel discussions with regional experts. These activities helped expose the differences in the Commission members' orientations. For example, some parents were thrilled that a Chinese tire company was building a factory in the area, which would create hundreds of jobs. Other people, like Dan, were concerned those jobs would eventually be replaced by automation. The students on the Commission grew smitten with some of the exciting positions they saw, like roles for electrical engineers, and discounted others, like assembly-line roles.

These differences developed into discussions about post-secondary options. Should all students be prepared to attend college? Should the community advocate to bring back some vocational programs like brick masonry? What's best for kids? Who decides?

These are healthy questions for a community to surface, and resolve, together. Only 37 percent of Americans believe children today will grow up to be better off financially than their parents. Especially for a country founded by strivers and built on forward progress, that's a problem. We need to consider what we want to be true not only for ourselves and our communities, but also for our country and our global society, and we need to get clear on the implications of working towards this vision for today's students. And indeed, through my travels to meet with educators around the world with Teach For All, it's clear that this isn't just a national shift that needs to take place. These discussions need to be happening in communities everywhere.

Ultimately, hours and hours of conversation and countless community meetings led the Commission to five wishes for their 25-year-olds: to know their passions and live them out, to have global awareness and agency, to productively engage in the community, to have clear and sustainable options to stay or return to the county, and to be resilient.

What the community wants to be true for their 25-year-olds now guides the direction of the schools. The Commission's clarity of vision helped the school district win a grant to start a pilot program focused on project-based learning as a strategy for cultivating students' interests. They're now several months into an effort to see whether student-conceived courses will more effectively prepare students than traditional subject classes. The program even has a "Genius Bar," a la Apple Store, where an expert from the community helps answer questions and guide students on their learning journey.

At long last, schools around eastern North Carolina are being led by what the future holds and what the community wants, rather than what the past dictates.

May more communities follow Edgecombe County's lead.

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For Our Schools to Serve Our Communities: Let's Launch 25-Year-Old Projects Everywhere

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Across Edgecombe County, North Carolina, an area of 52,000 people about an hour east of Raleigh, community members have been considering this question: What do we want to be true for our students by the time they're 25?

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Tooba, Teach For Pakistan

My own solidification of purpose came from the fellowship itself. It was my first time seeing poverty, I taught in middle school 15 minutes from my house but never really thought about that community as actual people. The realization that there was a world I had never thought about made me examine my relationship with the world and society. Injustice is a result of actions that we take, included apathy, living in privilege and not seeing it, that perspective is exactly why injustices continue to exist. What is it that I want to do to continue fighting injustice?

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Erwin Arcila, Colombia

The reaffirmation of wanting to work with the lenses of diversity, of difference, from the position of the objectives and goals that children and young people want to achieve, has stuck to me, learning to unlearn that my success should not be a reflection or example for them, that each one has a conception of their own images of success, without forgetting their origins, their contexts, giving importance to each past and present of them, all in favor of training or orientation for my ECOs and in waterfall for our communities.--

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Jaira, student leader, Perú

The school experience should be one of enjoyment, of knowing new realities, of understanding and experiencing that you are important and that your voice and your actions can have an impact on someone else. The purpose of education should lead us to feel that we grow, that we share with others, that we are aware that regardless of the contexts we have (privileges, oppressions, opportunities, resources) we put ourselves at the service of the common good.

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Lant Pritchett, Kirsty Newman, and Jason Silberstein

Five Actions to Accelerate Progress in Learning

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Conversations with Kids - June 2022..pdf

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Ivan, Argentina

If the education is not transformative, it is a replicator and multiplier of inequalities.

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CHANGE THE WORLD BY LOVING AND LISTENING MORE

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CHANGE THE WORLD BY LOVING AND LISTENING MORE

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Mirela Stetco, Training Director, TF Romania

A magic moment for me about purpose and shifting perspectives, was when Shaheen challenged my perspective. I worked like a warrior, like I have all the answers. I felt like we are in a war calling to my colleagues to come with me, and sometimes I would look back and wonder, why is nobody here with me? And Shaheen asked us: ‘why do you think you have the answers?’ Why can you not change the world by loving more, and listening more?

That was the moment for me, and everything changed. From this moment I understood that my purpose is not a reactive one to save the kids and close the gaps, my mission in life is to serve and to build with others. And this wasn’t so simple. Between understanding and being able to act like this, I needed four or five years to put the pieces together.

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Author links open overlay panelBruce J. Avolio, William L. Gardner

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Authentic leadership development: Getting to the root of positive forms of leadership

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This Special Issue is the result of the inaugural summit hosted by the Gallup Leadership Institute at the University of Nebraska-Lincoln in 2004 on Au…

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POSSIBLE FUTURES: TOWARD A NEW GRAMMAR OF SCHOOLING
Jai Mehta - Harvard researcher and professor.

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We are at a hinge moment in the history of our schools. A 120-year-old industrial structure is radically ill-equipped for the challenges posed by the COVID pandemic, much less what has been called the triple pandemic of COVID, racism and economic inequality, and fundamental threats to our democracy. We have been trying to carry on as usual, but it isn't working. Mental health crises among students are way up, as are disciplinary referrals, and teachers are now fleeing the profession in large numbers. And these are just surface-level symptoms of much deeper underlying problems. Our present situation calls for flexibility, relationship-building, and deep engagement with the broader world, but our school systems are bureaucratic, transactional, and insular. The problem is not the people - teachers are working heroically, and students are persevering under highly adverse circumstances. The problem is that they are working within a structure that is working against them.

There is a better way. After nearly two decades of attempts to standardize schools, education leaders across the United States are coming to recognize the limits of Newtonian command-and-control models of school reform and becoming increasingly aware of the need to embrace a more complex, humane, and diverse future. Movements for equity and social justice have shaken foundational assumptions about the nature of our schools and pushed us to rethink many of our familiar policies and practices. The sciences of learning have become much more interdisciplinary, offering richer portraits of who our students are, how they construct knowledge, and how cultural and social experiences shape their understandings. And, finally, we now have many models that show us what new and better forms of education can look like in practice, as youth development organizations, schools, and districts adopt more forward-looking visions of teaching and learning. No doubt, progress will be patchy, more evolution than revolution. But we can already glimpse what the future of schooling might look like.

Why a new grammar?

In 1994, David Tyack, William Tobin, and Larry Cuban (Tyack & Cuban, 1995) coined the term "the grammar of schooling" to describe the almost invisible architecture that organizes much of what goes on in education. Among these elements are the separation of classes by academic discipline, age-graded classrooms (and the "batch processing" of student cohorts), teaching as transmission, leveling and tracking, and schooling as a mechanism for sorting students by perceived ability. This grammar reinforces the dominant culture, excludes the perspectives of non-dominant groups, and serves as a means of reproducing social inequalities from one generation to the next.

No doubt, progress will be patchy, more evolution than revolution. But we can already glimpse what the future of schooling might look like.

This grammar was designed more for efficiency and control than for learning or liberation. It is congruent with the Taylorist management philosophy emphasizing standardization that also was born at the beginning of the 20th century. The system was grounded in a gendered division of labor - equipped with the latest ideas in organizational management, a small number of male superintendents could oversee a much larger group of (mostly) female teachers, who would handle the lowly work of pedagogy. It also reinforced dominant racial hierarchies, as it asked everyone who was not white and privileged to accommodate themselves to middle-class white norms. Angela Valenzuela (2010), who studied Mexican American students in Texas, described this process as "subtractive schooling," in that it required students to shed their heritage to participate in school.

If the future of preK-12 education is going to be significantly better than the past, then we need to replace this entrenched grammar of schooling with an approach that values teaching and learning more than control, liberation more than colonization, sustainable approaches more than quick fixes, and human relationships more than bureaucratic rules.

What might be the foundational pillars of a new approach? I suggest three: 1) learners whose agency is respected, whose diversity is embraced, whose selves are deeply known, whose joy is cultivated, and whose holistic growth is the paramount concern; 2) learning that is purposeful, authentic, and connected to the broader human domains of which those learners are part; 3) learning communities that enable deep relationships, cultivate democratic values and dispositions, and model the kind of society and environment we want to create.

For learners: A new social contract

The existing social contract we have with students reflects the early 20th century context in which it was born. Students are conscripted into school from ages 5 to 16. They learn what we say, when we say it. Teachers dispense pre-formulated knowledge and ask questions to which they already know the answers. Students are rewarded for following directions, giving right answers, and not talking back. Students who don't fit the norm - because they are too slow, too fast, don't speak the dominant language, or resist teacher authority - are defined as problems to be fixed. And while more advantaged students may experience a kinder and gentler version of this model, the core emphasis on adult authority, pre-determined content, and batch-processing remains in place for them, too.

We need a different social contract grounded in the idea that children are curious, capable, interested people, whose personhood needs to be respected and whose interests can be stimulated. Such a contract must start with giving students a clear purpose for their learning, moving from what they are learning to why. Purposes come in many shapes, and developing one is a critical starting point for any journey of consequential learning.

Second, this new social contract must give students a considerable amount of choice and agency over their learning. Choice and agency not only support the personal autonomy of the learner but also make it much more likely that learners will find a meaningful purpose in their learning.

Third, we must embrace the diversity of learners. People come in all shapes and sizes, with different interests, goals, strengths, weaknesses, cultural backgrounds, and much more. As Todd Rose (2016) says, there is no such thing as an average human being. We are all "lumpy" in different ways - schools need to respond to these differences rather than seek to suppress them.

And fourth, we must make students feel known, respected, and loved within their communities.

This very different social contract is both desirable and possible. We already have many examples of what it could look like. Montessori schools give even the youngest children considerable choice and agency over their learning; they also use cross-age grouping to create opportunities for peer learning. Reggio Emilia schools combine a stable philosophy with an emergent curriculum, giving teachers flexibility to adapt to the interests of different groups of learners. Clubs, electives, and extracurriculars embody this alternate grammar, enabling students to explore their interests, demonstrate leadership, participate in authentic work, and learn from peers. International Baccalaureate programs move away from multiple-choice tests, giving students some say over what they study and evaluating their work against rubrics that assess disciplinary thinking skills rather than content knowledge. Some private high schools have moved away from Advanced Placement courses and seven-period days in favor of longer blocks, deeper immersive experiences, and more authentic demonstrations of learning. Alternative high schools frequently embrace the social and emotional aspects of schooling, using advisories and other structures to build the relationships needed to keep struggling students engaged. Many youth development programs are places where students are known and deeply cared for, see clear purpose in their activities, and are treated like producers rather than recipients of knowledge. All of these models seek to embrace the new core essentials of purpose, agency, diversity, and community.

Right now, most of these approaches exist in what Sarah Fine and I (2019) have called the "periphery" of schooling, rather than the core. They happen for young children, or after school, or for seniors, or at alternative or private schools. What would it take to move this periphery into the core?

For learning: A new grammar of schooling

To realize this new social contract, we would need schools to adopt a different "grammar." This grammar needs to be much more flexible, porous, and connected than the current grammar.

These changes would make schooling more aligned with learning. In The Book of Learning and Forgetting, Frank Smith (1998) counterposes two theories of learning: the official one, as enacted in school (go over material, study, test, forget, rinse, repeat) and the unofficial one, as enacted in much of life (stimulate interest, try, fail, try again, get feedback, slowly get better). The latter, apprenticeship-based view of learning is how people learn most consequential things in life: It is how we learn to talk, how we learn most jobs, and how we get better in almost all spheres of human activity.

This apprenticeship theory offers a learner-centered view of motivation: The learner wants to learn how to talk, to cook, to defend a client, or to perform a surgery, and that desire motivates what follows. In addition, there is a clear relationship between parts and wholes - the specific skills being learned and the larger enterprise of which they are part. You practice your pirouettes because you want to be able to dance, you practice your layups because you want to score, you revise your sentences because you want your essay to sing. School, by contrast, has lots of parts with disconnected wholes; the decontextualized nature of learning is a critical reason why so many students are disengaged. One of the biggest goals of remaking the grammar of schooling would be to break down those walls and create more fluid connections between individual subjects and the larger domains of which they are part (For an illustration, see Table 1.)

Relatedly, this new grammar would feature fewer firm boundaries and many more connections. The current grammar is extremely compartmentalized, with students divided into age-graded cohorts, time divided into short blocks, learning divided into subjects, students divided by perceived ability, and schools cordoned off from their communities. A new grammar would bridge these divides, creating connections across subjects, among students, and between schools and the broader world. For example, the Philadelphia Science and Leadership Academy partners with the Franklin Institute, a world-renowned science museum, to have students take "mini-courses" taught by Franklin Institute scholars on a range of scientific topics, as well as use the museum's enormous resources to do hands-on work in different domains. This makes learning exciting and authentic.

Such a grammar would also be much more flexible. Rather than assuming that everything can be learned in 50-minute periods over a semester, we would fit the time and space to the nature of the learning. Many blocks would be longer to create space for in-depth work. Some courses might be shorter but more immersive - a week for a design sprint, or two weeks for a mock trial featuring real-world attorneys. School would serve as home base, but students could spend time in a variety of other settings. For example, the Illinois Math and Science Academy sends students to college laboratories on Wednesday afternoons, giving them opportunities to work alongside, and gradually become, practicing scientists. Cities such as Pittsburgh have built ecosystems that connect learners with nonprofits, arts organizations, businesses, youth development organizations, and more. In this vision, the use of adults would also become more flexible: While there would continue to be certified teachers, we would take much fuller advantage of the array of adults in our communities who have skills, knowledge, and perspectives to offer to young people. In Cowichan, British Columbia, for example, Indigenous elders are paid as paraprofessionals to help students learn Indigenous knowledge and traditions.

A system with more choice, agency, and flexibility needs an assessment system to match. We may be on our way. After the state-test mania that gripped us during the No Child Left Behind years, there is an increasing awareness that we need a wider variety of ways to assess learning. For instance, a number of colleges, including big state systems like the University of California and high-status privates like Harvard, have moved to make the SAT optional. Assessments should be grounded in the process and performance of work in particular domains and should be used primarily as a tool for inquiry rather than a single summative judgment. Exhibitions allow students to show fellow students, parents, and community stakeholders the value of the work they have been doing in school, and portfolios allow students to curate their work, revise their best pieces, and align the way they are being evaluated with the highest standards in their fields. The Mastery Transcript Consortium allows students to move away from conventional grades and represent their competency levels in various domains in the college admissions process. There is no shortage of possibilities for different forms of assessment; what is needed is the will to subtract existing low-level multiple-choice assessments to make room for these thicker ways of evaluating learning.

This new grammar would also allow for a different and richer perspective on equity. Yes, we should try to equalize academic skills across groups, but we should do so in a way that stimulates students' interests in learning, gives them increasing levels of choice and agency, and reflects the diversity of cultures and perspectives in the nation and the world. We've tried doubling down on the factory model of schooling - double blocks of reading and math, test-and-punish strategies, summer school, remediation - and the record is not pretty. The solution is not more of the same. Further, it is the students who are most disconnected from school, who are least engaged and most disillusioned, who need a different approach - one where they are known, where their background and culture is respected, and, perhaps most important, where they get to do meaningful work on topics that they care about.

For learning communities: A new social commitment

Schools are not just places where students learn knowledge and skills; they are also places where they develop values, dispositions, and ways of relating to one another. Every decision we make in schools implicitly or explicitly communicates a set of values. Right now, while we talk as if schools are places where students learn to think critically, collaborate, communicate, and so forth, in practice what they are learning is that schools are places that value individual advancement through grades and tests. We need to develop different kinds of communities, organized around different values, if schools are going to become the kinds of places we need them to become.

Every decision we make in schools implicitly or explicitly communicates a set of values.

And what do we need them to become? The world is not in a good place right now. Our day-to-day existence and our long-term survival are threatened by climate change; infectious disease; economic and racial inequality; and, most of all, our inability to work together as local, national, and global communities to constructively address our problems. As the scholar George Counts (1932) argued during the societal upheaval of the Great Depression, some moments call upon us to challenge our fundamental assumptions about the purposes of education - rather, than expecting our schools to prepare students to fit the social order, we should ask our schools to remake that order. We find ourselves in a similar moment today.

To remake the social order will take a commitment to stewardship - that is, a commitment to take care of something important with which we have been entrusted. In so many ways, we are failing at stewardship today. We are not taking care of our environment, our democracy, or our fellow humans during a pandemic. But we must not only restore what has been lost, but also move forward in ways that build a more equitable, humane, and sustainable world than the one we have inherited.

Schools can help foster this ethic in ways large and small. For example, a school that features authentic, collaborative work more than competition for grades is better suited to supporting these values. When students work with peers, as co-apprentices in a field of interest, they learn implicit lessons about the benefits of mutual help and care, rather than the cutthroat pursuit of individual advancement. Such a commitment is visible in a school like Latitude High in Oakland, California, which treats the Bay Area as its extended classroom, sending students out to investigate social issues like housing affordability and homelessness, and to record a podcast, Oaklore, that describes what they learn. Projects like this bridge the boundaries between schools and their surrounding communities, and they position students as a team of learners and, potentially, change-makers. When schools take seriously the concerns of students, involve them in decision making, and help them understand differing perspectives, they are modeling the democratic virtues that our world so sorely needs.

Schools are not just where we communicate academic content; they are where we raise our young people. Our current grammar of schooling inhibits much of what we want for those young people. Why not create a new structure that is consistent with our highest aspirations?

Note: This series is supported, in part, by the Spencer Foundation.
References
Counts, G. (1932). Dare the schools build a new social order? John Day Company.

Mehta, J. & Fine, S. (2019). In search of deeper learning: The quest to remake the American high school. Harvard University Press.

Rose, T. (2016). The end of average. Harper Collins.

Smith, F. (1998). The book of learning and forgetting. Teachers College Press.

Tyack, D.B. & Cuban, L. (1984, 1995). Tinkering toward utopia: A century of public school reform. Harvard University Press.

Valenzuela, A. (2010). Subtractive schooling: U.S.-Mexican youth and the politics of caring. Suny Press.

This article appears in the February 2022 issue of Kappan, Vol. 103, No. 5, pp. 54-57.

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Possible futures: Toward a new grammar of schooling - kappanonline.org

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We are at a hinge moment in the history of our schools. A 120-year-old industrial structure is radically ill-equipped for the challenges posed by the COVID pandemic, much less what has been called the triple pandemic of COVID, racism and economic inequality, and fundamental threats to our democracy.

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Grace, student leader, Perú

What is most alive for me is that another education is possible. It's happening. I am moved by the desire to learn and listen more. My vision of education based on what I have heard is that we should bet on education as a comprehensive learning experience, where our teachers are the classmates, the environment, the grandmothers. An education that is less academic and more at the service of the needs of communities, cities, countries.

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EQUITY AS INPUTS OR OUTCOMES OR LEADERSHIP?

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EQUITY AS INPUTS OR OUTCOMES OR LEADERSHIP?

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Gaby, Student Leader, Chile

This conversation helps me question whether we are somehow slipping into “results orientation 2”, where while we give our students different bikes, we don't provide opportunities for them to discover the world and build the bike they think is right for them, that they need–

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Nedgine Paul Deroly, Anseye pou Ayiti So changing how teaching and learning takes place and pedagogy are great and awesome and important. But at the end of the day, we need shared definitions and a clarity of vision towards getting to equity, justice, and liberation. And honestly, I think we've always wanted to get there as part of our earliest beginnings. But it's our community approach and having community as a unit of change that helped us be more clear and more strategic about making sure that's our ultimate goal.

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Reimagining Teacher Development, Metis

There is a need for educators who are yet to identify their core assignment, to pause and reflect on what role they want to play in their learners' lives. Once their purpose is clear, then the development can begin.