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Review: 'Dying of Whiteness: How the Politics of Racial Resentment Is Killing America's Heartland'
More broadly, Metzl explains, his research reveals “a reality that liberal Americans were often slow to realize: Trump supporters were willing to put their own lives on the line in support of their political beliefs … make tradeoffs that negatively affect their lives and livelihoods in support of larger prejudices or ideals.” The author “track[s] the full extent to which these political acts of self-sabotage came at mortal cost to the health and longevity of lower- and, in many instances, middle-income white GOP supporters—and, ultimately, to the well-being of everyone else.”

Metzl digs deep into the material effects of various Republican policies in three GOP-run states: Kansas, Missouri, and Tennessee. These policies “gave certain white populations the sensation of winning, particularly by upending the gains of minorities and liberals.” It was about “owning” those groups, apparently. The author adds that “the victories came at a steep cost.”
White  racism  sabotage  health  education 
6 weeks ago by Quercki
Why The World Is Getting Better And Why Hardly Anyone Knows It
In a powerful study entitled “The short history of global living conditions and why it matters that we know it” by Max Roser, an economist at the University of Oxford and the founder of Our World in Data, we learn that on virtually all of the key dimensions of human material well-being—poverty, literacy, health, freedom, and education—the world is an extraordinarily better place than it was just a couple of centuries ago.
data  poverty  poor  literacy  education  health  freedom  statistics 
october 2018 by Quercki
Teachers Just Purged Oklahoma’s Statehouse Of Their Enemies
For nearly a decade, Republican officials have been treating ordinary Oklahomans like the colonial subjects of an extractive empire. On Governor Mary Fallin’s watch, fracking companies have turned the Sooner State into the earthquake capital of the world; (literally) dictated policy to her attorney general; and strong-armed legislators into giving them a $470 million tax break — in a year when Oklahoma faced a $1.3 billion budget shortfall.

To protect Harold Hamm’s god-given right to pay infinitesimal tax rates on his gas profits (while externalizing the environmental costs of fracking onto Oklahoma taxpayers), tea party Republicans raided the state’s rainy-day funds, and strip-mined its public-school system.

Between 2008 and 2015, Oklahoma’s slashed its per-student education spending by 23.6 percent, more than any other state in the country. Some rural school districts were forced to adopt four-day weeks; others struggled to find competent teachers, as the GOP’s refusal to pay competitive salaries chased talented educators across the border into Texas. Students who were lucky enough to have both five-day weeks and qualified instructors still had to tolerate decaying textbooks. Polls showed overwhelming public support for raising taxes on the wealthy and oil companies to increase investment in education. GOP lawmakers showed no interest in those polls.
voting  teachers  education  Oklahoma  good 
august 2018 by Quercki
A Deeper Look at the Whole School Approach to Behavior | MindShift | KQED News
Essien got all his teachers trained in de-escalation tactics. They learned about how nonverbal communication, tone, volume, cadence, word choice and proximity work to either escalate or de-escalate a situation. Now, when a teacher sees that a student has become escalated, rather than engaging with her and potentially worsening the situation, teachers pick up the phone, call the office for a push-in, and go back to teaching. The support staff all carry walkie-talkies where they receive the call and they respond on a rotation.

“The idea of going to the room and the push-in is to help the teacher repair the damage, the harm that has been done, the disturbance, whatever you want to call it, in the class,” said Antoinette Marracq, who was head counselor at MLK during this transition. When support staff show up in class they can either take over supervising the lesson so the teacher can step out into the hallway and resolve the issue with the student, or intervene themselves. The hope is to help de-escalate the situation and get the student back into class and learning.
school  children  behavior  education  solution  restorative  justice 
march 2018 by Quercki
California keeps girls in school by providing feminine products - CSMonitor.com
If she couldn’t make tampons and pads more affordable for everyone, [Assemblymember Garcia, a Democrat representing an area southeast of Los Angeles and chair of the California Legislative Women’s Caucus,] Garcia decided to at least make sure low-income girls in California had easy access. If students have access to free or reduced lunch to ensure they focus on their education, Garcia wondered, why it should be any different with feminine hygiene products?

Garcia first drafted AB 10, a bill addressing this issue, in late 2016. In less than 10 months, in the fall of 2017, the legislation passed both houses with bipartisan support. On October 12, California Gov. Jerry Brown signed Garcia’s legislation into law.

Now, all Title I public schools in California must stock feminine hygiene products in at least half of their bathrooms for students between the 6th and 12th grades. School officials across the state are working quickly to comply with the law, which allows them to be reimbursed by the state for their costs.

California’s AB 10 points in the same direction other states are headed. As of January 1, all schools in Illinois must stock tampons and pads in bathrooms at no cost for students between 6th and 12th grade. New York City passed a similar law in 2016. While many Americans assume that menstruation only causes girls to skip school in poor, underdeveloped countries, principals and politicians across the US are learning it is actually a problem that exists here in this country.
girls  education  poverty  menstruation  solution 
january 2018 by Quercki
Why Andrew Hacker Is Wrong About 'The Math Myth' - The Atlantic
It was clear that neither of these men had ever had the experience of being told, either directly or indirectly, that math was not for them. And I realized that, by not being told this, they had never felt compelled to steer clear of math and numbers-heavy careers, even if high-school math wasn’t fun for them either.

That’s what happened to me.

Math and I have a checkered past. I convinced myself in the sixth grade that I was awful at it because I wasn’t getting easy As anymore, and spent the rest of my school years fearing and failing it. My math phobia kept me out of the sciences and medicine, and pushed me into the humanities. I got through my initial career avoiding it, which was easy: Those in the media are a notoriously math-hating bunch. But seven years ago, I enrolled in a pre-algebra class at a community college, and eventually wound up retaking all of high-school math through calculus.

By the last class, I had come to not only appreciate math, but to also—maybe—love it. Most importantly, I realized my childhood fear—that I wasn’t capable of understanding abstract math—was unfounded.
math  education 
january 2018 by Quercki
Black Educators Share Their Thoughts on What Happens When White Women Cry in Schools - Philly's 7th Ward
Let’s consider the ways in which this situation could have gone differently considering approaches in interpersonal relationships, team management, self-reflection, and systems management.

Interpersonal Relationships:What if Devin had addressed Nancy in the meeting and shared with her how her statement impacted him as a team member and as a Black man?  How might this conversation help the team to consider the perspective of Black males (students, staff, and parents) in their school differently?
Team Management: What if Michael held a meeting with both Nancy and Michael to discuss the tension and note how privilege can disrupt important conversations about students and families?
Team Management: What if Michael had addressed Nancy in the meeting to model the ways in which he, as a school leader, expected staff to engage?
Self-Reflection: What if Nancy asked herself if her tears were connected to the needs of students and parents or to her own needs?
Self-Reflection: What if Nancy decided to not share her comment unless she could do so in a respectful, productive way?
Systems Management:What if the human resources team and the principal’s manager saw this as an opportunity to coach school staff on how to talk about and proactively respond to privilege when it manifests in the workplace and distracts from focusing on students?
Systems Management: What if the school used this situation, and others like it, as a case study to support staff to engage in ongoing reflection about how privilege is to be a tool to focus more on students and families rather than to distract from it?
So, what can education organizations, school systems, schools, school leaders, and school leader managers do to ensure that we are not allowing White women’s tears to slow the advancement of equity with Black children?
race  White  women  tears  education  black  bias  solutions 
december 2017 by Quercki
Beyond Just a Cells Unit by Gretchen Kraig-Turner
Every year when I distribute The Immortal Life of Henrietta Lacks by Rebecca Skloot to my biotechnology class, I am greeted with “Turner, this isn’t English class!” And every year I tell my students, “I promise you: This book is going to change the way you think about science. Give it a chance.”

I make this promise to my students because I know the beginning of the story will pique their interest. Skloot brilliantly describes the beginnings of both Henrietta Lacks, the woman, and HeLa, the first immortal cell line, in a way that gains the interest of a wide swath of students. Henrietta’s daughter, Deborah, is quoted on the first page: “When I go to the doctor for checkups I always say my mother was HeLa. They get all excited, tell me stuff like how her cells helped make my blood pressure medicines and anti-depression pills . . . but they don’t never explain more than just sayin, Yeah, your mother was on the moon, she been in nuclear bombs, and made that polio vaccine. . . . But I always thought it was strange, if our mother’s cells done so much for medicine, how come her family can’t afford to see no doctors? I used to get so mad. . . . But I don’t got it in me no more to fight. I just want to know who my mother was.”
cancer  HeLa  science  education  BlackLivesMatter 
december 2017 by Quercki
Lessons of Our Land
What is Lessons of Our Land?
Lessons of Our Land is designed to make it easy for Pre-K through Grade 12 teachers to incorporate Native American stories, lessons and games into regular classroom instruction. This interdisciplinary Indian land curriculum was designed to align with existing state standards and is adaptable to include the history and culture of a region’s Indian nations. While Lessons of Our Land positions Native American tribal issues and values at the forefront, the curriculum emphasizes the fundamental relationship between land and people in general, not just Native Americans.
Native_American  child  education 
november 2017 by Quercki
How to stop sexism and raise a son who respects women.
on the surface, these customs seem innocent enough. But the research I’ve just described charts a compelling and worrying path from these traditions to the development of childhood beliefs that, geez, yeah, girls and boys must really be quite different—and, given the gender hierarchy that’s widely visible, that girls must somehow be inferior. Then, when these stereotypes morph during adolescence, they lead to something even more sinister: The idea that girls are sex objects and that boys are sex-obsessed, that it’s OK for guys to cross sexual boundaries because that’s just how guys are. This is the kind of mindset that could lead a Harvey Weinstein or a James Toback to believe they have a right to help themselves to women’s bodies. So, yeah: Dressing your baby girl in pink ruffles might be cute, but it may also feed a dangerous societal monster.

Let’s move on to some good news: We as parents can definitely instill more egalitarian gender beliefs in our kids. First, and perhaps most easily, we can encourage our kids to play with kids of the other gender.
gender  education  sexism  solution 
november 2017 by Quercki
10 things every white teacher should know when talking about race
Teachers are smart, thoughtful people tasked with raising up young people to be leaders. We cannot be ignorant about race or avoid talking about it.

Now, I am no expert on race relations in America. And I can’t presume to speak on behalf of people of color. I don’t know their full experience. But I also don’t think it’s fair to ask a person of color to be the spokesperson for his or her race, or to make him/her not only bear the burdens of marginalization but also educate white people on why it happens and how it’s so harmful.

People of color have no choice but to think about and understand race on a daily basis. It’s really up to us as white people to educate ourselves to the same level.
race  racism  education  teaching 
august 2017 by Quercki
Replace the 4th Grade Mission Project
Repeal, Replace and Reframe the 4th Grade Mission project
With the recent adoption of the new History-Social Science Framework by the California State Board of Education, it is acknowledged that the story of California begins in pre-Columbian times. For this reason, it is important that we include the voices and history of California Indians.

To this end, the practice of creating models of the California missions and not including the impact and daily life of the native population within these missions has perpetuated a false narrative. As indicated by the State Board of Education, “building missions from sugar cubes or popsicle sticks does not help students understand the period and is offensive to many. ... Missions were sites of conflict, conquest, and forced labor.”

The intention of this resolution is to set in motion the replacement units so that educators in California, as well as those in our teacher education pipeline, can access the California Indian perspective that has been absent.

We need your support to help produce new standards-based curricula to reframe California’s history.

First, if you support this endeavor, sign on to the Resolution to Repeal, Replace and Reframe the 4th Grade Mission Project
California  Native_American  Mission  child  education  4th 
may 2017 by Quercki
Yes, You Can Measure White Privilege
Not only can we see it, but we can actually measure it. If we begin viewing it as an economic term—the same way we use “trickle-down economics”—then it might be debatable, but it becomes a real, definable thing that we can acknowledge, explain and work toward eliminating. Race might be a social construct, but white privilege is an economic theory that we should define as such:

White privilege: n. The quantitative advantage of whiteness
Here are four examples that explain white privilege in economic terms.
White  privilege  economics  education  credit  income  statistics 
april 2017 by Quercki
Syllabus for White People to Educate Themselves
We need to be thinking about how we are thinking about this election. This sense of comfort, of insulation from the horrors of America, is precisely what this syllabus is meant to disrupt. We, white people, clearly weren’t listening hard enough to people of color, to women, to queer people, to immigrants, to Muslims, to anyone who holds a marginalized identity. This did not come as a shock to many marginalized people. Instead, as a friend of mine put it: “I am hurt but my hurt comes mainly from having my fears proven. Not from surprise. I am so angry because there are so many people who needed this result to prove to them the divide of this country instead of listening to the voices of their token friends. Instead of hearing. Instead of trusting.” Now is the time to hear. Now is the time to educate and propel that education into action.
Note: Many of these sources are not from traditional news media outlets. This is intentional, as those outlets often times only feature the most heard voices and partially got us into this mess in the first place. In an effort to unlearn systemic racism and understand how we ourselves are complicit, we have chosen a variety of forms of content on top of traditional news articles, including blog posts, scholarly articles, fiction books, movies. We have organized the material thematically and chronologically, so if you are overwhelmed with the length of the document, pick a couple from each section and then move on. I ask you to read through this syllabus with an open mind and heart. If you have any thoughts on additional materials or just in general, please use the comment feature! Thanks.
How can we make sense of this election and move forward accordingly?
We can start by facing the fact that the United States has always been and is still currently a white supremacist state. For many of people in color, this election wasn’t a surprise–it was a confirmation of their fears.
“Debunking the Progress Narrative” (The Atlantic)
“America will never be ‘Post Racial’” (The Atlantic)
“The Case for Reparations” (The Atlantic)
“History white people need to learn” (Salon)
“How the Government Betrayed a Landmark Civil Rights Law” (Pro Publica)
“The Uses of Anger: Women Responding to Racism” (Audre Lorde)
How exactly do white supremacy and systemic racism operate? How have we been complicit in reproducing racist ideology?
reading  list  syllabus  racism  whiteness  books  activism  education 
november 2016 by Quercki
AMAZE - amaze
More Info. Less Weird.
AMAZE takes the awkward out of sex ed. Real info in fun, animated videos that give you all the answers you actually want to know about sex, your body and relationships.
sex  education  10-14-year-olds  teen  video 
october 2016 by Quercki
A History Lesson: When Math Was Taboo : NPR Ed : NPR
Harouni has studied texts dating to ancient Babylonia, ancient Sumer and ancient Egypt, and, he says, he has found three main ways of teaching math, each associated with a different economic group.
,,,
Money math
No matter how corrupting math may be, Recorde argued, accountants, administrators, traders and merchants needed to know it. And so, merchants created little schools where their children could learn math.

In Europe, these schools were called reckoning schools. There was one fee to learn addition, another to learn division by a two-digit number, another for fractions.

Reckoning schools were first seen in Italy in the 1300s, but soon merchants from other places wanted their children to learn too. As a result, reckoning schools started springing up elsewhere, following trade routes.
Philosophical math

Here, 9 is not the answer. It's the question.

9=?

Students could answer "3 squared" or "the square root of 81."

"The more math you know, the more answers you can come up with," says Harouni.

In this approach, the emphasis is not on the outcome of an equation. It's about revealing patterns and discovering the relationship between numbers. Harouni says this philosophical approach can be seen in how Plato taught and thought about math.

For a long time in Europe, this was the math for elites. And it wasn't for children.

Artisanal math

Although math wasn't in grammar schools, it was in shipyards and wood shops. Carpenters, masons and other craftsmen learned math in their apprenticeships.

Rulers and compasses replaced blackboard and textbook. It was more about measuring than counting.

A master might ask his apprentice to divide a plank of wood into thirds. This, Harouni points out, could be done simply with a piece of string. Indeed, in artisanal math, tools, instruments and materials are key.
math  education  history 
august 2016 by Quercki
The Myth Behind Public School Failure | Common Dreams | Breaking News & Views for the Progressive Community
The reason for privatization
Chris Hedges, the former New York Times correspondent, appeared on Democracy Now! in 2012 and told host Amy Goodman the federal government spends some $600 billion a year on education—“and the corporations want it. That’s what’s happening.  And that comes through charter schools. It comes through standardized testing. And it comes through breaking teachers’ unions and essentially hiring temp workers, people who have very little skills.”

If you doubt Hedges, at least trust Rupert Murdoch, the media mogul and capitalist extraordinaire whose Amplify corporation already is growing at a 20 percent rate, thanks to its education contracts. “When it comes to K through 12 education,” Murdoch said in a November 2010 press release, “we see a $500 billion sector in the U.S. alone that is waiting desperately to be transformed by big breakthroughs that extend the reach of great teaching.”

Corporate-speak for, “Privatize the public schools. Now, please.”

In a land where the free market has near-religious status, that’s been the answer for a long time. And it’s always been the wrong answer. The problem with education is not bad teachers making little Johnny into a dolt. It’s about Johnny making big corporations a bundle—at the expense of the well-educated citizenry essential to democracy.
education  schools  privatization  corporations 
february 2016 by Quercki
Essay on why a professor is adding a trigger warning to his syllabus | Inside Higher Ed
in my experience a well-written title and lead paragraph can usually do the job more effectively and less obtrusively.
A classroom environment is different, though, for a few reasons. First, it’s a shared space — for the 75 minutes of the class session and the 15 weeks of the semester, we’re pretty much all stuck with one another, and that fact imposes interpersonal obligations on us that don’t exist between writer and reader. Second, it’s an interactive space — it’s a conversation, not a monologue, and I have a responsibility to encourage that conversation as best I can. Finally, it’s an unpredictable space — a lot of my students have never previously encountered some of the material we cover in my classes, or haven’t encountered it in the way it’s taught at the college level, and don’t have any clear sense of what to expect.
For all these reasons, I’ve concluded that it would be sound pedagogy for me to give my students notice about some of the challenging material we’ll be covering in class — material relating to racial and sexual oppression, for instance, and to ethnic and religious conflict — as well as some information about their rights and responsibilities in responding to it.
content_note  trigger  warning  education  culture 
december 2015 by Quercki
Sacramento State student stands ground on genocide of Native Americans | The Sacramento Bee
Sacramento State student stands ground on genocide of Native Americans

Were Native Americans the victims of genocide or is that too strong a word? That's what a Sacramento State student says got her thrown out of her history class. After a month-long investigation, the university concluded neither professor nor student was at fault.
efletcher@sacbee.com
(video at link. No more text.)
Native_American  California  genocide  education  CSU 
october 2015 by Quercki
My experiences with Waldorf - Montessori Answers
To be honest, I did see some wonderful things; beautiful classrooms, art work, story time, ...but I had a problem with Waldorf’s way of handling academic subjects. Waldorf educational philosophy states that that focusing children's learning on intellectual endeavors too soon distracts from their physical, spiritual, and emotional development, so reading, writing, and math are not taught at all during preschool. Instead, emphasis is placed fantasy, imagination, storytelling, rhyming, and movement games. In elementary school academics are seen as a "necessary evil" and therefore an imaginative approach is encouraged and hard core facts are shied away from. When anything academic is taught, it is sugar coated and washed clear of any analytical thought so as not to force the "little ones" into thinking too hard.
Waldorf  education 
september 2015 by Quercki
60+ Resources for Talking to Kids About Racism - Creative With Kids
Talking about race and racism definitely ranks as one of the more difficult topics I’ve had to broach with my kids. While my training as an early childhood educator had given me plenty of experience talking with kids about diversity, I had been given literally no training in talking with kids about racism.

Before having children of my own, I believed that teaching diversity was enough, that I could simply help children value diversity and in doing so avoid having to discuss racism. While we can and should continue to teach and live the principle of valuing diversity, that alone is not enough; unfortunately we are all exposed to racism even though we ourselves do not  agree with such beliefs – even young children are not exempt from its effects.

As Beverly Tatum, an expert on race relations and president of Spelman College puts it,  “… like smog in the air. We don’t breathe it because we like it. We don’t breathe it because we think it’s good for us. We breathe it because it’s the only air that’s available.”
parenting  children  racism  education 
august 2015 by Quercki
Four Ways ALEC Tried to Ruin Your State This Year | PR Watch
In a year with unprecedented rightwing dominance in state legislative chambers, the American Legislative Exchange Council (ALEC) has continued to wreak havoc in states across the country--despite an ongoing exodus of high-profile corporate members, including BP, Google, and several high-tech firms.

ALEC's legislative playbook for 2015 focused on blocking action on climate change, thwarting local democracy, attacking labor unions, and further privatizing public education in the U.S., as CMD reported last year in covering its legislative agenda for the year.

Here are some of the worst policies ALEC legislators tried to push into binding law in state legislatures this year, so far.

Blocking Action on Climate Change
ALEC  legislation  politics  data  environment  education  civil_rights  healthcare  law 
july 2015 by Quercki
Robot Hugs - Derail
New comic!

I remember that I was doing this exact thing, I was asking for explanations and definitions in a conversation about disability, and I just wanted to help, and I thought if they just could explain this concept to me that I hadn’t heard before, then I could help more. I remember my friend turning to me and saying, not unkindly, ‘I bet, if you tried, you’d find some really excellent blog posts about this’. I’m fortunate that I got the implied ‘shut up’ there.And she was right.

I’ve seen people online react really badly when someone gives them a link and says ‘I think you’ll have a better idea of what we’re talking about if you look this over’. We’re expected to slow down, be patient, be kind, be clear, we’re expected to be knowledgeable and articulate and calm and accommodating. We’re expected to do this for free, as a basic part of our identities, the constant willingness to educate. Often we’re expected to do this in order to receive ‘support’ from people.

It would just be really wonderful to be able to talk about gender without constantly landing back into 101.
comic  101  education  transgender  race  feminism 
may 2015 by Quercki
Tax Benefits for Education: Information Center
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Tax Benefits for Education: Information Center
Tax credits, deductions and savings plans can help taxpayers with their expenses for higher education.
A tax credit reduces the amount of income tax you may have to pay.
A deduction reduces the amount of your income that is subject to tax, thus generally reducing the amount of tax you may have to pay.
Certain savings plans allow the accumulated earnings to grow tax-free until money is taken out (known as a distribution), or allow the distribution to be tax-free, or both.
An exclusion from income means that you won't have to pay income tax on the benefit you're receiving, but you also won't be able to use that same tax-free benefit for a deduction or credit. 
 You can use the IRS’s Interactive Tax Assistant tool to help determine if you’re eligible for educational credits or deductions, including the American opportunity credit, the lifetime learning credit and the tuition and fees deduction.
IRS  taxes  education  Rory 
march 2015 by Quercki
Guest commentary: 'Restorative Justice' program has become a vital tool for public - Inside Bay Area
Restorative Justice for Oakland Youth launched California's first urban school-based restorative justice pilot at a middle school in 2007, reducing suspension rates by 87 percent, eradicating violence and teacher attrition, and improving academic outcomes. These successes led the school board to adopt restorative justice as official policy in 2010.

Today, restorative justice is in almost 30 Oakland schools, with a growing infrastructure of staff at the district and school site levels. At a current RJOY pilot, a last-chance continuation high school, graduation rates are up and violence, suspensions, and racial disparities in discipline have been eliminated.

According to a school district report soon to be released, from 2011-2014, suspensions of African-American students for defiance decreased by 40 percent; harm was repaired in 70 percent of conflict circles; students are learning to talk instead of fight through differences at home and at school; and graduation rates and test scores are increasing while chronic absence and dropout rates are decreasing.

Advertisement

Oakland is also trailblazing restorative juvenile justice practices. Inspired by the successes of New Zealand's Maori-influenced Family Group Conferencing, Oakland's Community Works West has launched a restorative diversion pilot that is dramatically reducing recidivism.

The Oakland-based National Council on Crime and Delinquency is helping other jurisdictions initiate similar pilots.
justice  education  African-American  Indigenous  Oakland  crime  solutions 
december 2014 by Quercki
Rolling Stone And The Debate Over Sexual Assault Reporting Standards | Blog | Media Matters for America
These other articles still don't seem to follow the "basic rules of reporting," explaining whether they attempted to contact the accused, that Rosin and Benedikt stated were so necessary.

Do crime reporters covering other types of victims adhere to such a standard? Helen Benedict, a Columbia journalism professor who has reported on sexual assault, defended Rolling Stone to The New York Times by arguing that they do not, and reporters covering sexual assault allegations shouldn't feel bound to either:

"If a reporter were doing a story about a university accused of failing to address the mugging or robbery of a student, that reporter would not be expected to interview the alleged mugger or robber," she said. "The piece might have been stronger with more than one source, but exposés of wrongdoing often start with one whistle-blower."

Others question whether contacting alleged offenders is necessary if the publication does not name them. Marc Cooper, an associate professor in journalism at the University of Southern California, reportedly told the Times that Rolling Stone "had not misled anyone or abrogated a duty in not contacting those accused, because they were unnamed."

So is contacting or identifying the accused, which Erdely is criticized for failing to do, really one of the "basic rules of reporting," a standard journalists working on sexual assault stories must be held to before they can publish these stories? Or should it simply be something that is recommended?
rape  rape.culture  media  education  Jackie 
december 2014 by Quercki
The Hidden Culprit Behind Rising Tuition: Wall Street » Sociological Images
In the lasts 15 years, student debt has grown by over 1,000% and the debt held by public colleges and universities has tripled.  Where is the money going?

The scholars behind a new report, Borrowing Against the Future: The Hidden Costs of Financing U.S. Higher Education, argue that profit is the culprit.  They write:

Scholars have offered several explanations for these high costs including faculty salaries, administrative bloat, and the amenities arms race. These explanations, however, all miss a crucial piece of the puzzle.

Sociologist Charlie Eaton and his colleagues crunched the numbers and found that spending on actual education has stagnated, while financial speculators have been taking an increasing amount of money off of the top.

Higher education fills the pockets of investors in three ways:

Interest on student loans, paid by students and parents.
Interest paid by colleges who take out loans to fund projects — everything from new academic buildings to luxury dorms and stadiums — ultimately repaid with tuition hikes and higher taxes.
And profit from for-profit colleges (with “dismal graduation rates, by the way).
Take a look at this figure breaking down the sources of the rise in the cost of higher education.  Interest on debt — taken on by both students and the colleges they attend — has risen.  Meanwhile, direct profits from for-profit colleges have skyrocketed.
profit  education  tuition  college  Wall_Street 
august 2014 by Quercki
Two detained City College student protesters released amidst troubling allegations | SF Politics
The clash came after a peaceful protest began at City College’s main campus, in an open space designated by college officials as a “free speech zone.” Nearby was an administrative office building, Conlan Hall, where students also register for classes. When the students tried to enter this public building they were met by resistance from campus police and SFPD.  

Pippenger, who was at the front of the protest, was dragged to the ground by multiple officers and allegedly punched in the head by SFPD, which can be seen on multiple videos from the incident and recalled in eyewitness accounts.
police  SF  violence  Occupy_Wall_Street  education 
march 2014 by Quercki
Robot Hugs - Privilege-clean
Good comic explaining rules for mitigating the damage of privilege
privilege  comic  education  solutions 
february 2014 by Quercki
Dolmetsch Online - Music Theory Online - Score Formats
There are conventions that you should observe when laying out music in full score or as individual parts. Some have been mentioned earlier.
all staves have a clef sign followed by a key signature;
a time signature is only shown in the first bar of the work, except if and where it is changed;
if the time signature changes while the piece is in progress it does so only at the beginning of a bar;
each line of a score should be marked with the full or abbreviated name of the instrument playing it;
with single parts, the instrument need only be named at the top of the page;
braces group the lines of instruments like the piano (2 lines), organ (2 or 3 lines) or harp (2 lines);
in orchestral scores, braces group lines played by related instruments - e.g. flute(s) and piccolo;
bar lines are drawn through the instrumental lines belonging to those in the same section;
to conserve space, instruments of the same kind may be placed on the same line (e.g. when parts divide);
solo parts in concertos are normally placed immediately above the strings;
nowadays, choral lines also appear just above the strings;
two dark oblique lines may be placed between each line of the stave in full score;
parts for instruments, not required for extended periods, may be removed from the full score;
the parts will include sufficient multi-bar rests during extended periods of silence.
We have illustrated, on the right hand side of this page, a full or open score for orchestra. The convention is that higher-pitched instruments or voices are usually placed higher on the page than lower-pitched parts. So, in orchestral scores, the groupings are by instrumental 'family': woodwinds on top of the page, and below them, in descending order, brass, percussion, harp and keyboards, soloists (instrumental or vocal), voices, and strings. Within each family, the arrangement is still from top to bottom by pitch, so that in the strings, for example, the violins are at the top and the double basses at the bottom.
In conductors' scores today, music for transposing instruments continues to be written in transposed form, just as in the players' parts; but a few publishers, especially of modern music, provide conductors with music which is all at concert pitch. The advantage of the latter practice is that it makes the pitch relationships of the entire score easier for the conductor to see. The advantage of traditional practice is that it facilitates spoken communication in rehearsal since conductor and player are looking at the same notation.
music  theory  education  howto 
october 2013 by Quercki
Free Music Education Center
Welcome to Free Music Education Center
Here you will learn how to play the keyboard, piano and guitar by self directed learning.
You can also learn how to compose and write songs with simple yet powerful guides.
Included are lessons on classical music and for your sheet music needs, we also have MIDI archive where you can view and print the music scores.
These lessons provide the needs up to intermediate level, both practical and theoretical.

Jump To Lesson:
music  theory  education  ** 
october 2013 by Quercki
The Sex Education I Wish I Had
I wish I’d heard ANYTHING about the concept of consent before I started actively seeking out feminist writing. I wish we’d talked about how pressuring or manipulating someone into having sex with you is coercion. I wish that we’d been told that if someone is too drunk or high to speak in coherent sentences, walk in a straight line, stay awake, or take care of themselves, they are not able to consent and having sex with them anyway makes you a rapist. I wish there was an emphasis on the fact that sex should always be something that happens between people who are enthusiastic and comfortable and happy to be there, and that nobody should settle for anything less than that. I wish all of these things were just common knowledge and good sense, instead of constantly being dismissed as a radical feminist agenda.

Most of all, I wish I’d grown up in an environment where my peers and I felt comfortable discussing sex and asking questions, because then maybe none of the above would ever have been scary or mysterious. I wish we had classroom discussions about sex and exams on sex and reflective essays on sex and it was all as normal and interesting and important as algebra or poetry.

Now I’m a clued-in 20-something woman who talks more openly about sex than most people are comfortable with. But it took me a long time and a lot of hassle to get here.
sex  education  consent  anatomy  biology 
july 2013 by Quercki
Step to College! Oakland Success Story Documented by CBS-5 - YouTube
Published on Jul 20, 2013
http://www.RosesInConcrete.org "The point of education is not to escape poverty; the point of education is to END it." —Jeff Andrade-Duncan, PhD

Students in urban and poor communities are exposed to persistent forms of trauma that result from violence, hunger, unstable housing, and the broader effects of poverty and racism. Most will not perform well in school unless these basic survival needs are met. When urban youth do manage to find academic success, despite these challenging circumstances, the unspoken societal message is that success means "getting out" of their neighborhood. If the most resilient and successful young people leave their communities, then the vicious cycles of poverty and despair are never broken. We are determined to tackle these problems with love, hope and teaching methods that inspire students to achieve academic success while instilling in them a sense of responsibility to return to their neighborhoods to build thriving sustainable communities in urban centers in the U.S. and around the world.

What we've done

Jeff Duncan-Andrade has dedicated his adult life to supporting and developing urban youth to help create a sustainable urban community. He has been teaching and coaching in the Oakland public schools for 18 years and has found his success as a teacher and a coach to be closely related. Coaches work with athletes over a number of years. During that time, they have the opportunity to get more intensively involved with students' families and their general well-being than most other adults in their schooling lives. Having tapped this opportunity as a coach, Jeff began using a "looping" approach in his classroom where he worked with a cohort of high school students for four years until they graduated. He offered his full commitment to each of them: 360-degree support on a 24/7 schedule. He became teacher, life coach, big brother, and offered his home as a safe haven when trauma struck in a student's life. In return, he was able to demand a lot from them academically, as individuals and as a collective. The results were dramatic. In his most recent cohort, 24 of 26 students went onto four-year colleges or universities. Furthermore, over the years many of his students have returned to Oakland to serve the community, many of them as teachers. The approach is, at one level quite simple; he encourages students to take pride in their histories, cultures, and communities in order that they might share personal and collective commitments to grow healthier communities.

MORE: http://www.RosesInConcrete.org
poverty  Oakland  African-American  education  college  solutions 
july 2013 by Quercki
The Day I Taught How Not to Rape | Accidental Devotional
If you want to keep teens from being rapists, you can no longer assume that they know how. You HAVE to talk about it. There is no longer a choice. It is no longer enough to talk to our kids about the mechanics of sex, it probably never was. We have to talk about consent, what it means, and how you are sure you have it. We have to teach clearly and boldly that consent is (in the words of Dianna E. Anderson) an enthusiastic, unequivocal YES!

What came next, when the idea of a clear yes came up, is the reason I will always choose to teach freshmen. They are still young enough to want to entertain new ideas. When we reversed the conversation from, “well she didn’t say no,” to “she has to say YES!” many of them lit up. “Ms. Norman,” they said, “that does make a lot more sense.” “Ms. Norman,” they exclaimed, “that way leaves a lot less confusion.” When one of the boys asked, well what do you want me to do, get a napkin and make her sign it, about four girls from the back yelled, YEAH!

What happened in Steubenville makes me sick, but we are kidding ourselves if we think that it is not representative of what is happening in basement parties after the homecoming game all across America. Our kids want to talk about it. They need to talk about it. We need to have conversations about consent that are not centered around what should have been done, but are instead centered on what will be done in the future. Our teens can handle it, I promise they can.
rape  rape.culture  education  children  solutions 
june 2013 by Quercki
How Becoming a Librarian Saved Me
Each time I’d seen him with a game on his computer, it wasn’t a game he was playing; it was apparently a game he was building.

“What gave you the idea to do this?” I said.

It was like he had stepped out of a library advocacy brochure. “Just decided that I didn’t want to be a bum anymore,” he said. “Got sober and decided to try to learn how to be around people again, so hopefully I can learn how to be useful. This city’s got services I can use, and it’s nice to have a shelter for sleeping and showering, but education’s how you get off the bottom.” He spread his arms and gestured around the building. “And this is the education I can get. And I’m trying to teach what I’ve learned to some of the other homeless so they can have a little dignity again.”

“So you feel like the library can give you dignity?” I said.

“I don’t feel like it can,” he said, “I feel like it does, no matter what, no matter who you are. If you’ve never been in a situation like mine, you might not be able to need this place in the same way I need it, but that doesn’t mean you don’t need it just as much, in a different way, you know what I’m saying?”
library  solutions  homelessness  education 
april 2013 by Quercki
All Skulls On: Teaching Intersectionality through Halo |
My friend and fellow WGSS 100 instructor Lauran planted the seed of the idea for this activity when she, citing my proclivity for video games, recommended that I read John Scalzi’s blog post “Straight White Male: The Lowest Difficulty Setting There Is.” I liked it. The article was clear, accessible and completely on point. Scalzi’s argument is that being a straight white man is like playing a video game on easy mode: some challenges remain but the player is at an automatic advantage.

As I tried to think about how I would incorporate Scalzi’s article into a lesson on feminist theories of intersectionality, however, I realized that it couldn’t do as much work as I would need it to. Scalzi’s article is a fantastic thought experiment revolving around a brilliant metaphor. While I couldn’t fault it for its simplicity, then, I realized that I would need a more complex metaphor that could capture the way in which systems of oppression interlock and compound each other’s effects.

That’s when Halo came to mind. I wrote an article for First Person Scholar describing how the “skull system” in Halo virtually models the way in which systems of oppression, as Kimberlé Crenshaw observes,  “interact” and “overlap.” In a Halo game, skulls are elective difficulty modifiers that affect particular game systems. For example, activating one skull halves the player’s ammo while activating another removes the on-screen radar. As I wrote on First Person Scholar, “Activating multiple skulls in a Halo game effectively models intersectional forms of oppression. The individual effects of each of these skulls do not simply run in parallel; rather, they intersect, overlap and interlock, just like systems of oppression.” For example, one skull will make enemies throw grenades more frequently while another skull increases the explosion radius of those same grenades.
kyriarchy  privilege  education  teaching  feminism  games 
april 2013 by Quercki
A Dream Deferred: How access to STEM is denied to many students before they get in the door good | The Urban Scientist, Scientific American Blog Network
However, like most of the other projects proposed by my students, these projects never happened. And what was more heart-breaking was that these kids interests in science (and the science fair) was dashed and never to be rekindled again.  For kids like my students – inner-city kids from poor families (whether working-class or on welfare), average or below-average academic performance, some with behavior problems – interests in STEM dies by 10th grade and one of three things kill the promise of opportunity.

Lack of resources
Benign discouragement by well-meaning adults
Active exclusion by powerful gatekeepers
I witnessed all three during my time at Normandy Senior High School and the University of Missouri-St. Louis MO-STEP.

1. Lack of Resources

A majority of the projects proposed by students died because they did not have the resources to actually carry out the experiments.  Really great science projects, the one that place in the city-county wide fairs require money to buy supplies — money that most of my students simply did not have.
science  science_fair  stem  education  accessibility  class 
january 2013 by Quercki
Women in Science
When employers are seriously about hiring more people with certain qualifications, they pay them more. Harvard University, where this entire debate occurred, earned $4.5 billion in investment income in 2006. The basic operation of the university, research and teaching, was cashflow-neutral and therefore Harvard could spend this $4.5 billion in any way that it chooses. Typically universities spend their tax-free investment winnings on lavish real estate development, e.g., $200 million buildings by signature architects that Saddam Hussein or a Saudi royal would have been proud to include among his palaces, and thus we may infer that lavish new buildings are a real priority for them.
With control of the budget at a university, one could change the sex ratio in science and math very quickly. Here's how it might look:

female undergraduates majoring in science or math pay no tuition, room, or board fees. If a woman maintains an A average, she gets a stipend of $10,000 per year to spend however she wishes.
female graduate students in science and math earn $70,000 per year, about triple what male graduate students earn.
female assistant professors in science and math earn a starting salary of $300,000 per year, up there with the average medical specialist
female tenured professors in science and math get paid $500,000 per year, comparable to what a high-talent professional might earn in mid-career
What would this cost? The Harvard Faculty of Arts and Sciences employs 700 professors, only a small portion of whom are in science or math. Suppose that our goal is to switch 200 faculty positions from being held by men to being held by women. That would cost approximately $50 million per year in incremental salary by the preceding schedule. Adding in the costs for a (well-paid) mostly-female population of math and science students, it would be difficult to get to a cost of $100 million per year, or only about 1/45th of investment income.
If a woman scientist is worth more to the university and to society than a male scientist, she should be paid more. The fact that she isn't indicates that this issue is lower priority than any of the things that the universities does spend money on, e.g., those palatial new buildings.
women  science  career  education 
april 2012 by Quercki
There really is no difference between men and women's math abilities
The best-known of these is the "greater male variability hypothesis", which basically says ability among males varies more widely than that of females, which means you'll see more males at the extreme ends of the spectrum, good and bad. Then-Harvard president Larry Summers infamously put forward this idea back in 2005 as a way to explain the lack of great female mathematicians, and this was one of about a dozen different factors that ultimately cost him his job.

Now, researchers Jane Mertz of the University of Wisconsin-Madison and Jonathan Kane of the University of Wisconsin-Whitewater have performed the most comprehensive exploration yet of math performance. They took in data from 86 different countries, many of which had not previously kept reliable records of math performance and so their addition allowed for much stronger cross-cultural analysis. So what did they find?

First, in many countries, there's no gender gap at all both at the average and very high levels of performance. Some countries, including the United States, do show a gender gap, but that gap has decreased substantially over the last few decades, and some test scores suggest American girls have already caught up to their male counterparts.

The researchers looked at one measure of young people with extremely high math abilities - namely, those who scored a 700 or higher on the math section of the SAT before the age of 13. In 1970, boys in this category outnumbered girls 13 to 1, while today the ratio is just 3 to 1 and still falling. Similarly, while just 5% of math Ph.D.s in the United States in the 1960s were given to women, today that figure stands at 30%.

All of these findings argue strongly that the apparent gender gaps are really just disparities in education and cultural expectations, not evidence of some deeper biological mechanism. If there really is a "math gene" or something like it that males have and boys don't, we simply wouldn't see such vast changes over time or indeed in different countries, many of which show no gender gap at all.

And what about the greater male variability hypothesis? Well, there's a bit of evidence to support this - provided you blatantly cherry-pick certain countries. Kane and Mertz compared the variability of male and female math scores in different countries and found that the variability ratio in Taiwan is 1.31, meaning boys there do have substantially more variability than girls.

However, the ratio in Morocco is 1.00, meaning there is absolutely no difference in the genders' variability. You can go even further by looking at Tunisia, which has a ratio of 0.91, which means it's actually the girls there who show greater variability. For this hypothesis to be correct, it would have to hold true for all countries — the fact that the ratios vary so much means it's just the result of different cultural factors, or it could simply be random statistical noise.
education  feminism  gender  math 
march 2012 by Quercki
If I Was A Poor Black Kid - Yahoo! News
I’d become expert at Google Scholar.   I’d visit study sites like SparkNotes and CliffsNotes to help me understand books.  I’d watch relevant teachings on Academic Earth, TED and the Khan Academy.  (I say relevant because some of these lectures may not be related to my work or too advanced for my age. But there are plenty of videos on these sites that are suitable to my studies and would help me stand out.)  I would also, when possible, get my books for free at Project Gutenberg and learn how to do research at the CIA World Factbook and Wikipedia to help me with my studies.
I would use homework tools like Backpack, and Diigo to help me store and share my work with other classmates.  I would use Skype to study with other students who also want to do well in my school.  I would take advantage of study websites like Evernote, Study Rails, Flashcard Machine, Quizlet, and free online calculators. Is this easy?  No it’s not.  It’s hard.  It takes a special kind of kid to succeed.  And to succeed even with these tools is much harder for a black kid from West Philadelphia than a white kid from the suburbs.  But it’s not impossible.  The tools are there.  The technology is there.  And the opportunities there.
education  study 
december 2011 by Quercki
Why the study of evolution matters - Boing Boing
You'll note that all the scientists in the video happen to be female. That's because it's kind of a response, meant as a counterpoint to that incredibly obnoxious video of Miss America contestants' responses to the same question. Women who know science know evolution matters.

Thanks to scientists Matt Shipman, David Wescott, Jamie Vernon, Kevin Zelnio and Andrea Kuszewski for producing this awesome film.
science  women  evolution  STEM  education 
december 2011 by Quercki
the distribution of the insensible
THESES

1. Tuition increases are the problem, not the solution.

2. Police brutality is an administrative tool to enforce tuition increases.

3. What we are struggling against is not the California legislature, but the upper         administration of the UC system.

4. The university is the real world.

5. We are winning.
Occupy_Wall_Street  education  U.C. 
november 2011 by Quercki
Teaching Boys Feminism « Feminist Teacher
Days after Ian wrote this blog post, his classmate Grace testified at a New York City Council hearing on street harassment. Ian’s support, along with that of the rest of Grace’s class, made her going up in front of an entire room sharing an intensely personal testimony that much more bearable. She had the backing of her classmates—both male and female—in the fight not only against street harassment but also against our larger culture of misogyny.

This same boy and another male classmate also led the male allies action spot at last fall’s SPARK Summit to launch a movement against the sexualization of girls and women in the media. As a result of the conference, my student Steven has talked about the importance of men being a part of the feminist movement, “Because men tend to be at the top of the ‘food chain,’ having their support is vital to getting the message heard. When no one in the oppressing group is willing to listen, nothing happens. But boys will listen for a little longer when I talk about what I’ve done with my feminism class. Another role for men in feminism is to show that the things feminism is fighting against affects everyone not just exclusively women . . . Men in the feminist movement give hope to some women who think that all men are against feminist thinking and don’t understand what oppression is.”
education  feminism  solutions  harassment 
april 2011 by Quercki
Simple writing exercise helps break vicious cycle that holds back black students | Not Exactly Rocket Science | Discover Magazine
Geoffrey Cohen from the University of Colorado.In 2007, he showed that a simple 15-minute writing exercise at the start of a school year could boost the grades of black students by the end of the semester. The assignment was designed to boost the student’s sense of self-worth, and in doing so, it helped to narrow the typical performance gap that would normally separate them from white students. 
race  science  education  solutions 
january 2011 by Quercki
Math is not linear by Alison Blank on Prezi
Zooms in to different parts. She recommends what Mr. Casey did in our physics class.
math  calculus  education 
october 2010 by Quercki
What was real... a 95% African American Male graduation rate - Mimetalker - Open Salon
tardy....e reasons. It was one of the job training skills we taught. But when they weren’t, we asked why so we could help find solutions.

Things were often complicated. Some kids did not have a permanent home. Transportation was difficult if they ended up on a couch far from the assigned bus stop. Some lived in chaotic homes where they were kept up most of the night and overslept. One lived with a grandmother who was an invalid. His mother was gone most of the time. The grandma relied on him to get the seven younger children ready for school, cook her food for the day, and get her diapered… all before he caught the 7:00 AM bus. He often missed it and caught the second hour bus. If he missed that bus he called around for a ride or walked which took an hour on a four lane busy street with random sidewalks. When he arrived instead of acknowledgement for his determination to get there, he was marked tardy and then suspended when there were too many.
black  education  solutions 
september 2010 by Quercki
Who's teaching L.A.'s kids? - Los Angeles Times
Yet year after year, one fifth-grade class learns far more than the other down the hall. The difference has almost nothing to do with the size of the class, the students or their parents.

It's their teachers.

With Miguel Aguilar, students consistently have made striking gains on state standardized tests, many of them vaulting from the bottom third of students in Los Angeles schools to well above average, according to a Times analysis. John Smith's pupils next door have started out slightly ahead of Aguilar's but by the end of the year have been far behind.
...
The Times used a statistical approach known as value-added analysis, which rates teachers based on their students' progress on standardized tests from year to year. Each student's performance is compared with his or her own in past years, which largely controls for outside influences often blamed for academic failure: poverty, prior learning and other factors.
education  solutions  math  value-added_analysis 
august 2010 by Quercki
Khan Academy
free 1- minute videos about science, history, etc.
education  tutorials  video  free  math  biology  chemistry  economics  physics  mathematics  science 
june 2010 by Quercki
Can bacteria make you smarter?
ScienceDaily (May 25, 2010) — Exposure to specific bacteria in the environment, already believed to have antidepressant qualities, could increase learning behavior, according to research presented at the 110th General Meeting of the American Society for Microbiology in San Diego.
Previous research studies on M. vaccae showed that heat-killed bacteria injected into mice stimulated growth of some neurons in the brain that resulted in increased levels of serotonin and decreased anxiety.
"Since serotonin plays a role in learning we wondered if live M. vaccae could improve learning in mice," says Matthews.
Matthews and Jenks fed live bacteria to mice and assessed their ability to navigate a maze compared to control mice that were not fed the bacteria.
"We found that mice that were fed live M. vaccae navigated the maze twice as fast and with less demonstrated anxiety behaviors as control mice," says Matthews.
bacteria  depression  education  serotonin  nature  solutions 
may 2010 by Quercki
Happy Sesquicentennial: The Chemical History of a Candle Boing Boing
I propose to bring before you, in the course of these lectures, the Chemical History of a Candle. There is no better, there is no more open door by which you can enter into the study of natural philosophy than by considering the physical phenomena of a candle.--Michael Faraday, introduction to lecture 1
This is my all time favorite DIY science book.
science  education  candle 
february 2010 by Quercki
National Center for Education Statistics (NCES) Home Page, a part of the U.S. Department of Education
The National Center for Education Statistics (NCES) is the primary federal entity for collecting and analyzing data related to education.
statistics  education  data  women  engineering 
february 2010 by Quercki
Harry R. Lewis: Larry Summers, Robert Rubin: Will The Harvard Shadow Elite Bankrupt The University And The Country?
Harvard had been borrowing vast sums to leverage its assets and to expand its physical plant; its president, Lawrence Summers, had described as "extraordinary investments" what ordinary people would call crushing debt. The only way to balance the looming deficits was through huge investment returns. The speculating worked for a while, but when the bubble burst, Harvard was left almost insolvent.

A presidential resignation might have been expected, but Summers, the president most responsible for Harvard's unsustainable growth plan, had resigned already--he is now a top economic adviser to Barack Obama.
economy  summers  education 
january 2010 by Quercki
Even Babies Discriminate: A NurtureShock Excerpt. | Newsweek Life | Newsweek.com
The goal of Vittrup's study was to learn if typical children's videos with multicultural storylines have any beneficial effect on children's racial attitudes. Her first step was to give the children a Racial Attitude Measure, which asked such questions as:

How many White people are nice?
(Almost all) (A lot) (Some) (Not many) (None)

How many Black people are nice?
(Almost all) (A lot) (Some) (Not many) (None)
racism  children  education  parenting  *** 
october 2009 by Quercki
Required Reading | The Angry Black Woman
Anger Does Not Equal Hate

How Prejudice and Bias Works

A Concise history of race relations in the USA – Comic by Ampersand

How to Suppress Discussions of Racism by coffeeandink. Read this before wading in, you’d be surprised how often everything you have to say has already been said.

How Not To Be Insane When Accused Of Racism (A Guide For White People) also by Ampersand.

Privilege

* White Privilege
* Male Privilege

-ISMs & -ISTs

* Racism = Prejudice + Power
o More on Racism
o Is Racism Over?
* Sexism = Prejudice + Power

Color Blindness

The Race Card

* Playing the Race Card
* What Kind of Card is Race? The Absurdity (and Consistency) of White Denial (by Tim Wise)

White Liberal Guilt
privilege  racism  education  feminism  links 
september 2009 by Quercki
Womanist Musings
Renee being mean to a 16-year-old ally
education  feminism  privilege  womanism 
september 2009 by Quercki
How You Guys -- that's right, you GUYS -- Can Prevent Rape | Scarleteen
It’s a bit like if all the warnings we see about driving drunk were aimed at people hit by drunk drivers: “Don’t ever get in your car: someone else might be drunk!” or “To prevent your drunk driving death, never leave the house during happy hour: someone might be drinking and driving.” Imagine, too, if when you found yourself or someone you loved hit by a drunk driver, the common sentiment about that trauma was that unless the person hit was doing everything possible to avoid being hit – like, say, never leaving the house, or only leaving the house when dressed in SUV-resilient armor – then it was only partly the drunk driver’s fault, and maybe not that driver’s fault at all. If you weren’t doing everything you could to not get hit, well then it’s really your fault you got hit, not the fault of the moron full of vodka behind the wheel.
feminism  rape  education  men  violence  gender  crime 
may 2009 by Quercki
Singing: The Key To A Long Life : NPR
I believe in singing. I believe in singing together.

A few years ago a friend and I realized that we both loved singing but didn't do much of it. So we started a weekly a capella group with just four members. After a year we started inviting other people to join. We didn't insist on musical experience — in fact some of our members had never sung before. Now the group has ballooned to around 15 or 20 people.

I believe that singing is the key to long life, a good figure, a stable temperament, increased intelligence, new friends, super self-confidence, heightened sexual attractiveness and a better sense of humor. A recent long-term study conducted in Scandinavia sought to discover which activities related to a healthy and happy later life. Three stood out: camping, dancing and singing.
music  health  education  songs  audio  singing  howto 
april 2009 by Quercki
Brothers on the Rise
Brothers on the Rise responsibly empowers school-aged males in Oakland to achieve individual success, develop healthy relationships and contribute to a more just and equitable society. We accomplish this through gender-responsive programs that engage males personally and professionally in social service and social change: Counseling - Conflict Resolution - Leadership Development - Mentoring - Community Organizing - Training and Consultation
oakland  education  violence  crime 
march 2009 by Quercki
Native Case Collection at Evergreen
Teaching with case studies. By a Tapestry Institute director.
science  nativeamerican  education 
march 2009 by Quercki
The Whited Sepulchre: How to teach Creationism
If Mr. Fanti or Ms. Babson need help teaching creationism, let me propose the following lesson plan:

Give the class a copy of Genesis, Chapter 1, and Chapter 2, verses 1-3, along with the following outline:

Genesis 1:1-5 God said "Let there be light"
Genesis 1:6-8 God then created the Firmament, or "layers of sky" (as it was then understood) Genesis 1:9-13 Next, God made land, water, trees and plants
Genesis 1:14-19 God then made the sun, moon, and stars (disregard that he created "light" in verse one)
Genesis 1: 20-23 Fish and birds are created
Genesis 1:24-31 God made cattle, creeping things, and finally, man.

Discuss the writing style. The students will probably agree that the author of Genesis chapter one is giving a dry, somewhat bland account of God's actions at the beginning of time.

Discuss the lack of original manuscripts for the book of Genesis.

Discuss the difficulty of translating unpunctuated Hebrew.
science  education  creationism 
january 2009 by Quercki
Downwind faster than the wind - Part 4 - Boing Boing
Experiment to see how spools and wheel move with tiny stuffed animals watching.
physics  education  science  video 
december 2008 by Quercki
Spelman students sparkle in sciences | ajc.com
Spelman College — a small, historically black, private liberal arts college for women.

Spelman, with a student body of about 2,200, sent 150 black students on to Ph.D. degrees in those traditionally male disciplines from 1997 to 2006, according to a survey released in August by the National Science Foundation. That’s more than any other undergraduate program in the country except the much larger, coed Howard University, with 224. Howard, also historically black, has about 7,000 undergraduates.

For the record, Morehouse ranked fifth in the country with 99; Georgia Tech came in 48th with 32; and Emory didn’t make the top 50.

“Spelman really shatters many of our ideas about women in science and math,” said Lily McNair, Spelman’s associate provost of research, “and black women in science and math in particular.”
women  science  education 
november 2008 by Quercki
Eyes on the Prize « peacocks and lilies
If you have kids, or are a teacher yourself, you know what I’m talking about. Every January it’s Martin Luther King, Jr. all day every day. Every social studies and history lesson focuses on that struggle, every English assignment’s subject is of the man himself or the movement he led. Every other school has a play or a musical about his life during that month. Then, in February, during Black History Month, the whole thing is repeated, this time with black historical figures.

Did you even know? Where you even aware that March is Women’s History Month? Do your kids come home during that month, breathless, to tell you all about the lesson on Elizabeth Cady Stanton, or who Lucretia Mott was? Does your daughter come home to tell you how one day, when she grows up, she’ll be a Lucy Stoner? That she was positively inspired by the story of Emma Goldman? That thank god women like Alice Paul came before her to fight for her? Have you ever heard any child utter the name Betty Friedan?
feminism  equality  sexism  racism  education 
november 2008 by Quercki
Student Fees at a Research University
A proper cost analysis
for the University of California shows that undergraduate student
fees here are now at 100% of what the institution actually spends,
averaged per-student, for that mission. This result contradicts the
official claim that student fees cover only 30% of the cost of their
education. Estimates of this discrepancy are also provided for some
other research universities, both public and private
college  education  tuition 
november 2008 by Quercki
Summers' remarks on women draw fire - The Boston Globe
Hopkins was the main force behind an influential study documenting inequalities for women at MIT, which led that school's former president, Charles M. Vest, to acknowledge the pattern of bias in 1999. A member of the prestigious National Academy of Sciences, she is also a Harvard graduate.

She doesn't argue that there can't be any differences between the abilities of men and women, but she said there is vast evidence that social factors do affect women's performance. For example, she mentioned studies that indicate that women score higher on math tests if there are fewer men in the room while they are taking the test.

The five other women who were offended by Summers' speech also argued that their objections were based on research that indicates women do perform at the highest levels when given the same opportunities and encouragement as men.
larry_summers  education 
november 2008 by Quercki
Faculty Diversity  (March-April 2002) Harvard, etc.
Why is it, especially relative to student diversity, that premier universities have made so little progress over so many years with faculty diversity? What's the problem? What are the obstacles? And how might innovative measures--such as revisiting the assumptions underlying tenure, and a commitment to disclosure, publicity, and rankings of tenuring practices--swing the balance more effectively toward diversity? Finding solutions now is particularly important, when a generational wave of faculty hiring nationwide lies just ahead.
diversity  women  faculty  education  larry_summers 
november 2008 by Quercki
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