It is a point of pride, really, having these core democratic values as an anchor in the Mitten State Social Studies standards. Here's a list of those identified values: Life, liberty, pursuit of happiness, justice, the common good, equality, truth, diversity, popular sovereignty and patriotism. Things we all agree on, right?
Recently in equity in education Category
June 15, 2018
April 20, 2018
I'm not naïve enough to think that schools could turn hearts and minds in a K-12 generation. But could they do significant good, given the right tools and incentives?
November 30, 2017
There isn't a teacher in America who has been able to avoid what happens on CNN or Fox News--children bring their families' values into the classroom. And the easiest path for educators is to reproduce the cultural norms of the communities where they teach. But maybe these past few days represent a sea change in national thinking about gender inequality.
April 18, 2017
Our statistics are striking. Over half the people in the United States are women. Over half. But the fact remains that half the population has little political voice nor is it enmeshed in a political structure that embodies the knowledge, skills, talents, and gifts of the feminine.
March 23, 2017
"Hillbilly Elegy" is impressive personal narrative--plaudits to Vance for his persistence--but hardly illustrative of poor habits and prospects of an entire region of the country. Nor does it illuminate any of the very real problems--crises, per the book's title-- facing working-class families in America today, beginning with the dangerous income gap between the haves and the have-nots that threatens the social order.
August 16, 2016
There is no "right to teach," in a public institution, for compensation. None. Nobody has the right to decide--hey! I think I'd like to work with children, mold their little minds. I'm smart! I'd probably be great--with no preparation or experience whatsoever. The "right to teach" and "teacher shortage" blah-blah masks a darker truth. We're not willing to solve problems--health care, clean water, racism, rampant childhood poverty, neglected schools--with hard work and investment in our collective future.
February 27, 2016
A young man I spoke with in Detroit said: We used to talk, all the time, about sustainability. But that's a 20th century concept. Now we talk about flexibility, the opportunity for constant growth, change and innovation. No one solution. Why say nice things about Detroit? Detroit matters to the health of the whole state of Michigan. In fact, Detroit matters to the entire nation. If we can't solve problems with flagship businesses like the auto industry, or the problem of educating kids in deep poverty, we're in trouble.
February 24, 2016
So there's the micro-question: What does it take to keep something successful and amazing going--providing the same critical services, contributing to the value of the Detroit community and students' lives? Do you do whatever it takes, and deal with the consequences as they come? Then there are the macro-questions: When resources from a public system build something wonderfully useful, addressing a social need with persistence and imagination, what do you lose when you turn over control and management to a private company? What strings are attached when you supplement public monies with private funding?
January 27, 2016
Affluence makes even mediocre teaching look good and poverty can make masterful teaching appear mediocre. It takes many clock hours within classroom walls to decipher the difference. Few education change-makers and upper crust teachers dedicate that kind of time to our neglected classrooms. The essential resource that is missing is our presence. Detroit's inhumane classroom conditions didn't occur overnight; they existed for at least a generation. Where were we?