Government statistics show that Black students are at greater risk for being suspended than any other demographic in the United States.
This disproportionality is fueled by stereotypes casting them as “troublemakers” — a label Black students too often internalize as part of their identities, experts say. It also interferes with their opportunities to learn. Being suspended or expelled can contribute to dropout rates or, in a worst-case scenario, the school-to-prison pipeline.
The education system that exists today was never designed to meet the needs of all students — or teachers, says Amy Junge, director of Teacher-Powered Schools at Education Evolving.
“The thing that saved me was school. The consistency, the nurturing relationships, the engagement at school is the reason I’m alive today,” King says. He goes on to describe the challenges educators face and the lack of support that prevents teachers from achieving everything society asks of them. “We don’t always provide the working conditions that folks need to stay in the work and feel good about the work, so we have work to do as a society.”
The one-teacher, one-classroom model isn’t a sustainable method of education, Carole Basile, dean of ASU’s Mary Lou Fulton Teachers College tells Arizona Horizon. “We are going to need fundamental, systemic change.” And, she says, MLFTC’s Next Education Workforce team-based models are the solution to repair education.
Guest editors: Jamie Barrientos Delgado, Alberto Hurtado University; Maria Teresa Rojas, Alberto Hurtado University; Ismael Tabilo, Alberto Hurtado University; Canela Bodenhofer, Laboratory for Research and Innovation in Education for Latin America and the Caribbean
Published in: Education Policy Analysis Archives, Nov.1, 2021
This multilingual special issue includes eight articles from authors exploring issues surrounding educational inclusion in Brazil, Chile, Costa Rica, Mexico, Uruguay and other regions in the Global South. The authors highlight the barriers that LGBT+ children and youth must overcome, in and outside of school, in order to exercise their right to education. The articles help to critically analyze the experiences of school inclusion of this population in different countries, highlighting the successes and failures of educational policies.
This month, Juliet Hart Barnett and Stanley Zucker review current trends and issues with the legality of schools providing ABA interventions to children with autism; Karen Harris explores the obstacles in today’s writing instruction; Carrie Sampson highlights the discursive strategies of advocacy toward racial equity in school board meetings; and more.
The country experienced a “hangover” from the last workforce-oriented push in education, which focused on teacher evaluation and within that, far too much on ridding schools of the least effective teachers, says Bryan Hassel, co-president of Public Impact, an education policy and management consulting firm in Chapel Hill, North Carolina.
Scientists have been sounding the alarm on the climate crisis for nearly three decades, and we still face major challenges. A group of Arizona State University educators are reaching out to youth for solutions.
Regents Professors are considered to be the best and brightest scholars and the top researchers at Arizona State University. Less than 3% of all ASU faculty hold the title. In order to receive the Regents Professor title, faculty must be recognized by their peers nationally and internationally. On November 18, names were submitted to President Michael M. Crow and approved by the Arizona Board of Regents. Karen Harris, Mary Emily Warner Professor of Education at Mary Lou Fulton Teachers College, was one of those names.
David MacKinnon didn’t have much time to digest the news when Arizona State University President Michael M. Crow recently informed him that he was being named a Regents Professor — the most prestigious and highest faculty award possible.
“Oh wow, that’s great!” MacKinnon said. “But um … I have a class to teach in 15 minutes.”
Since then, the psychology professor has had more time to contemplate the award, and he says it has finally sunk in.