FEB 21-22 | DFS "Ed Talks" featuring Grace Lee Boggs, Nate Walker, and Patrick Camangian, Ph.D.

Detroit Future Schools invites all educators, youth, parents and community members to join us for two important conversations about the purpose of education and the practice of transforming classrooms for a more just, creative, and collaborative world. These panels will be taking place in conjunction with the Detroit Future Schools Rida Institute.

Both events are free and open to the public and will be held at Allied Media Projects, 4126 Third St., Detroit, MI 48201. RSVP on Facebook.

HUMANIZING OUR WORLD: THE PURPOSE OF EDUCATION

Friday, February 21, 11:30 a.m. – 1:00 p.m.

Speakers: Grace Lee Boggs & Nate Walker

How can we practice transformative education in our classrooms if we don't fully understand the systems we are working to transform and how they came to be? In this panel, Detroit activist-philosopher and education theorist, Grace Lee Boggs will provide a long-view of the evolution of schooling in this country and articulate the need for a humanizing education system that will restore human relationships to each other, our communities, and to the planet. Nate Walker, an organizer for the American Federation of Teachers in Detroit, will describe the features of local educational ecosystems today that can either impede or facilitate this kind of humanizing education.

HUMANIZING OUR CLASSROOMS: TEACHING A NEW ENDING

Saturday, February 22, 2014, 10:00 a.m. – 11:30 a.m.

Speaker: Patrick Camangian, Ph.D.

Authentic transformation in the classroom requires "an ability to read the world," as Paulo Freire says, that empowers students to transform their actual lives. Patrick Camangian is an assistant professor in the Department of Teacher Education at the University of San Francisco and has been an English teacher since 1999, continuing in the tradition of teacher-research, applying socially transformative teaching in urban schools. He will share lessons from his extensive work as an educator and researcher in urban schools throughout California, cultivating this ability in young people to read and shape their worlds. He will share the practices teachers can use to treat young people’s most pressing concerns as worthy of intellectual interrogation, and the jumping-off point for all learning.

★ ★ ★ ★ ★ ★ ★ ★ ★

Keep us going and growing: Sign-up to become a DFS sustainer!

Like Detroit Future Schools on Facebook.

COMMENT ON THIS POST ON AMPTALK »

Detroit Future Schools at the Free Minds Free People and Preemptive Education conferences

As we gear up to host the DFS Rida Institute in February 2014, we are reflecting on the incredible work for transformative education happening all across the country. We have been thrilled to see how much Detroit Future Schools has to offer and how much we have to learn from other communities. Detroit Future Schools has presented at several education conferences at which we’ve had the opportunity to learn about democratic, youth-centered, and social justice oriented education work taking place across the country. We will be drawing insight and inspiration from these conferences as we prepare for the DFS Rida Institute which will welcome a group of transformative educators to Detroit. Apply to participate in the Rida Institute.

Below, Isaac Miller, a Detroit Future Schools artist-in-residence, shares his reflections from two national education conferences he recently attended on behalf of DFS: Free Minds, Free People and the Preemptive Education conference.

DETROIT FUTURE SCHOOLS AT THE FREE MINDS FREE PEOPLE AND PREEMPTIVE EDUCATION CONFERENCES

by Isaac Miller

Free Minds Free People

I traveled to the Free Minds Free People (FMFP) conference in Chicago in order to present on DFS with Helen Lee, a teacher whose classrooms participated in DFS for the first two years of the program. I had heard wonderful things about FMFP but this was my first time attending. Everyone I met and heard present at the conference was deeply committed to a vision of democratic, youth-centered public education, one that is rooted in community and dedicated to fostering social justice both inside and beyond the classroom. Particularly in light of the constant attacks on public education and the demonization of teachers and teachers unions, it is inspiring to learn about networks of educators and young people who are fighting back and working to put into practice their vision of democratic, liberatory education. Here are some of the highlights:

• Students from the Mexican American Studies (MAS) program in Tucson Unified School District presented about the incredible, transformative education that they received through the Tucson ethnic studies program and also what they learned from their involvement in struggling to defend ethnic studies against its removal by the Republican-controlled legislature and school board. This struggle, profiled in the documentary film Precious Knowledge, is an inspiring example of when educational work taking place in the classroom is inseparable from the wider community's struggle for liberation.
• Teachers Activist Groups (TAGs) are grassroots groups of teachers who gather in cities across the country both to support one another in implementing democratic, liberatory pedagogy and also to organize together to defend public education and to advocate for more socially just educational policies within their cities and across the country. Presenters at the TAG workshop discussed their "Revealing Racist Roots" curriculum about the Jena 6, which discussed issues of structural and historic racism. They also shared their efforts to support the Mexican American Studies program in Tucson, including organizing teachers across the country to sign a pledge to teach the ethnic studies curriculum that was banned by the Tucson school board, and to teach their students about the injustices taking place in Arizona. Other solidarity efforts by the TAGs included supporting the 2013 Chicago teachers strike and the action by teachers at Seattle's Garfield High School to refuse to administer standardized tests to their students, which they saw as taking away from the real work of teaching and learning.
• Among the most compelling speakers on the Keynote plenary of Free Minds, Free People was 9-year old Asean Johnson, who gave a rousing speech at a rally against school closings in Chicago that has nearly 330,000 views on YouTube. The keynote also featured Karen Lewis, President of the Chicago Teachers Union (CTU), which organized the 2013 Chicago teachers strike, one of the most successful US labor actions in decades.

Preemptive Education Conference

This was my third time attending the Preemptive Education conference in New York, but my first time specifically presenting on the work of Detroit Future Schools. Preemptive Education, sponsored jointly by the youth literary arts non-profit Urban Word NYC, New York University, and Teachers College at Columbia University, is a grounding and inspiring event that showcases the work of literary and hip-hop arts educators from New York and across the country. It is a training specifically geared towards classroom teachers and teaching artists seeking to deepen their practice and learn from peers. This conference was especially useful for me since this year the classroom I am working with through DFS is a performance poetry class at Tri-County Educational Center, a public alternative high school in Southfield, MI. The highlights included:

• A lecture by Maxine Greene, the 95 year old educator and philosopher of education who was a long time professor at Teachers College, as well as the philosopher-in-residence at Lincoln Center. She founded the Maxine Greene Foundation for Social Imagination, the Arts, and Education and inspired the High School of Arts, Imagination and Inquiry, a New York public school. At 95, Greene rarely gives public lectures and so it was a great honor to hear her speak about her philosophies of education and the importance of arts and the "aesthetic moment" in the learning process and in re-shaping our communities and world. Greene spoke in conversation with Meghan McDermott, former Executive Director of theGlobal Action Project.
• A performance / panel discussion hybrid in which Urban Word youth read their poems and a panel of academics and activists responded to the themes raised in the poems. These themes ranged from beauty, gender, and race to the multiple violences of poverty, and the ability of social media to both disconnect and activate its users on issues of social justice. In this conversation, Dr. David Stovall, from Chicago made the profound statement that "poverty is not a culture, its a condition." In other words, people don't choose to be poor, they are made poor by a social structure that depends on inequality.
• A session on building poetry communities on college campuses, and a session on the concept of "hacker literacies", or how young people re-mix and re-appropriate technology for their own purposes.
• A keynote speech by Kevin Coval, the artistic director of Young Chicago Authors and co-founder of the teen poetry slam festival "Louder Than A Bomb". Coval spoke movingly about the power of poetry as an organizing tool, and a way for young people to connect across neighborhood, race, and class boundaries that are rarely crossed in our schools. This speech was particularly powerful because the students in the class I work with at Tri-County Educational Center recently watched the documentary filmLouder Than A Bomb, which profiles the Chicago festival, and had the opportunity to work with guest poet Nate Marshall, one of the film’s stars.
• A session presented by Danielle Filipiak, a former DFS teacher who I worked with during the first year of DFS, and who is now a doctoral student at Teachers College. Danielle presented with Bryce Anderson-Small, a hip hop artist and educator who is one of the mentors with5E/Heru. Danielle spoke in person and Bryce presented remotely from Detroit using Google Hangout about their work together, including developing an online resource based on the work of 5E/Heru that has been featured on the National Writing Project's Digital Is website. Danielle also shared a number of resources around the idea of "Connected Learning", which was the theme of this year's Preemptive Education conference.
• A youth day at the Brooklyn youth center El Puente. Along with my friend and colleague Moira Pirsch (who works for the Hiphop Archive and the Office for the Arts at Harvard, and who was a coordinator for the Poetry and Music as Transformative Media track at the 2011 Allied Media Conference). Moira and I co-facilitated back to back workshops on the topic of using social media to build poetry/arts communities that can stay connected across geographic distance. This was a great deal of fun, and brought us to the end of the day, with a concert by Urban Word poets and emcees.

Free Minds Free People and Preemptive Education represent the kind of educational networks that I hope will continue to flourish and grow in coming years. As Detroit Future Schools continues to grow and evolve I hope we will deepen our connection with these and other such networks in order to share the lessons we've learned and to learn from others doing this challenging, rewarding, and visionary work.

★ ★ ★ ★ ★ ★ ★ ★ ★

Keep us going and growing: Sign-up to be an AMP sustainer!

COMMENT ON THIS POST ON AMPTALK »

FEB 21-23, 2014: The Detroit Future Schools Rida Institute

From February 21-23, 2014, the Rida Institute will offer a three day crash-course in re-imagining what is possible within our schools. The question "what is the purpose of education?" frames the Institute, as participants explore the educational theories of Paolo Freire, Jeff Duncan-Andrade, Eleanor Duckworth,James Boggs and Grace Lee Boggs and others.

THE RIDA INSTITUTE

Are you a K-12 classroom teacher with visions of fostering transformative education in your classroom, but drowning in the day-to-day of federal policies, school bureaucracy and individual student needs?

Do you find yourself asking, "Where do I even begin to fix things?"

Are you someone who works with teachers – either as an administrator, a consultant, or support staff? Do you find yourself wondering where to begin when tasked with helping teachers think through their practice?

Are you looking for a way to reinvent, reenergize, and re-imagine teaching and learning?

The Rida Institute will feature hands-on training and discussion, and plenaries with local and national education specialists.

WHEN: Friday, February 21 - Sunday, February 23, 2014 WHERE: Allied Media Projects | 4126 Third St. | Detroit, MI WHO: K-12 instructors, administrators, support staff

Seats are limited. Click here to apply today!

The deadline to apply is December 15, 2013 January 6, 2013.

Registration ranges from $150 for individuals to $500 for institutions sending a representative. The cost for institutions is used to subsidize the cost for individual teachers paying their own way both locally and nationally.

There are affordable housing options in Detroit. Please indicate your interest viathe application and we will follow-up with your interest with more details.

THE RIDA CLASSROOM

Central to Detroit Future Schools is a unique framework called the DFS Rida Framework that embodies the "action-reflection praxis" articulated by Paolo Freire, and is inspired by the the study of effective practices in urban classrooms, "Gangsta, Wanksta, Rida" by Jeff Duncan-Andrade. As Duncan-Andrade writes in the article, "'Rida' is a popular cultural term that refers to people who can be counted on during times of extreme duress. The term is often referenced in hip-hop with the expression, 'ride or die', meaning that Ridas are people who would sooner die than let their people down." Throughout the article, Duncan-Andrade continues to articulate the "five pillars of effective practice in the Rida's classroom." These pillars include: a critically conscious purpose, duty, preparation, a Socratic sensibility, and trust.

This research and these pillars are what have informed the development of the DFS Rida Institute. The Rida Framework allows participants to gain the type of perspective a Rida teacher would need to authentically serve their students and community. Schools traditionally demand that teachers begin to think about their work by first looking at their content and state standards that are usually far removed from the lived realities of students. As a curriculum development tool, this framework requires that participants first deeply reflect on their contexts and instructional beliefs, demands and goals in order to give school content a critical sense of place and purpose. From this balcony view, participants then articulate practices (action) that will yield desired/outlined outcomes within their classrooms which they will document and evaluate via pre-determined metrics (reflection).

The Rida Framework facilitates participants outlining the following elements as they relate to their teaching:

Context → Purpose → Vision → Principles → Skills → Practices → Content → Metrics

Moving from theory to practice, participants will use the DFS Rida Framework to chart a path towards actualizing transformative education in their own classrooms and schools. DFS defines transformative education as the thing that happens when teachers, students, and school community members are mutually engaged in the work of becoming more fully human. Participants will leave the Rida Institute with the instructional practices, evaluation tools, and network of support necessary to bring this definition to life.

Click here to apply to the DFS Rida Institure!

★ ★ ★ ★ ★ ★ ★ ★ ★

Keep us going and growing: Sign-up to be an AMP sustainer!

COMMENT ON THIS POST ON AMPTALK »