Museum Club: Bay Area Museum Club

Museum Club: Bay Area Museum Club: This group developed  out of a stimulating Museum studies  class taken in the fall of  2013 in San Francisco, not wanting the enriching ...

The Unsaid & Non-stated

Afrocentric or African Centered Education and advocacy concerning it adoption and implementation clearly was the focus and guiding vision of the Saving the African American Child Summit.  I understood this reality upon registering and because of my undergraduate experiences as a Black Studies major at San Francisco State University had clear expectations of what the summit's content and the framing on a National Black Education Agenda would look like given the philosophical and sociopolitical positions of the NBEA founders and the summits facilitators and presenters. However, If I may dare ask or speak the unspoken are we today oblivious to, ignorant of or unconcerned that as Molefi Kete Asante (1991) argues the basic ideas and constructs of this proposed educational innovation were introduced in 1933 by Carter G. Woodson.  My point being we despite outstanding African Centered scholarship and research and the establishment of community based organizations and national organizations have made little progress in implementing African Centered Schools and/or selling this as a viable education option to African American parents and communities. 

Professor Kmt G. Shockley, from George Mason University in 2008 hit on what I noticed at The Saving the African American Child Summit this last week. He said "For decades, Afrocentric education has been mentioned as a potential resolution to the many academic and social problems being faced by Black children in U.S. public schools, but, ironically, it has rarely if ever been defined and assessed within mainstream discourses".  Ironic, if we want to pursue this solution it will require we engage in conversation and compromise with the mainstream systems of education which educate or mis-educate as it has been well documented; the vast majority of African American Youth.  Now, I don't want to be taken wrong. I enjoyed this Summit and it has provided me personally a needed reigniting of the passion and reasons for my entering education as a profession 30 years ago. My experiences; however, also provide me a new pragmatic and necessary honesty. 

We must not let ideology take precedence over working collaboratively with all who are dedicated to "saving the African American Child" and we should support  a National Black Education Agenda. An agenda that yes, without compromise insists on our children being provided culturally relevant schools and curriculum.  However, we must also honestly address discuss the unsaid and non-stated fact that in advocating for one defined model of all out Afrocentric or African Centered Schools we in my estimation are moving forward without the majority support of both our local communities and the school systems who we need to implement any meaningful reform.  Drawing from Asian philosophy (Buddhism) I'm reminded that according to the Buddha, the "Middle Way" is a life lived between the extremes of self-denial and self-indulgence and here too we may find immediate reforms and steps we can take with the support of both our schools, parents and communities in developing a local Black Education Agenda that would work to save African American children in Alameda County. 

Be and go well and let me know you thoughts.


Joe Hudson     

Dr. Joy DeGruy

This morning's keynote address was led by Dr. Joy DeGruy, acclaimed author of Post Traumatic Slave Syndrome - America's Legacy of Enduring Injury and Healing.  A description of her presentation excerpted from her website:

Dr. DeGruy presents facts, statistics, and documents that illustrate how varying levels of both clinically induced and socially learned residual stress related issues were passed along through generations as a result of slavery.

"If you wish to go fast, go alone, if you wish to go far, go together!"

Joe Speaks!

Reflections from Joe following the first day of Action Group work.

Work Group #9 - Mentoring & Cultural Immersion Beyond the Schoolhouse

Saving the African American Child: Mentoring & Cultural Immersion Beyond the Schoolhouse

Mentoring and Afterschool Programs (this includes other out of school times including weekends and intercession periods) well may offer the most immediate and practical way implement cultural education programs that are designed specifically to “save the African American child. Many current leaders and practitioners in the out of school time profession and school day leaders see the promise and would if there replicable models that have proven records of success in producing measureable outcomes with African American youth implement programs locally. In California however ethnic specific/race analysis and specific programming and interventions to address assessed needs simply put “are not in vogue”!  There’s a delusional comfort in multiculturalism and just seeing people as people and encouraging ideas like diversity as opposed to African center or Afrocentric thinking and solutions to problems of African American child and communities. 

My issue with this approach should be obvious; the data clearly demonstrates that this is a failed strategy.  African American child are by every important statistical measurement of school/academic success are not like everyone else and there is not educational equity. Unfortunately, diversity does not demand equity or culturally relevant education specifically designed to promote academic and cultural excellence in educational institutions serving the African American child and community.  In my action group I so enjoyed talking and learning from by peer both from the Southern United States (Atlanta) and form beyond our borders in Canada and Jamaica. It’s kind of funny as I know we see California as being progressive and ground-breaking and in area like afterschool we’ve committed more resources than all other states combined.  However, the reaction to what perhaps what we would perceive as the more blatant racism and discrimination of these localities has been the development of African Centered, self-sustaining afterschool and mentoring programs that have produced measurable outcomes.  More important, these programs can be replicated and those who have developed and operate these programs are ready and prepared to assist us if we simply ask.

Two viable models that can and should be replicated in the San Francisco Bay Area are HABESHA, Inc. and KAMP KUJICHAGULIA.  We must look beyond California for addressing equity or culturally relevant education during the Out of School Time.  I know I will be working to find ways of connecting afterschool program in the Bay Area with these two outstanding African Centered, self-sustaining afterschool and mentoring programs and will work to replicate these programs in the Bay Area.  One young, amazing Brother Cashawn Myers, the Executive Director of HABESHA, Inc is a phenomenal leader and committed to serving the African American child and community in Atlanta, yes but also across the United States and the Diaspora.  He brings passion, knowledge and resources.  Let’s reach out!

We are One

Joe Hudson

Reflections on Day One of Summit

I"m left with an internal conflict as I am a child or the sixties, have a degree in black studies and have always considered myself an African Centered Scholar and for that matter an African man.  However, although I have studied the works of Dr. Leonard Jeffries, applaud and celebrate the life, legacy and struggle of Bobby Rush and forever I'm indebted to my Dr. Wade Nobles, one of my professor and a prime mover in my transition from being a Negro/Black Man in America to understanding who I am, an African living in America; I'm troubled that I didn't see the passing of the torch, the acknowledgement that A new generation of African Centered Scholars with a vision and an agenda for today have arrived and are ready receive the blessing of their elders to take on the mantles of leadership. In Africa, yes there are elders that have tremendous influence but there are also chiefs and other leaders both male and female who come from the ranks of young to middle age adults that meet and confer with their esteemed elders but they both govern and and carry out the work of the "village". All honor and praise to our elders but also let us hear the voices and embrace the leadership of a new generation of freedom fighters. 

One love,

Joe Hudson

The Challenges of Connecting Spirituality and Public Education

Here's another thought-provoking post by my colleague Joe Hudson.

Enjoy!
u.
_________________________________________________ 

 By Joe Hudson | October 12, 2012 11:57 AM

Dr. Wade Nobles, one of my undergraduate Professor reminded me this morning of values that were central to my "being"; central to my purpose of living and my vocational undertakings as a professional educator. However, I'm torn as I struggle with my professional training and indoctrination that seems to in practice move beyond "separation of church & state" to in our interaction with our youth in public schools to denying & invalidate our innate spirituality and hence our humanity.

Dr. Nobles argues "education is the process" and "divine" humans are the outcome. I'm reminded how much my "faith", my spirituality has been in concert with my family's encouragement and support the difference maker in my education attainment, my career advancement, my marriage and family and my life. My maternal Grandmother (Granna); a stately demi-god taught me that many of the blessings we enjoy are manifestation in the physical world of the supplication and prayers of our ancestors and elders. Can we as educators given the realities and challenges of educating African American youth afford if not because of our own spirituality and humanity continue supporting a system education that insists on an unrealistic and harmful education that separates man/women from their source. Education that separate students from their core being, their past & present; their community. As the young folk say, "just keeping it real". We can't be real without acknowledging and purposely promoting spirituality and humanity as fundamental to having any degree of real success in educating African American youth.

One love - Joe Hudson.

Meeting and Greeting - Opening Night Recap

The first evening of the conference was full.  I was happy to run into a number of old and new faces.

Dr. Enid Lee and Colleague from Toronto, Canada

Debra Watkins, President of the California Alliance of African American Educators and one of the key organizers for the conference

Bobbie Brooks, President, Southern Alameda County Alliance of African American Educators and Dr. Mary Stone Hanley, Assistant Professor in Initiatives for Transformative Education

More to come...

The Call of the Drums by Joe Hudson

We're facing some connectivity issues at the hotel.  Joe wrote the following post last night, but was unable to publish directly.  I'm including it now for you to ponder. "Drums" or "Bells"?

Enjoy,

u.

_____________________________________________

Greetings from Chicago,

I'm listening to the drums calling us together for the opening plenary session of the summit. A traditional African Drum Call bringing us together. I wonder, as we look at the idea of "renaming"/restructuring schools to meet the needs of African American children & the African American Community are drums more appropriate then bells? What do bells mean to us? Does the bell signal to our youth a warm welcoming or signal "danger"?

The morning bell, is it associated with excitement of coming together as community to share, teach and learn from each other. No, the bell seems to signal power and control exercised over us and signaling to the slave/worker it's time to go and be where if not required or necessitated by economic or other external pressures most would not respond to the summons. No, we would invest our time in doing something for ourselves and our communities, for our children and families.

Drums do they have a place in our schools as important as that of math or language arts? What is the purpose of an education? If the purpose is to empower can this occur void of ourselves, our traditions, our symbols, our culture. The drums calls us together across our many separations back to village. Our village and as we know it takes a village to raise/educate a child. Billie Holiday perhaps said it best: God Bless the child who has his own!

- Joe Hudson

Meet the ACOE Chicago Team

Below are the team members and the work groups that each member will focus on during the Summit:

Adrian Kirk – Director, ACOE Student Programs and Services

Adrian directs our ACOE schools that include incarcerated, transitional, suspended, expelled, foster and pregnant/parenting youth

Action Group: Saving African American Children from the Prison Pipeline

Dr. Shene Onye –  Director of the statewide California Healthy Kids Resource Center (CHKRC) and the California After School Resource Center (CASRC).
Shene's work provides research-based health education resources, professional development opportunities, and technical assistance to schools, districts, community-based organizations, and other agencies working with preschool through 12th grade students in California. 
Action Group: Indentifying/Implementing Culturally Connected Teaching, Learning, Curriculum and Assessment & Engaging and Partnering with Other Non-Educational Organizations & Allies

 
Joe Hudson – Region 4 After School Program Manager

Joe Hudson is currently the Region 4 Lead & Program Manager for Before and Afterschool Programs. Joe has throughout his nearly 30 years of public education experience shown a special interest, proven commitment and expertise in providing services to low-income, multi-cultural, multi-lingual, and disadvantaged student, families and communities.

Action Group:  Saving the African American Child: Mentoring and Cultural Immersion Beyond the Schoolhouse

Unique Holland – Director of Communications & Public Affairs

Unique will support the team using on-line and social media to connect national resources and speakers to ongoing professional learning, networking and leadership to assure that resources are allocated to serve most the children that are currently at highest risk for drop out, prison and poverty

Action Group: Creating/Certifying a Network of 1,000 African-centered Schools & Indentifying/Implementing Culturally Connected Teaching, Learning, Curriculum and Assessment

Also supporting team ACOE is Daphne Muse – Writer, Scholar, Activist - who will provide anchor blogging and critical reflection and interface and to tie the interests of diverse ACOE stakeholders together with a core commitment to the African American Child.

Links to Love

As we prepare for the opening keynote for the NBEA Summit Saving the African American Child, here are some useful links for educators, administrators and parents:

This piece on the African American Free School provides historical perspective and context

Question Bridge a transmedia art project that seeks to represent and redefine Black male identity in America.

Great video featuring Robert Moses: Quality Education as a Constitutional Right

Anansi 2012 Children's Literature Conference

A big thanks to Daphne Muse for the roundup! Are you familiar with any of the above resources?  Are there any additional materials that you would recommend?

"Saving the African American Child"

We're excited to re-launch the "Creating Solutions Together" Blog with coverage of the 2012 National Black Education Agenda Working Summit: "Saving the African American Child."

A team of educators from the Alameda County of Education will join hundreds of educators, activists, and community organizers to address the structures and resources needed to achieve positive outcomes for African American youth. 

Some of the goals of the ACOE team related to this summit include:

• Delving more deeply into the goals of Educating the Whole Child
• Moving away from a deficit model of teaching the African America Child into models and paradigms that resonates more towards the intellectual and skill-driven assets
• Examining the perspectives of speakers and participants to interface with, inform and support the efforts and perspectives of the ACOE team for students in ACOE schools, especially(but not exclusively) as it relates to public health
• Recasting the term school into another concept/word to provide a more positive connotation of where structured education and learning take place
•  Moving deeper into the exploration of Social-Emotional Learning
• Translating actionable items into pedagogical practices
• Expanding the perspective of educating students with more attention towards other national and global paradigms*

 *from upcoming post Daphne Muse

Saving the African American Child--Part II

Part II –Saving the African American Child: Setting the Context

The African American Summit on the Black Child is another opportunity to stop the genocide and follow the path to empowering the minds, hearts and visions of our young people.  As Dr. Nobles brings his formative work to the table focusing on “Humanity, Cultural and Education: Our Need for an Authentic Pedagogy and Process of Excellence-- The Nsaka Sunsum,” he compels us to seek excellence for ourselves as educators and deliver it into the circles and communities of learning.

As an educator some of the proudest moments you’ll ever have will be overriding the pathology and defying the data related to educating and graduating the African American child.  As our future doctors, educators, world leaders, and intergalactic explorers, one day you may well hear your name called out in tribute when they say, “You taught me into my calling.”

Some of the goals of the ACOE team related to this summit include:

• Delving more deeply into the goals of Educating the Whole Child
• Moving away from a deficit model of teaching the African America Child into models and paradigms that resonates more towards the intellectual and skill-driven assets
• Examining the perspectives of speakers and participants to interface with, inform and support the efforts and perspectives of the ACOE team for students in ACOE schools, especially (but not exclusively) as it relates to public health
• Recasting the term "school" into another concept/word to provide a more positive connotation of where structured education and learning take place
• Moving deeper into the exploration of Social-Emotional Learning
• Translating actionable items into pedagogical practices
• Expanding the perspective of educating students with more attention towards other national and global paradigms
• Surveying and engaging in discourse with African American graduates to ascertain what worked and did not work for them

About the Author
Daphne Muse blogs for the Alameda County Office of Education and is a writer and educational consultant.  She written and developed curriculum for the Commission on Education for Major League Baseball, Scholastic, Inc. and school districts across the country.  Muse also spent more than thirty years teaching at UC Berkeley and Mills College.  The author of four books, her commentaries and articles have aired on NPR and have been published in the Washington Post, San Jose Mercury, Congressional Record and the Journal of Ethnic Studies.

Saving the African American Child Part I

Setting the context for “Saving the African American Child”

A National Black Education Agenda Working Summit

By Daphne Muse

Purpose--This WORKING SUMMIT will be the historic opportunity for Black parents, students, educators and other rights-holders to come together to establish the organizational structure and strategic platforms needed to ensure academic and cultural excellence in education and create equity and power for our children and their families to achieve these outcomes.  We affirm the imperative of providing a global, ethical, transformative and culturally grounded education for all children of African ancestry in the United States, and by extension, throughout the African Diaspora.

What if the cure for cancer is trapped inside the mind of someone who is can't afford an education or is already miles into the school to prison pipeline?  

The United States of America can’t continue to be a viable participant in the global village, if it selectively educates a few and continues to discard growing numbers of African American children.  If we are indeed going to stand up for our children then the rampant inequalities must cease.  Like the presenters at this summit, the movement away from miseducating African American children through deficit models is critical.  The framework to educate them through asset and skill-driven pedagogy has existed for more than a century.  What these scholars, public intellectuals, educators and parents bring to the table is work driven by passion, research and empirical data.

Presenters including Wade Nobles, Joyce King and Sam Anderson are clear that it is impossible to grow up locked down and out.  Some of their work is situated on foundations laid by early proponents of black education including Edward Wilmont Blyden, Mary McLeod Bethune, Arthur Schomburg and Carter G.  Woodson.  Their work also takes the well documented, intellectual breadth and technological advances of many pre-colonial African countries into account.  Some of the world’s earliest seats of learning were founded in the African countries of Morocco and Mali.  The University of Al-Karaouine in Fes Morocco began as a mosque founded in 859 by Fatima al-Fihri, a woman and it developed into one of the leading universities for the natural sciences.   During the 12th century, the University of Timbuktu had an attendance of 25,000 students from across the Continent. 

Anderson notes in his work that the ongoing genocide in education is killing the intellect, souls and futures (individual and societal) of African American children at an astounding rate.  It is also seriously diminishing the greater potential for the country to bring bold new ideas, technology and solutions to the global table.  Educator, activist and public intellectual Bob Moses is making a similar case through his work focusing on "Quality Education as a Constitutional Right: Creating a Grassroots Movement to Transform Public Schools." 

Here’s an Even Better Idea!

Here at the Save Our Schools protest and conference, we heard a lot about what’s wrong with No Child Left Behind. Shout “no more high-stakes testing!” and every parent, student and teacher there knew what you were talking about.

The problem with the fight against high-stakes testing—and its parent law NCLB—is that getting rid of this top-down policy is only half the equation. If we want the Obama administration to respond seriously to a protest of their ideas, we’d need to provide new ones. We must replace NCLB with something better.

Fortunately, schools across the country are demonstrating successful models for strengthening teacher performance that can and should be used nationwide. In programs developed at the Alameda County Office of Education’s Art IS Education, we are using classroom-based, teacher-driven assessments of student success and learning to help teachers reflect on what they’re doing right and what they need to do better.

Then, through our Teacher Action Research Institute, we provide an ongoing network of training and support to help teachers improve their work—like using the arts to make curriculum in other subjects come alive for students. Studies over the past ten years prove TARI is working, but we think our Principals make an even more compelling case.

Principal Garry Grotke Discusses the Teacher Action Research Institute from ACOE on Vimeo.

Learning the Hardest Lessons from NCLB

No Child Left Behind stifles learning by equating it with memorization, repetition, and testing. NCLB takes responsibility out of the hands of teachers by waiving the expectation that students become critical thinkers and problem solvers. NCLB diverts resources from home-grown programs and solutions that work best. There are many reasons to oppose NCLB, but it’s important not to throw the good out with the bad.

Ten years ago, NCLB did one very important thing: through the systemic, nationwide measurement of school performance, it exposed the long-ignored reality that we were chronically failing certain students. There was a frightening pattern: schools throughout the country were allowing students of color to fall behind their peers. NCLB forced educators to admit this, and required us to take responsibility for it.

As we gather at the Save Our Schools conference to oppose NCLB and offer new ideas, we can’t lose sight of the need for school performance measures that identify where we need to improve. This is also the time for educators to ask ourselves a hard question: what have we done in the past ten years to address the inequality that NCLB exposed?

At the Alameda County Office of Education, we support school districts in the East San Francisco Bay Area which serve primarily African American and Latino students, English learners, and students from low-income families. Ten years ago, as we faced the challenge of overcoming the trend of inequality in our schools, we made an important discovery.

Teachers and administrators need to be able to recognize the experiences and the history that every child brings from their community to their school. We call this cultural competence, but it’s really the simple idea that we all learn by adding new knowledge to what we already know. If educators can’t recognize—or value—what students already know, there’s no base to build on.

Through the ACOE’s Art IS Education program, we’ve partnered with districts throughout the county to train our teachers and administrators to be responsible for culturally competent teaching. We utilize arts integrated learning because we recognize the arts as a language that transcends cultural barriers. We rely on the arts as a tool to teach across all subjects because they create a broad range of opportunities for teachers and students to understand each other. The arts also provide a structure in which students build critical self-esteem by reflecting on their unique experiences and developing a sense of meaning in their own lives.

Other groups are promoting culturally competent schools, too. Our long-time ally Justice Matters is at work with Professor Linda Darling-Hammond of Stanford University on a project to identify schools that provide a truly just education for low-income students of color.

As we think about overturning one national system with many shortcomings, ACOE Art IS Education programs and the schools to be identified by Justice Matters provide important examples of the solutions we need nationwide.

We can’t lose sight of our responsibility as educators to measure our own work, identify our successes, and turn them into solutions where we still need to improve.

Make Your Voice Heard!

Diane Ravitch addressed the Save Our Schools conference on Day 2 and claimed that No Child Left Behind is a manufactured crisis designed to fail every school in America. "Today 87% of our nation's schools are failing under No Child Left Behind. Its central goal is testing, which has been a bonanza for testing companies and, a disaster for teachers, students and families." She cited both national and international studies that reveal that tests and incentives do not predict success in post-secondary education, or in economic success.

"American education is not a 'race to the top'," said Ravitch, where there are winners that cross the finish line, and losers that bring up the middle and the rear. Her words harkened to Kozol's expressed fear the day before, that President Obama's Race to the Top and turnaround strategies will dishonor him in history.

Ravitch told the 450 person gathering that "We know what works!" She cited performance assessments, where students apply skills and knowledge to demonstrate their understanding. She called for a curriculum that "includes the arts, music, science, and active, project-based learning that inspires a sense of purpose and passion in young people."

Today the action moves to the Whitehouse, where teachers, parents and students will carry their demands forward:

1. Equitable funding for all public school communities



2. An end to high stakes testing used for the purposes of student, teacher and school evaluation



3. Teacher, family and community leadership in forming public education policies



4. Curriculum developed for and by school communities

Members from Parents Across America, including a strong California contingent, will be leaders in today's protest www.parentsacrossamerica.org . Speakers will include Jonathan Kozol, Diane Ravitch, Mary Stone Hanley, Deborah Meier, Pedro Noguera and Linda Darling Hammond.

Join in on our blog and add your voice to the conversation about what works, and your ideas for necessary new directions in public education!

Diane "The Jackhammer" Ravitch

"Diane "The Jackhammer" Ravitch!

It's Day 2 of the SOS conference! Day 1 with Jonathan Kozol was a thrill. Well Day 2 with author Diane Ravitch felt like the rush you get after knocking down a stubborn brick wall. She was clear, tough and methodical, as she drilled into the very foundation of misguided education reform strategies currently so well cemented in public discourse and policy making. One by one she hammered at all the policy proposals this administration and localities around the country have just accepted as good ideas regardless of evidence to the contrary.

Merit pay for teachers, an Obama favorite. There's no compelling evidence to say this works. The teachers say it doesn't work! BANG- went the Ravitch hammer! Even still, New York City who had a failed attempt at merit pay, persists on trying to make it happen. Evaluating teachers based on test scores; another loser. Ravitch was clear. At best it leads to teaching to the test, or in increasing incidences, it leads to cheating and gaming the test to boost scores. WHAMO! Charter schools, this is the real prom queen at the policy ballroom. Everyone seems to want them. Meanwhile at the end of the day, this prom queen's true dance partner seems to be big business. Overall their results are no better than traditional public schools, yet they introduce a profit motive, where only the easiest to serve may benefit, while the hardest to serve youth are left to languish in increasingly under resourced schools. BOOYAH! Teachers don't get fired. Nonsense, Ravitch blasted! Teachers have an attrition rate of 50% in the first five years! With these numbers, surely some are getting fired.

Ravtich cited study after study, expert after expert. She carefully chiseled away at the very foundation of what makes up the nation's current approach to education. It was both cathartic and dismal to hear. But she ended with hope. Fear not, says this Jackhammer of Policy! These misguided reformers may have all the money and power, but things change. This story is not over, we live in a democracy, she argued. "There are more of us than there are of them!" Well said!