When Schools Shut Down In Alaska, These Students Went Moose Hunting
How Ethnic Studies Connects Learning With Students' Identities
Students See A New World With More Accurate Maps
How Awareness of Cultural Differences Can Help Underachieving Students
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FM","link":"/"}},"mindshift_58183":{"type":"posts","id":"mindshift_58183","meta":{"index":"posts_1591205157","site":"mindshift","id":"58183","score":null,"sort":[1627059025000]},"guestAuthors":[],"slug":"when-schools-shut-down-in-alaska-these-students-went-moose-hunting","title":"When Schools Shut Down In Alaska, These Students Went Moose Hunting","publishDate":1627059025,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Jamin Crow waited silently for the bull moose to turn and face him. In the cold, the teen stood in an open meadow, his gun resting on a branch. He waited and waited and waited.\u003c/p>\n\u003cp>Then the moose turned, and his brother started to yell, \"Shoot!\" If Crow didn't shoot, his brother would. So Crow took a deep breath and pulled the trigger.\u003c/p>\n\u003cp>\"Your ears are ringing after the gunshot. And I look at my brother and he's giving me the happiest look I've ever seen,\" he says. \"Everything is perfect at that moment ...You know you succeeded in what your goal is.\"\u003c/p>\n\u003cp>Crow lives in Bethel, in the remote Yukon Delta region of Alaska. For generations, his family has practiced subsistence hunting to get food on the table. The process hasn't changed much, except that these days, the Crows use motor boats and snowmobiles to get to their moose camp, which serves as a home base while they're on hunting trips.\u003c/p>\n\u003cp>\"Food is very expensive here. You have to ship everything up,\" Crow says. \"We don't go out just for the antlers. We're not looking for trophies; we're not hunting for something big. We're looking for meat to feed our families.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Crow is one of three Alaska Native students — along with Kaylee King and Ethan Lincoln — \u003ca href=\"https://soundcloud.com/user-409887613/npr-podcast-challenge-2021\">who made a podcast about their hunting tradition\u003c/a>. The students are from different towns, but met as interns at NPR's member station WUKY in their senior year of high school. Right before they graduated last spring, their podcast was \u003ca href=\"https://www.npr.org/2021/05/16/996191376/the-2021-spc-honorable-mentions\">chosen as a finalist\u003c/a> in this year's NPR Student Podcast Challenge.\u003c/p>\n\u003cfigure id=\"attachment_58198\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-58198 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/kbasile-ykdelta-students-kyuk_custom-57899b4f8fc22526aa8ddebbf5996a06d83bb3f4-e1627058330123.png\" alt=\"\" width=\"1920\" height=\"947\">\u003cfigcaption class=\"wp-caption-text\">Ethan Lincoln, Kaylee King and Jamin Crow. The three students say hunting helped them get through the isolation of the pandemic, when their schools and many other activities, like sports, were shut down because of COVID-19. \u003ccite>(Katie Basile/KYUK)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The three students say hunting helped them get through the isolation of the pandemic, when their schools and many other activities, like sports, were shut down because of COVID-19.\u003c/p>\n\u003cp>In the podcast, Crow went hunting with his 17-year-old brother, Peter, but sometimes the whole family goes, including his father and grandmother. King and Lincoln — who are cousins — also go hunting with their families.\u003c/p>\n\u003cp>\"Nowadays, you see everybody go out and hunt. Dads will take their daughters,\" says Crow. \"It doesn't really matter what your gender is.\"\u003c/p>\n\u003cp>COVID-19 did not hit Bethel until August of 2020 — when people started to travel to and from other cities. The virus quickly spread, closing schools through March of this year. Meanwhile, King's village of about 250 people managed to make it through with very few cases, and she was allowed to finish out high school in person; she was the only graduating senior in her town this year.\u003c/p>\n\u003cp>The students explain that, as time goes by, fewer and fewer people are practicing subsistence hunting. King, especially, feels a pressure to keep the traditions alive.\u003c/p>\n\u003cp>\"It makes me really sad because the way we used to do things is so different from how we do them now,\" King says. \"Even our language [Cup'ig] is slowly fading away.\"\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[gallery type=\"slideshow\" size=\"full\" ids=\"58191,58190,58192,58193,58188\"]\u003c/p>\n\u003cp>For the students, the practice of hunting allows them to connect with older generations.\u003c/p>\n\u003cp>\"Whenever I go out hunting with my granny, I'm always hearing past stories about when my dad was a kid and he went hunting or my late grandpa [and] how he would just take the family up,\" Crow says.\u003c/p>\n\u003cp>He sees peers like King practicing cultural dances, speaking the language and hunting, and he's hopeful the traditions he grew up with will last. He already knows he wants to share the hunting experience with his own children some day.\u003c/p>\n\u003cp>\"If we keep at this pace, I think our younger generation can pick it back up again because we have pride in our culture and we love where we are from and we don't want to see it fade away.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Sneha Dey is an intern on NPR's Education Desk.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=When+Schools+Shut+Down+In+Alaska%2C+These+Students+Went+Moose+Hunting+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"In the remote Yukon Delta region of Alaska, many families practice subsistence hunting to get food on the table. Three students reconnected with that tradition during the pandemic.","status":"publish","parent":0,"modified":1627059025,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":true,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":713},"headData":{"title":"When Schools Shut Down In Alaska, These Students Went Moose Hunting - MindShift","description":"In the remote Yukon Delta region of Alaska, many families practice subsistence hunting to get food on the table. Three students reconnected with that tradition during the pandemic.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"58183 https://ww2.kqed.org/mindshift/?p=58183","disqusUrl":"https://ww2.kqed.org/mindshift/2021/07/23/when-schools-shut-down-in-alaska-these-students-went-moose-hunting/","disqusTitle":"When Schools Shut Down In Alaska, These Students Went Moose Hunting","nprImageCredit":"Katie Basile","nprByline":"Sequoia Carrillo and Sneha Dey","nprImageAgency":"KYUK","nprStoryId":"1017864425","nprApiLink":"http://api.npr.org/query?id=1017864425&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2021/07/23/1017864425/when-schools-shut-down-in-alaska-these-students-went-moose-hunting?ft=nprml&f=1017864425","nprRetrievedStory":"1","nprPubDate":"Fri, 23 Jul 2021 11:12:00 -0400","nprStoryDate":"Fri, 23 Jul 2021 10:49:48 -0400","nprLastModifiedDate":"Fri, 23 Jul 2021 11:12:56 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2021/07/20210722_atc_students_return_to_subsistence_hunting_in_the_yk_delta.mp3?orgId=1&topicId=1013&aggIds=662609200&d=243&p=2&story=1017864425&ft=nprml&f=1017864425","nprAudioM3u":"http://api.npr.org/m3u/11019413253-bc1256.m3u?orgId=1&topicId=1013&aggIds=662609200&d=243&p=2&story=1017864425&ft=nprml&f=1017864425","path":"/mindshift/58183/when-schools-shut-down-in-alaska-these-students-went-moose-hunting","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2021/07/20210722_atc_students_return_to_subsistence_hunting_in_the_yk_delta.mp3?orgId=1&topicId=1013&aggIds=662609200&d=243&p=2&story=1017864425&ft=nprml&f=1017864425","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Jamin Crow waited silently for the bull moose to turn and face him. In the cold, the teen stood in an open meadow, his gun resting on a branch. He waited and waited and waited.\u003c/p>\n\u003cp>Then the moose turned, and his brother started to yell, \"Shoot!\" If Crow didn't shoot, his brother would. So Crow took a deep breath and pulled the trigger.\u003c/p>\n\u003cp>\"Your ears are ringing after the gunshot. And I look at my brother and he's giving me the happiest look I've ever seen,\" he says. \"Everything is perfect at that moment ...You know you succeeded in what your goal is.\"\u003c/p>\n\u003cp>Crow lives in Bethel, in the remote Yukon Delta region of Alaska. For generations, his family has practiced subsistence hunting to get food on the table. The process hasn't changed much, except that these days, the Crows use motor boats and snowmobiles to get to their moose camp, which serves as a home base while they're on hunting trips.\u003c/p>\n\u003cp>\"Food is very expensive here. You have to ship everything up,\" Crow says. \"We don't go out just for the antlers. We're not looking for trophies; we're not hunting for something big. We're looking for meat to feed our families.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Crow is one of three Alaska Native students — along with Kaylee King and Ethan Lincoln — \u003ca href=\"https://soundcloud.com/user-409887613/npr-podcast-challenge-2021\">who made a podcast about their hunting tradition\u003c/a>. The students are from different towns, but met as interns at NPR's member station WUKY in their senior year of high school. Right before they graduated last spring, their podcast was \u003ca href=\"https://www.npr.org/2021/05/16/996191376/the-2021-spc-honorable-mentions\">chosen as a finalist\u003c/a> in this year's NPR Student Podcast Challenge.\u003c/p>\n\u003cfigure id=\"attachment_58198\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-58198 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/kbasile-ykdelta-students-kyuk_custom-57899b4f8fc22526aa8ddebbf5996a06d83bb3f4-e1627058330123.png\" alt=\"\" width=\"1920\" height=\"947\">\u003cfigcaption class=\"wp-caption-text\">Ethan Lincoln, Kaylee King and Jamin Crow. The three students say hunting helped them get through the isolation of the pandemic, when their schools and many other activities, like sports, were shut down because of COVID-19. \u003ccite>(Katie Basile/KYUK)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The three students say hunting helped them get through the isolation of the pandemic, when their schools and many other activities, like sports, were shut down because of COVID-19.\u003c/p>\n\u003cp>In the podcast, Crow went hunting with his 17-year-old brother, Peter, but sometimes the whole family goes, including his father and grandmother. King and Lincoln — who are cousins — also go hunting with their families.\u003c/p>\n\u003cp>\"Nowadays, you see everybody go out and hunt. Dads will take their daughters,\" says Crow. \"It doesn't really matter what your gender is.\"\u003c/p>\n\u003cp>COVID-19 did not hit Bethel until August of 2020 — when people started to travel to and from other cities. The virus quickly spread, closing schools through March of this year. Meanwhile, King's village of about 250 people managed to make it through with very few cases, and she was allowed to finish out high school in person; she was the only graduating senior in her town this year.\u003c/p>\n\u003cp>The students explain that, as time goes by, fewer and fewer people are practicing subsistence hunting. King, especially, feels a pressure to keep the traditions alive.\u003c/p>\n\u003cp>\"It makes me really sad because the way we used to do things is so different from how we do them now,\" King says. \"Even our language [Cup'ig] is slowly fading away.\"\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"gallery","attributes":{"named":{"type":"slideshow","size":"full","ids":"58191,58190,58192,58193,58188","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For the students, the practice of hunting allows them to connect with older generations.\u003c/p>\n\u003cp>\"Whenever I go out hunting with my granny, I'm always hearing past stories about when my dad was a kid and he went hunting or my late grandpa [and] how he would just take the family up,\" Crow says.\u003c/p>\n\u003cp>He sees peers like King practicing cultural dances, speaking the language and hunting, and he's hopeful the traditions he grew up with will last. He already knows he wants to share the hunting experience with his own children some day.\u003c/p>\n\u003cp>\"If we keep at this pace, I think our younger generation can pick it back up again because we have pride in our culture and we love where we are from and we don't want to see it fade away.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Sneha Dey is an intern on NPR's Education Desk.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=When+Schools+Shut+Down+In+Alaska%2C+These+Students+Went+Moose+Hunting+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58183/when-schools-shut-down-in-alaska-these-students-went-moose-hunting","authors":["byline_mindshift_58183"],"categories":["mindshift_20874"],"tags":["mindshift_20918","mindshift_21015"],"featImg":"mindshift_58195","label":"mindshift"},"mindshift_49001":{"type":"posts","id":"mindshift_49001","meta":{"index":"posts_1591205157","site":"mindshift","id":"49001","score":null,"sort":[1502776434000]},"guestAuthors":[],"slug":"how-ethnic-studies-connects-learning-with-students-identities","title":"How Ethnic Studies Connects Learning With Students' Identities","publishDate":1502776434,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>In Jr Arimboanga's ninth-grade classroom, students learn about critical consciousness: how to read the word, but also the \u003cem>world\u003c/em>. It's a concept popularized by a Brazilian educational theorist named Paulo Freire in his book, \u003cem>Pedagogy of the Oppressed\u003c/em>.\u003c/p>\n\u003cp>The class is ethnic studies. It's part of an effort by San Francisco educators like Arimboanga to teach courses centered on the perspectives of historically marginalized groups. Just last year, California passed a law mandating a model ethnic studies curriculum.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Kids react when the curriculum isn't speaking to their experiences or to the things that really matter to them. They just get bored and they either intellectually drop out or physically drop out.'\u003ccite>Christine Sleeter, California State University professor\u003c/cite>\u003c/aside>\n\u003cp>Sometimes called multicultural education or culturally responsive teaching (though there are subtle differences among the three), ethnic studies has been expanding on the west coast and in pockets across the country. San Francisco's curriculum is \"designed to give high school students an introduction to the experiences of ethnic communities that are rarely represented in textbooks,\" according to \u003ca href=\"http://www.sfusdhumanities.org/ethnic-studies.html\" target=\"_blank\" rel=\"noopener noreferrer\">the school district's website\u003c/a>.\u003c/p>\n\u003cp>Teachers of ethnic studies argue that these courses give students a pathway to break the cycles of poverty, violence, and incarceration that so many communities of color face.\u003c/p>\n\u003cp>\"Ethnic studies works,\" says Artnelson Concordia, a veteran teacher who is helping to develop the San Francisco curriculum. He wants students to see that \"all of their experiences can be connected to larger issues.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"So by the end of the school year, they're seeing themselves as makers of history,\" Concordia says.\u003c/p>\n\u003cp>\u003cstrong>Movements and Counter-Movements\u003c/strong>\u003c/p>\n\u003cp>Ethnic studies has \"gained momentum, frankly, with the election of Donald Trump,\" says Ravi Perry, president of the National Association for Ethnic Studies. This summer, Oregon set a timetable for the adoption of K-12 ethnic studies standards. Efforts to introduce statewide legislation \u003ca href=\"http://cjonline.com/news/education/2017-06-13/ethnic-studies-program-introduced-state-education-board\">are also ongoing in Kansas\u003c/a> and starting this year, Indiana high schools will be required to offer ethnic and racial studies as an elective course. States with large indigenous populations — like Montana and Alaska — have already written standards for culturally responsive teaching.\u003c/p>\n\u003cp>\"We have an obligation to ensure their heritage is aptly reflected in how we talk about America,\" Perry says. \"This is not about promoting an individual agenda. It's about understanding the importance of community solidarity.\"\u003c/p>\n\u003cp>Other movements are concentrated at the district level. Seattle has passed a resolution, based on \u003ca href=\"http://www.seattletimes.com/education-lab/seattle-public-schools-responds-to-naacps-ethnic-studies-proposal-with-one-of-its-own/\" target=\"_blank\" rel=\"noopener noreferrer\">recommendations from the NAACP\u003c/a>. Students in Providence, R.I., have successfully lobbied for a pilot of the ethnic studies curriculum. Albuquerque, N.M., has launched ethnic studies courses in all of its high schools.\u003c/p>\n\u003cp>Though the start of the ethnic studies movement can be traced to the early 1900s, it really kicked off in the 1960s at colleges and universities. In the past decade, the growth has accelerated in K-12 schools, partly in response to an Arizona law that banned the curriculum.\u003c/p>\n\u003cp>There, Republican lawmakers were specifically targeting a Mexican-American studies program at Tucson High School — \u003ca href=\"https://www.usnews.com/education/best-high-schools/arizona/districts/tucson-unified-district/tucson-magnet-high-school-1123\" target=\"_blank\" rel=\"noopener noreferrer\">where minority enrollment is 88 percent\u003c/a>. The Republicans who wrote the legislation, Tom Horne and John Huppenthal, claimed the classes were stoking racial tensions and \"radicalizing students.\" They pointed to the course materials — among them, Freire's \u003cem>Pedagogy of the Oppressed \u003c/em>and Rodolfo Acuña's \u003cem>Occupied America \u003c/em>— as well as the class decor, which included a poster of Che Guevara.\u003c/p>\n\u003cp>In 2010, Horne and Huppenthal passed HB 2281, prohibiting classes and materials that \"promote the overthrow of the U.S. government,\" \"resentment toward a race or class or people,\" or \"ethnic solidarity.\" (This happened soon after the passage of SB 1070, which gave local police the authority to question a person's citizenship.)\u003c/p>\n\u003cp>There were other ethnic studies courses in Tucson that were not touched by the bill, Huppenthal says. He mentions African-American studies, for one. But the teachers of Mexican-American studies classes at Tucson High, Huppenthal says, were \"indoctrinating students.\"\u003c/p>\n\u003cp>\"They were doing a very simplistic application of Karl Marx's dictum: All of history is the struggle between the 'oppressor' and the 'oppressed,' \" Huppenthal says. \"And they were going to identify whites as oppressors and Hispanics as the oppressed.\"\u003c/p>\n\u003cp>\u003cstrong>Myths and Truths\u003c/strong>\u003c/p>\n\u003cp>\"One of the things you would hear was that our classes were hateful. That we were teaching resentment,\" says Curtis Acosta, who piloted one of the Mexican-American studies classes that sparked the controversy in Arizona. \"That's exactly the antithesis of what you would see.\"\u003c/p>\n\u003cp>Acosta taught for 18 years in Tucson Unified School District. On a typical day in his Chicano literature class, Acosta says, you'd find students sitting at tables \"doing really controversial things like reading and writing well.\"\u003c/p>\n\u003cp>Each morning, his class would begin with an affirmation, a Mayan precept called In Lak Ech, which translates to \"You are another me.\" Students would recite in Spanish and English part of the poem by Luís Valdez:\u003c/p>\n\u003cp>\u003cem>Tú eres mi otro yo. You are my other me. Si te hago daño a ti, If I do harm to you, Me hago daño a mi mismo. I do harm to myself. Si te amo y respeto, If I love and respect you, Me amo y respeto yo. I love and respect myself.\u003c/em>\u003c/p>\n\u003cp>\"Students were sharing and taking risks and that didn't happen by accident,\" Acosta says. \"It was real intentional.\"\u003c/p>\n\u003cp>Alexei Marquez can attest to that. She was in Acosta's class the first year it was offered. Up until then, she had been a dutiful, if disengaged, student. \"I learned from an early age to play the game as it was,\" Marquez says.\u003c/p>\n\u003cp>When she took Acosta's class, it was the first time she'd connected to literature on a personal level. She fell in love with \u003cem>The Devil's Highway\u003c/em> by Luís Alberto Urrea. \"I can't even tell you what I read in AP English,\" Marquez says.\u003c/p>\n\u003cp>She is starting her PhD in Educational Leadership and Policy at the University of Arizona. And she is not a lone success story. While 48 percent of Latino students were dropping out of high school, \u003ca href=\"http://www.pbs.org/independentlens/films/precious-knowledge/\" target=\"_blank\" rel=\"noopener noreferrer\">100 percent of those students enrolled in Mexican-American studies classes at Tucson High were graduating\u003c/a>, and 85 percent were going on to college.\u003c/p>\n\u003cp>\u003cstrong>Impact\u003c/strong>\u003c/p>\n\u003cp>\"The research says, plainly, that this stuff works,\" explains Christine Sleeter, a California State University professor and ethnic studies expert. In 2010, the National Education Association asked her \u003ca href=\"http://www.nea.org/assets/docs/NBI-2010-3-value-of-ethnic-studies.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">to review the academic and social impact of ethnic studies.\u003c/a>\u003c/p>\n\u003cp>A few things happen when students take courses that connect with their lived experience, Sleeter says. Engagement increases, as do literacy skills, overall achievement and attitudes toward learning.\u003c/p>\n\u003cp>\"As students of color proceed through the school system, research finds that the overwhelming dominance of Euro-American perspectives leads many such students to disengage from academic learning,\" Sleeter writes in the NEA report. \"Ethnic studies curricula exist in part because students of color have demanded an education that is relevant, meaningful, and affirming of their identities.\"\u003c/p>\n\u003cp>Something else happens in these classes: students develop \"a sense of agency,\" Sleeter writes. So they aren't just learning about history, they're engaging with it and shaping it — \u003cem>reading the word and the world\u003c/em>.\u003c/p>\n\u003cp>\u003ca href=\"http://inid.gse.uci.edu/files/2011/03/DeePenner2016AERJThe-causaleffectsofculturalrelevance.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">A Stanford study finds similar outcomes\u003c/a> — particularly for high school students at risk of dropping out. Taking a course which examines \"the roles of race, nationality and culture on identity and experience\" improved not only academic performance, but also attendance.\u003c/p>\n\u003cp>\"Kids react when the curriculum isn't speaking to their experiences or to the things that really matter to them,\" Sleeter says. \"They just get bored and they either intellectually drop out or physically drop out.\"\u003c/p>\n\u003cp>\u003cstrong>Waiting on a Verdict\u003c/strong>\u003c/p>\n\u003cp>A federal judge will rule any day now on whether GOP state officials violated students' constitutional rights \u003ca href=\"http://www.huffingtonpost.com/entry/ruling-arizona-mexican-american-studies_us_5988f877e4b0449ed504e5ff\" target=\"_blank\" rel=\"noopener noreferrer\">when they all but abolished Tucson High's Mexican-American studies program\u003c/a>.\u003c/p>\n\u003cp>For the main players, this trial has stirred up a lot of old emotions.\u003c/p>\n\u003cp>Huppenthal has held steady, maintaining that ethnic studies racializes the classroom. \"To teach kids that they're victims and they can't get ahead in life because somebody's holding them down, I think it's a mistake,\" he says.\u003c/p>\n\u003cp>But that argument — that the world is a meritocracy, free of systemic racism and colonialism — is detrimental to students of color, according to \u003ca href=\"https://www.theatlantic.com/education/archive/2017/07/internalizing-the-myth-of-meritocracy/535035/\" target=\"_blank\" rel=\"noopener noreferrer\">a new study in the \u003cem>Child Development\u003c/em> journal\u003c/a>.\u003c/p>\n\u003cp>Acosta, who lost his class to the ban, has been helping other districts integrate ethnic studies into their schools. No matter what happens, he says, the legacy of Tucson's Mexican-American studies program remains.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"As emotional as this has been, what's really fascinating and affirming is that ethnic studies is now something seen,\" Acosta says. \"And can be used to resuscitate hope.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Ethnic+Studies%3A+A+Movement+Born+Of+A+Ban&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"After Arizona banned a Mexican-American studies curriculum in Tucson, Ariz., ethnic studies courses have taken root in districts across the country.","status":"publish","parent":0,"modified":1502776637,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":40,"wordCount":1495},"headData":{"title":"How Ethnic Studies Connects Learning With Students' Identities | KQED","description":"After Arizona banned a Mexican-American studies curriculum in Tucson, Ariz., ethnic studies courses have taken root in districts across the country.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"49001 https://ww2.kqed.org/mindshift/?p=49001","disqusUrl":"https://ww2.kqed.org/mindshift/2017/08/14/how-ethnic-studies-connects-learning-with-students-identities/","disqusTitle":"How Ethnic Studies Connects Learning With Students' Identities","nprImageCredit":"LA Johnson","nprByline":"Julie Depenbrock","nprImageAgency":"NPR","nprStoryId":"541814668","nprApiLink":"http://api.npr.org/query?id=541814668&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2017/08/13/541814668/ethnic-studies-a-movement-born-of-a-ban?ft=nprml&f=541814668","nprRetrievedStory":"1","nprPubDate":"Sun, 13 Aug 2017 10:30:00 -0400","nprStoryDate":"Sun, 13 Aug 2017 10:30:17 -0400","nprLastModifiedDate":"Sun, 13 Aug 2017 10:30:17 -0400","path":"/mindshift/49001/how-ethnic-studies-connects-learning-with-students-identities","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>In Jr Arimboanga's ninth-grade classroom, students learn about critical consciousness: how to read the word, but also the \u003cem>world\u003c/em>. It's a concept popularized by a Brazilian educational theorist named Paulo Freire in his book, \u003cem>Pedagogy of the Oppressed\u003c/em>.\u003c/p>\n\u003cp>The class is ethnic studies. It's part of an effort by San Francisco educators like Arimboanga to teach courses centered on the perspectives of historically marginalized groups. Just last year, California passed a law mandating a model ethnic studies curriculum.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Kids react when the curriculum isn't speaking to their experiences or to the things that really matter to them. They just get bored and they either intellectually drop out or physically drop out.'\u003ccite>Christine Sleeter, California State University professor\u003c/cite>\u003c/aside>\n\u003cp>Sometimes called multicultural education or culturally responsive teaching (though there are subtle differences among the three), ethnic studies has been expanding on the west coast and in pockets across the country. San Francisco's curriculum is \"designed to give high school students an introduction to the experiences of ethnic communities that are rarely represented in textbooks,\" according to \u003ca href=\"http://www.sfusdhumanities.org/ethnic-studies.html\" target=\"_blank\" rel=\"noopener noreferrer\">the school district's website\u003c/a>.\u003c/p>\n\u003cp>Teachers of ethnic studies argue that these courses give students a pathway to break the cycles of poverty, violence, and incarceration that so many communities of color face.\u003c/p>\n\u003cp>\"Ethnic studies works,\" says Artnelson Concordia, a veteran teacher who is helping to develop the San Francisco curriculum. He wants students to see that \"all of their experiences can be connected to larger issues.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"So by the end of the school year, they're seeing themselves as makers of history,\" Concordia says.\u003c/p>\n\u003cp>\u003cstrong>Movements and Counter-Movements\u003c/strong>\u003c/p>\n\u003cp>Ethnic studies has \"gained momentum, frankly, with the election of Donald Trump,\" says Ravi Perry, president of the National Association for Ethnic Studies. This summer, Oregon set a timetable for the adoption of K-12 ethnic studies standards. Efforts to introduce statewide legislation \u003ca href=\"http://cjonline.com/news/education/2017-06-13/ethnic-studies-program-introduced-state-education-board\">are also ongoing in Kansas\u003c/a> and starting this year, Indiana high schools will be required to offer ethnic and racial studies as an elective course. States with large indigenous populations — like Montana and Alaska — have already written standards for culturally responsive teaching.\u003c/p>\n\u003cp>\"We have an obligation to ensure their heritage is aptly reflected in how we talk about America,\" Perry says. \"This is not about promoting an individual agenda. It's about understanding the importance of community solidarity.\"\u003c/p>\n\u003cp>Other movements are concentrated at the district level. Seattle has passed a resolution, based on \u003ca href=\"http://www.seattletimes.com/education-lab/seattle-public-schools-responds-to-naacps-ethnic-studies-proposal-with-one-of-its-own/\" target=\"_blank\" rel=\"noopener noreferrer\">recommendations from the NAACP\u003c/a>. Students in Providence, R.I., have successfully lobbied for a pilot of the ethnic studies curriculum. Albuquerque, N.M., has launched ethnic studies courses in all of its high schools.\u003c/p>\n\u003cp>Though the start of the ethnic studies movement can be traced to the early 1900s, it really kicked off in the 1960s at colleges and universities. In the past decade, the growth has accelerated in K-12 schools, partly in response to an Arizona law that banned the curriculum.\u003c/p>\n\u003cp>There, Republican lawmakers were specifically targeting a Mexican-American studies program at Tucson High School — \u003ca href=\"https://www.usnews.com/education/best-high-schools/arizona/districts/tucson-unified-district/tucson-magnet-high-school-1123\" target=\"_blank\" rel=\"noopener noreferrer\">where minority enrollment is 88 percent\u003c/a>. The Republicans who wrote the legislation, Tom Horne and John Huppenthal, claimed the classes were stoking racial tensions and \"radicalizing students.\" They pointed to the course materials — among them, Freire's \u003cem>Pedagogy of the Oppressed \u003c/em>and Rodolfo Acuña's \u003cem>Occupied America \u003c/em>— as well as the class decor, which included a poster of Che Guevara.\u003c/p>\n\u003cp>In 2010, Horne and Huppenthal passed HB 2281, prohibiting classes and materials that \"promote the overthrow of the U.S. government,\" \"resentment toward a race or class or people,\" or \"ethnic solidarity.\" (This happened soon after the passage of SB 1070, which gave local police the authority to question a person's citizenship.)\u003c/p>\n\u003cp>There were other ethnic studies courses in Tucson that were not touched by the bill, Huppenthal says. He mentions African-American studies, for one. But the teachers of Mexican-American studies classes at Tucson High, Huppenthal says, were \"indoctrinating students.\"\u003c/p>\n\u003cp>\"They were doing a very simplistic application of Karl Marx's dictum: All of history is the struggle between the 'oppressor' and the 'oppressed,' \" Huppenthal says. \"And they were going to identify whites as oppressors and Hispanics as the oppressed.\"\u003c/p>\n\u003cp>\u003cstrong>Myths and Truths\u003c/strong>\u003c/p>\n\u003cp>\"One of the things you would hear was that our classes were hateful. That we were teaching resentment,\" says Curtis Acosta, who piloted one of the Mexican-American studies classes that sparked the controversy in Arizona. \"That's exactly the antithesis of what you would see.\"\u003c/p>\n\u003cp>Acosta taught for 18 years in Tucson Unified School District. On a typical day in his Chicano literature class, Acosta says, you'd find students sitting at tables \"doing really controversial things like reading and writing well.\"\u003c/p>\n\u003cp>Each morning, his class would begin with an affirmation, a Mayan precept called In Lak Ech, which translates to \"You are another me.\" Students would recite in Spanish and English part of the poem by Luís Valdez:\u003c/p>\n\u003cp>\u003cem>Tú eres mi otro yo. You are my other me. Si te hago daño a ti, If I do harm to you, Me hago daño a mi mismo. I do harm to myself. Si te amo y respeto, If I love and respect you, Me amo y respeto yo. I love and respect myself.\u003c/em>\u003c/p>\n\u003cp>\"Students were sharing and taking risks and that didn't happen by accident,\" Acosta says. \"It was real intentional.\"\u003c/p>\n\u003cp>Alexei Marquez can attest to that. She was in Acosta's class the first year it was offered. Up until then, she had been a dutiful, if disengaged, student. \"I learned from an early age to play the game as it was,\" Marquez says.\u003c/p>\n\u003cp>When she took Acosta's class, it was the first time she'd connected to literature on a personal level. She fell in love with \u003cem>The Devil's Highway\u003c/em> by Luís Alberto Urrea. \"I can't even tell you what I read in AP English,\" Marquez says.\u003c/p>\n\u003cp>She is starting her PhD in Educational Leadership and Policy at the University of Arizona. And she is not a lone success story. While 48 percent of Latino students were dropping out of high school, \u003ca href=\"http://www.pbs.org/independentlens/films/precious-knowledge/\" target=\"_blank\" rel=\"noopener noreferrer\">100 percent of those students enrolled in Mexican-American studies classes at Tucson High were graduating\u003c/a>, and 85 percent were going on to college.\u003c/p>\n\u003cp>\u003cstrong>Impact\u003c/strong>\u003c/p>\n\u003cp>\"The research says, plainly, that this stuff works,\" explains Christine Sleeter, a California State University professor and ethnic studies expert. In 2010, the National Education Association asked her \u003ca href=\"http://www.nea.org/assets/docs/NBI-2010-3-value-of-ethnic-studies.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">to review the academic and social impact of ethnic studies.\u003c/a>\u003c/p>\n\u003cp>A few things happen when students take courses that connect with their lived experience, Sleeter says. Engagement increases, as do literacy skills, overall achievement and attitudes toward learning.\u003c/p>\n\u003cp>\"As students of color proceed through the school system, research finds that the overwhelming dominance of Euro-American perspectives leads many such students to disengage from academic learning,\" Sleeter writes in the NEA report. \"Ethnic studies curricula exist in part because students of color have demanded an education that is relevant, meaningful, and affirming of their identities.\"\u003c/p>\n\u003cp>Something else happens in these classes: students develop \"a sense of agency,\" Sleeter writes. So they aren't just learning about history, they're engaging with it and shaping it — \u003cem>reading the word and the world\u003c/em>.\u003c/p>\n\u003cp>\u003ca href=\"http://inid.gse.uci.edu/files/2011/03/DeePenner2016AERJThe-causaleffectsofculturalrelevance.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">A Stanford study finds similar outcomes\u003c/a> — particularly for high school students at risk of dropping out. Taking a course which examines \"the roles of race, nationality and culture on identity and experience\" improved not only academic performance, but also attendance.\u003c/p>\n\u003cp>\"Kids react when the curriculum isn't speaking to their experiences or to the things that really matter to them,\" Sleeter says. \"They just get bored and they either intellectually drop out or physically drop out.\"\u003c/p>\n\u003cp>\u003cstrong>Waiting on a Verdict\u003c/strong>\u003c/p>\n\u003cp>A federal judge will rule any day now on whether GOP state officials violated students' constitutional rights \u003ca href=\"http://www.huffingtonpost.com/entry/ruling-arizona-mexican-american-studies_us_5988f877e4b0449ed504e5ff\" target=\"_blank\" rel=\"noopener noreferrer\">when they all but abolished Tucson High's Mexican-American studies program\u003c/a>.\u003c/p>\n\u003cp>For the main players, this trial has stirred up a lot of old emotions.\u003c/p>\n\u003cp>Huppenthal has held steady, maintaining that ethnic studies racializes the classroom. \"To teach kids that they're victims and they can't get ahead in life because somebody's holding them down, I think it's a mistake,\" he says.\u003c/p>\n\u003cp>But that argument — that the world is a meritocracy, free of systemic racism and colonialism — is detrimental to students of color, according to \u003ca href=\"https://www.theatlantic.com/education/archive/2017/07/internalizing-the-myth-of-meritocracy/535035/\" target=\"_blank\" rel=\"noopener noreferrer\">a new study in the \u003cem>Child Development\u003c/em> journal\u003c/a>.\u003c/p>\n\u003cp>Acosta, who lost his class to the ban, has been helping other districts integrate ethnic studies into their schools. No matter what happens, he says, the legacy of Tucson's Mexican-American studies program remains.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"As emotional as this has been, what's really fascinating and affirming is that ethnic studies is now something seen,\" Acosta says. \"And can be used to resuscitate hope.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Ethnic+Studies%3A+A+Movement+Born+Of+A+Ban&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49001/how-ethnic-studies-connects-learning-with-students-identities","authors":["byline_mindshift_49001"],"categories":["mindshift_193"],"tags":["mindshift_20918","mindshift_21126","mindshift_21125","mindshift_20784","mindshift_1040"],"featImg":"mindshift_49002","label":"mindshift"},"mindshift_47813":{"type":"posts","id":"mindshift_47813","meta":{"index":"posts_1591205157","site":"mindshift","id":"47813","score":null,"sort":[1490189344000]},"guestAuthors":[],"slug":"students-see-a-new-world-with-more-accurate-maps","title":"Students See A New World With More Accurate Maps","publishDate":1490189344,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Students throughout Boston are getting a radically different view of the world, one laminated 24-by-36-inch sheet of paper at a time.\u003c/p>\n\u003cp>Beginning last Thursday, \u003ca href=\"http://www.bostonpublicschools.org/\">Boston Public Schools\u003c/a> administrators have been sending social studies teachers in the second, seventh and 11th grades new maps for their classrooms — depictions that more accurately portray the sizes of Earth's continents.\u003c/p>\n\u003cp>When many people picture a map of the world, what they're probably thinking of is a Mercator projection, a representation that despite its apparent distortions has been around more than 400 years. It's that map that hangs in most classrooms throughout the U.S., including those in Boston.\u003c/p>\n\u003cp>By contrast, the map known as the Peters projection, which city authorities are now meting out to many of the city's classrooms, is a relative fledgling. Introduced at a conference in Germany in 1974, historian Arno Peters' map aims to fix the Mercator's inaccuracies, which vastly exaggerate the size of land masses approaching the north and south poles — and in doing so, help prop up a decidedly eurocentric worldview.\u003c/p>\n\u003cp>Therein lies the rub.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"This is the start of a three-year effort to decolonize the curriculum in our public schools,\" said Colin Rose, assistant superintendent of opportunity and achievement gaps for Boston Public Schools, \u003ca href=\"https://www.theguardian.com/education/2017/mar/19/boston-public-schools-world-map-mercator-peters-projection\">tells The Guardian\u003c/a>.\u003c/p>\n\u003cp>\"Eighty-six percent of our students are students of color,\" Hayden Frederick-Clarke, director of cultural proficiency for BPS, \u003ca href=\"http://www.wbur.org/edify/2017/03/16/world-maps-boston-public-schools\">tells member station WBUR\u003c/a>. \"Maps that they are presented with generally classify the places that they're from as small and insignificant. It only seems right that we would present them with an accurate view of themselves.\"\u003c/p>\n\u003cp>The issue rests partly in the problem of how to transpose the 3-D shape of Earth onto a two-dimensional sheet of paper. For Gerardus Mercator — the Flemish cartographer who in 1569 came up with the map still most commonly used today — the central goal was to support navigation along colonial trade routes. And the central point on the globe for him was, of course, Europe.\u003c/p>\n\u003cfigure id=\"attachment_47816\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-47816\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/03/Mercator_projection_SW-1020x866.jpg\" alt=\"The Meractor projection\" width=\"640\" height=\"543\">\u003cfigcaption class=\"wp-caption-text\">The Meractor projection \u003ccite>(\u003ca href=\"https://commons.wikimedia.org/wiki/File:Mercator_projection_SW.jpgg\">Creative Commons/Daniel R. Strebe (August 15, 2011)\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The trouble is that his projection, which places northern Europe at the heart of the world and shrinks Africa and South America, is far from precise. The \u003cem>Guardian\u003c/em> breaks down some of the most notable discrepancies:\u003c/p>\n\u003cblockquote>\u003cp>\"South America is made to look about the same size as Europe, when in fact it is almost twice as large, and Greenland looks roughly the size of Africa when it is actually about 14 times smaller. Alaska looks bigger than Mexico and Germany is in the middle of the picture, not to the north — because Mercator moved the equator.\"\u003c/p>\u003c/blockquote>\n\u003cp>All this adds up to a view of the world that sets one set of cultures center stage, while marginalizing and even radically shrinking others. And that can have a real effect on students of all backgrounds.\u003c/p>\n\u003cp>\"Once students feel like the school isn't being truthful, there's a tendency to shut down and reject information,\" Frederick-Clarke tells WBUR.\u003c/p>\n\u003cp>Enter Peters' projection — which is also known as the Gall-Peters projection, since it's virtually identical to a projection put forward by the Scottish cartographer James Gall in the 19th century. This vision of the world harbors inaccuracies of its own, but generally it comes much closer to depicting the continents as they are.\u003c/p>\n\u003cp>\"The Peters projection has created a lot of controversy over the years because it distorts shapes,\" Bob Abramms, founder of \u003ca href=\"http://odtmaps.com/\">map publisher ODT\u003c/a>, tells the \u003cem>Guardian\u003c/em>, \"but it's enormously visually important in terms of the scale and position of the terrain on the Earth, showing correct size and proportion of the continents.\"\u003c/p>\n\u003cp>\"So this is about maps, but it isn't about maps,\" Rose \u003ca href=\"https://www.bostonglobe.com/metro/2017/03/16/north-america-really-bigger-than-africa-this-map-sets-things-straight/lK52K7aKYFpQ3b8ujJj6LP/story.html\">tells the Boston Globe\u003c/a>. \"It's about a paradigm shift in our district. We've had a very fixed view that is very Eurocentric. How do we talk about other viewpoints? This is a great jump off point.\"\u003c/p>\n\u003cp>Natacha Scott, Boston Public Schools history and social studies director, believes the 125-school district is the first in the U.S. to make the formal shift. And while the Mercator projections are not getting removed, she tells the \u003cem>Guardian\u003c/em> that the influx of Peters projections is already having an effect on the students who encounter them.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Some of their reactions were quite funny,\" she says, \"but it was also amazingly interesting to see them questioning what they thought they knew.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Boston+Students+Get+A+Glimpse+Of+A+Whole+New+World%2C+With+Different+Maps&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"In a bid to \"decolonize the curriculum,\" Boston Public Schools has swapped into some classrooms the Peters projection — a map meant to more accurately portray continent sizes.","status":"publish","parent":0,"modified":1490189387,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":768},"headData":{"title":"Students See A New World With More Accurate Maps | KQED","description":"In a bid to "decolonize the curriculum," Boston Public Schools has swapped into some classrooms the Peters projection — a map meant to more accurately portray continent sizes.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"47813 https://ww2.kqed.org/mindshift/?p=47813","disqusUrl":"https://ww2.kqed.org/mindshift/2017/03/22/students-see-a-new-world-with-more-accurate-maps/","disqusTitle":"Students See A New World With More Accurate Maps","nprByline":"Colin Dwyer","nprStoryId":"520938221","nprApiLink":"http://api.npr.org/query?id=520938221&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/thetwo-way/2017/03/21/520938221/boston-students-get-a-glimpse-of-a-whole-new-world-with-different-maps?ft=nprml&f=520938221","nprRetrievedStory":"1","nprPubDate":"Tue, 21 Mar 2017 12:23:00 -0400","nprStoryDate":"Tue, 21 Mar 2017 12:25:00 -0400","nprLastModifiedDate":"Tue, 21 Mar 2017 15:35:39 -0400","path":"/mindshift/47813/students-see-a-new-world-with-more-accurate-maps","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Students throughout Boston are getting a radically different view of the world, one laminated 24-by-36-inch sheet of paper at a time.\u003c/p>\n\u003cp>Beginning last Thursday, \u003ca href=\"http://www.bostonpublicschools.org/\">Boston Public Schools\u003c/a> administrators have been sending social studies teachers in the second, seventh and 11th grades new maps for their classrooms — depictions that more accurately portray the sizes of Earth's continents.\u003c/p>\n\u003cp>When many people picture a map of the world, what they're probably thinking of is a Mercator projection, a representation that despite its apparent distortions has been around more than 400 years. It's that map that hangs in most classrooms throughout the U.S., including those in Boston.\u003c/p>\n\u003cp>By contrast, the map known as the Peters projection, which city authorities are now meting out to many of the city's classrooms, is a relative fledgling. Introduced at a conference in Germany in 1974, historian Arno Peters' map aims to fix the Mercator's inaccuracies, which vastly exaggerate the size of land masses approaching the north and south poles — and in doing so, help prop up a decidedly eurocentric worldview.\u003c/p>\n\u003cp>Therein lies the rub.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"This is the start of a three-year effort to decolonize the curriculum in our public schools,\" said Colin Rose, assistant superintendent of opportunity and achievement gaps for Boston Public Schools, \u003ca href=\"https://www.theguardian.com/education/2017/mar/19/boston-public-schools-world-map-mercator-peters-projection\">tells The Guardian\u003c/a>.\u003c/p>\n\u003cp>\"Eighty-six percent of our students are students of color,\" Hayden Frederick-Clarke, director of cultural proficiency for BPS, \u003ca href=\"http://www.wbur.org/edify/2017/03/16/world-maps-boston-public-schools\">tells member station WBUR\u003c/a>. \"Maps that they are presented with generally classify the places that they're from as small and insignificant. It only seems right that we would present them with an accurate view of themselves.\"\u003c/p>\n\u003cp>The issue rests partly in the problem of how to transpose the 3-D shape of Earth onto a two-dimensional sheet of paper. For Gerardus Mercator — the Flemish cartographer who in 1569 came up with the map still most commonly used today — the central goal was to support navigation along colonial trade routes. And the central point on the globe for him was, of course, Europe.\u003c/p>\n\u003cfigure id=\"attachment_47816\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-47816\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/03/Mercator_projection_SW-1020x866.jpg\" alt=\"The Meractor projection\" width=\"640\" height=\"543\">\u003cfigcaption class=\"wp-caption-text\">The Meractor projection \u003ccite>(\u003ca href=\"https://commons.wikimedia.org/wiki/File:Mercator_projection_SW.jpgg\">Creative Commons/Daniel R. Strebe (August 15, 2011)\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The trouble is that his projection, which places northern Europe at the heart of the world and shrinks Africa and South America, is far from precise. The \u003cem>Guardian\u003c/em> breaks down some of the most notable discrepancies:\u003c/p>\n\u003cblockquote>\u003cp>\"South America is made to look about the same size as Europe, when in fact it is almost twice as large, and Greenland looks roughly the size of Africa when it is actually about 14 times smaller. Alaska looks bigger than Mexico and Germany is in the middle of the picture, not to the north — because Mercator moved the equator.\"\u003c/p>\u003c/blockquote>\n\u003cp>All this adds up to a view of the world that sets one set of cultures center stage, while marginalizing and even radically shrinking others. And that can have a real effect on students of all backgrounds.\u003c/p>\n\u003cp>\"Once students feel like the school isn't being truthful, there's a tendency to shut down and reject information,\" Frederick-Clarke tells WBUR.\u003c/p>\n\u003cp>Enter Peters' projection — which is also known as the Gall-Peters projection, since it's virtually identical to a projection put forward by the Scottish cartographer James Gall in the 19th century. This vision of the world harbors inaccuracies of its own, but generally it comes much closer to depicting the continents as they are.\u003c/p>\n\u003cp>\"The Peters projection has created a lot of controversy over the years because it distorts shapes,\" Bob Abramms, founder of \u003ca href=\"http://odtmaps.com/\">map publisher ODT\u003c/a>, tells the \u003cem>Guardian\u003c/em>, \"but it's enormously visually important in terms of the scale and position of the terrain on the Earth, showing correct size and proportion of the continents.\"\u003c/p>\n\u003cp>\"So this is about maps, but it isn't about maps,\" Rose \u003ca href=\"https://www.bostonglobe.com/metro/2017/03/16/north-america-really-bigger-than-africa-this-map-sets-things-straight/lK52K7aKYFpQ3b8ujJj6LP/story.html\">tells the Boston Globe\u003c/a>. \"It's about a paradigm shift in our district. We've had a very fixed view that is very Eurocentric. How do we talk about other viewpoints? This is a great jump off point.\"\u003c/p>\n\u003cp>Natacha Scott, Boston Public Schools history and social studies director, believes the 125-school district is the first in the U.S. to make the formal shift. And while the Mercator projections are not getting removed, she tells the \u003cem>Guardian\u003c/em> that the influx of Peters projections is already having an effect on the students who encounter them.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Some of their reactions were quite funny,\" she says, \"but it was also amazingly interesting to see them questioning what they thought they knew.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Boston+Students+Get+A+Glimpse+Of+A+Whole+New+World%2C+With+Different+Maps&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47813/students-see-a-new-world-with-more-accurate-maps","authors":["byline_mindshift_47813"],"categories":["mindshift_194"],"tags":["mindshift_20918","mindshift_20784","mindshift_1040","mindshift_21075"],"featImg":"mindshift_47815","label":"mindshift"},"mindshift_42060":{"type":"posts","id":"mindshift_42060","meta":{"index":"posts_1591205157","site":"mindshift","id":"42060","score":null,"sort":[1442991822000]},"guestAuthors":[],"slug":"how-awareness-of-cultural-differences-can-help-underachieving-students","title":"How Awareness of Cultural Differences Can Help Underachieving Students","publishDate":1442991822,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Excerpted from \u003ca href=\"http://www.amazon.com/Memory-Work-Classroom-Strategies-Underachieving/dp/1416617574/ref=sr_1_3?ie=UTF8&qid=1442895745&sr=8-3&keywords=ken+pransky\">Memory at Work in the Classroom: Strategies to Help Underachieving Students\u003c/a>, by \u003ca href=\"https://mcl.as.uky.edu/users/fmba223\">Francis Bailey\u003c/a> and \u003ca href=\"http://www.collaborative.org/events-and-courses/instructors/ken-pransky\">Ken Pransky\u003c/a>. Bailey is the Director of the Teaching English as a Second Language Master's program at the University of Kentucky. Pransky is a teacher trainer and instructional coach through the Collaborative for Educational Services in Northampton, Mass.\u003c/em>\u003c/p>\n\u003cp>While there is individual variation within any culture, cultural learning patterns form along continua of learning styles. In some cultures making errors in public is a huge social shame to be avoided at all cost, while in others, they are thought of mainly as fodder for more learning (even if no one likes making them). In some cultures, people tend to favor learning collaboratively, while in others, there's more of a focus on the individual. In some cultures, people like to build their wall of learning brick by brick, while in others, the bricks get sketched in as you think about the whole wall, or sections of it.\u003c/p>\n\u003cp>Ken once asked the Cambodian paraprofessional at his school, whom he relied on as a cultural informant, about why a lot of the Cambodian students seemed so shy about asking questions or giving opinions about academic topics even when encouraged to do so and even if not in front of the whole class. The para said that in Cambodian culture, children are just expected to learn the approved knowledge given to them by responsible adults, without question. For a Cambodian student to ask the teacher a question would mean one of two things: either they hadn't been paying attention well, which was bad; or they hadn't understood, which would be like telling the teacher, \"You didn't explain it well enough, so take another stab at it,\" which would be horribly rude.\u003c/p>\n\u003cp>\u003ca href=\"http://www.amazon.com/Memory-Work-Classroom-Strategies-Underachieving/dp/1416617574/ref=sr_1_3?ie=UTF8&qid=1442895745&sr=8-3&keywords=ken+pransky\">\u003cimg class=\"alignright wp-image-42132 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/09/Pransky-e1442988345828.jpg\" alt=\"Memory at Work in the Classroom\" width=\"250\" height=\"269\">\u003c/a>\u003c/p>\n\u003cp>In a diverse classroom, we could imagine a student whose learning identity is passive until adult-directed, who has a low tolerance for errors, who expects to learn brick by brick, and who is not proactive about posing questions (either to the teacher or within him- or herself). How would that student look to us in our classroom? Maybe as a \"slow learner\" who has \"special needs\"?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Each student, then, brings personal preferences, likes and dislikes, a cultural learning frame, background knowledge, and feelings about being a student in their \"bag\" of autobiographical memory. In diverse settings, some or many of these factors may be mismatched to our teacher frame. When we see difference in any of these areas, a long-term process of dialogue and mediation is necessary to help students learn new ways of thinking, feeling, believing, and acting in a classroom setting.\u003c/p>\n\u003cp>\u003cstrong>Teaching Points: Struggling Students and the Cultural Roots of Autobiographical Memory\u003c/strong>\u003c/p>\n\u003cp>There are a number of things we can do to help bridge and minimize the \"achievement gap\" effects of cultural differences in autobiographical memory.\u003c/p>\n\u003cp>\u003cstrong>Dialogue Around Purpose and Meaning\u003c/strong>\u003c/p>\n\u003cp>As we have noted throughout this book, one of the key issues in orienting our memory systems to academic learning is whether we find meaning and value in the object of learning. As this pertains to autobiographical memory, we shouldn't assume that all our students share the same orientation to ways of thinking, using language, or school practices. Our willingness to ask and answer questions, or our proficiency in using descriptive language—in fact, nearly all uses of language and engagement in learning interactions—is a combination of both cultural and personal styles. When we see that students struggle to perform or produce language in the way or at the level we expect, rather than just assuming that they are misbehaving, inattentive, or a slow learner, we can engage students in a discussion about purpose, meaning, and value of what we're asking them to learn, and see where it takes us.\u003c/p>\n\u003cfigure id=\"attachment_42131\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"wp-image-42131 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/09/Francis-Bailey-e1442988382795.png\" alt=\"Francis Bailey\" width=\"200\" height=\"150\">\u003cfigcaption class=\"wp-caption-text\">Francis Bailey\u003c/figcaption>\u003c/figure>\n\u003cp>For example, say a student has a very difficult time writing much detail in descriptive writing. Asking him what he thinks the value of description is (if any) in reading and writing would be a good first step. Then, extending the conversation to giving the reasons that in school, and in life, learning how to describe well is a good skill to have would be a next step. Finally, we could break down what good description is and model what it looks like. And, of course, this student will also probably require a lot of vocabulary instruction.\u003c/p>\n\u003cp>\u003cstrong>Help Students Understand the \u003cem>What\u003c/em>s, \u003cem>How\u003c/em>s, and \u003cem>Why\u003c/em>s of Our Classroom\u003c/strong>\u003c/p>\n\u003cp>Nearly every activity, way of using language, and way of thinking in a classroom is cultural. Different cultural groups go about organizing accepted processes of learning in different ways, according to their own cultural beliefs, traditions, and practices. Sociolinguist James Gee speaks about how every group is governed by explicit and implicit cultural norms, and a classroom is a great example of this. When we are members of the dominant group, we are aware of the implicit norms of that context, which includes the content and the language of interactions. But when we are \"outsiders,\" we often cannot see those elements of interaction that are not made explicit. As cultural sites of learning by definition, classrooms enact a particular set of cultural norms. By definition, student diversity within our classroom means that some students will be aware of the implicit cultural norms of our classroom, but others will not unless they are explicitly shown what they are.\u003c/p>\n\u003cfigure id=\"attachment_42130\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-42130\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/09/KenPransky-2201-3x4-copy-e1442988466223.jpeg\" alt=\"Ken Pransky\" width=\"200\" height=\"267\">\u003cfigcaption class=\"wp-caption-text\">Ken Pransky\u003c/figcaption>\u003c/figure>\n\u003cp>If we sense that somehow a student's autobiographical memories are mismatched to our expectations (the explicit \u003cem>and\u003c/em> implicit norms of our classroom), rather than reactively assume anything negative about their personality, motivation, or intelligence, we can take a reflective, questioning stance: \"What do I not yet understand about my student that led to this performance/communication breakdown, and/or what does the student not yet understand about the implicit norms of my classroom?\" One aspect of this is trying to educate ourselves about our students' backgrounds and explicitly address any areas of mismatch that we find. We can also try to be proactive, surveying students' interests when starting with a new class. We could give students reflective writing tasks that ask them about their past experiences at school or about their knowledge of a particular subject.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Excerpted from \u003ca href=\"http://www.amazon.com/Memory-Work-Classroom-Strategies-Underachieving/dp/1416617574/ref=sr_1_3?ie=UTF8&qid=1442895745&sr=8-3&keywords=ken+pransky\">Memory at Work in the Classroom\u003c/a> (pp 178-181), by Francis Bailey and Ken Pransky, Alexandria, VA: ASCD. © 2014 by ASCD. Reprinted with permission. Learn more about ASCD at www.ascd.org.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Understanding a student's culture can go a long way in knowing how to engage that child. It can also help for the child to know the classroom's culture of expectations. ","status":"publish","parent":0,"modified":1442991907,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1096},"headData":{"title":"How Awareness of Cultural Differences Can Help Underachieving Students | KQED","description":"Understanding a student's culture can go a long way in knowing how to engage that child. It can also help for the child to know the classroom's culture of expectations. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"42060 http://ww2.kqed.org/mindshift/?p=42060","disqusUrl":"https://ww2.kqed.org/mindshift/2015/09/23/how-awareness-of-cultural-differences-can-help-underachieving-students/","disqusTitle":"How Awareness of Cultural Differences Can Help Underachieving Students","path":"/mindshift/42060/how-awareness-of-cultural-differences-can-help-underachieving-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from \u003ca href=\"http://www.amazon.com/Memory-Work-Classroom-Strategies-Underachieving/dp/1416617574/ref=sr_1_3?ie=UTF8&qid=1442895745&sr=8-3&keywords=ken+pransky\">Memory at Work in the Classroom: Strategies to Help Underachieving Students\u003c/a>, by \u003ca href=\"https://mcl.as.uky.edu/users/fmba223\">Francis Bailey\u003c/a> and \u003ca href=\"http://www.collaborative.org/events-and-courses/instructors/ken-pransky\">Ken Pransky\u003c/a>. Bailey is the Director of the Teaching English as a Second Language Master's program at the University of Kentucky. Pransky is a teacher trainer and instructional coach through the Collaborative for Educational Services in Northampton, Mass.\u003c/em>\u003c/p>\n\u003cp>While there is individual variation within any culture, cultural learning patterns form along continua of learning styles. In some cultures making errors in public is a huge social shame to be avoided at all cost, while in others, they are thought of mainly as fodder for more learning (even if no one likes making them). In some cultures, people tend to favor learning collaboratively, while in others, there's more of a focus on the individual. In some cultures, people like to build their wall of learning brick by brick, while in others, the bricks get sketched in as you think about the whole wall, or sections of it.\u003c/p>\n\u003cp>Ken once asked the Cambodian paraprofessional at his school, whom he relied on as a cultural informant, about why a lot of the Cambodian students seemed so shy about asking questions or giving opinions about academic topics even when encouraged to do so and even if not in front of the whole class. The para said that in Cambodian culture, children are just expected to learn the approved knowledge given to them by responsible adults, without question. For a Cambodian student to ask the teacher a question would mean one of two things: either they hadn't been paying attention well, which was bad; or they hadn't understood, which would be like telling the teacher, \"You didn't explain it well enough, so take another stab at it,\" which would be horribly rude.\u003c/p>\n\u003cp>\u003ca href=\"http://www.amazon.com/Memory-Work-Classroom-Strategies-Underachieving/dp/1416617574/ref=sr_1_3?ie=UTF8&qid=1442895745&sr=8-3&keywords=ken+pransky\">\u003cimg class=\"alignright wp-image-42132 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/09/Pransky-e1442988345828.jpg\" alt=\"Memory at Work in the Classroom\" width=\"250\" height=\"269\">\u003c/a>\u003c/p>\n\u003cp>In a diverse classroom, we could imagine a student whose learning identity is passive until adult-directed, who has a low tolerance for errors, who expects to learn brick by brick, and who is not proactive about posing questions (either to the teacher or within him- or herself). How would that student look to us in our classroom? Maybe as a \"slow learner\" who has \"special needs\"?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Each student, then, brings personal preferences, likes and dislikes, a cultural learning frame, background knowledge, and feelings about being a student in their \"bag\" of autobiographical memory. In diverse settings, some or many of these factors may be mismatched to our teacher frame. When we see difference in any of these areas, a long-term process of dialogue and mediation is necessary to help students learn new ways of thinking, feeling, believing, and acting in a classroom setting.\u003c/p>\n\u003cp>\u003cstrong>Teaching Points: Struggling Students and the Cultural Roots of Autobiographical Memory\u003c/strong>\u003c/p>\n\u003cp>There are a number of things we can do to help bridge and minimize the \"achievement gap\" effects of cultural differences in autobiographical memory.\u003c/p>\n\u003cp>\u003cstrong>Dialogue Around Purpose and Meaning\u003c/strong>\u003c/p>\n\u003cp>As we have noted throughout this book, one of the key issues in orienting our memory systems to academic learning is whether we find meaning and value in the object of learning. As this pertains to autobiographical memory, we shouldn't assume that all our students share the same orientation to ways of thinking, using language, or school practices. Our willingness to ask and answer questions, or our proficiency in using descriptive language—in fact, nearly all uses of language and engagement in learning interactions—is a combination of both cultural and personal styles. When we see that students struggle to perform or produce language in the way or at the level we expect, rather than just assuming that they are misbehaving, inattentive, or a slow learner, we can engage students in a discussion about purpose, meaning, and value of what we're asking them to learn, and see where it takes us.\u003c/p>\n\u003cfigure id=\"attachment_42131\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"wp-image-42131 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/09/Francis-Bailey-e1442988382795.png\" alt=\"Francis Bailey\" width=\"200\" height=\"150\">\u003cfigcaption class=\"wp-caption-text\">Francis Bailey\u003c/figcaption>\u003c/figure>\n\u003cp>For example, say a student has a very difficult time writing much detail in descriptive writing. Asking him what he thinks the value of description is (if any) in reading and writing would be a good first step. Then, extending the conversation to giving the reasons that in school, and in life, learning how to describe well is a good skill to have would be a next step. Finally, we could break down what good description is and model what it looks like. And, of course, this student will also probably require a lot of vocabulary instruction.\u003c/p>\n\u003cp>\u003cstrong>Help Students Understand the \u003cem>What\u003c/em>s, \u003cem>How\u003c/em>s, and \u003cem>Why\u003c/em>s of Our Classroom\u003c/strong>\u003c/p>\n\u003cp>Nearly every activity, way of using language, and way of thinking in a classroom is cultural. Different cultural groups go about organizing accepted processes of learning in different ways, according to their own cultural beliefs, traditions, and practices. Sociolinguist James Gee speaks about how every group is governed by explicit and implicit cultural norms, and a classroom is a great example of this. When we are members of the dominant group, we are aware of the implicit norms of that context, which includes the content and the language of interactions. But when we are \"outsiders,\" we often cannot see those elements of interaction that are not made explicit. As cultural sites of learning by definition, classrooms enact a particular set of cultural norms. By definition, student diversity within our classroom means that some students will be aware of the implicit cultural norms of our classroom, but others will not unless they are explicitly shown what they are.\u003c/p>\n\u003cfigure id=\"attachment_42130\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-42130\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/09/KenPransky-2201-3x4-copy-e1442988466223.jpeg\" alt=\"Ken Pransky\" width=\"200\" height=\"267\">\u003cfigcaption class=\"wp-caption-text\">Ken Pransky\u003c/figcaption>\u003c/figure>\n\u003cp>If we sense that somehow a student's autobiographical memories are mismatched to our expectations (the explicit \u003cem>and\u003c/em> implicit norms of our classroom), rather than reactively assume anything negative about their personality, motivation, or intelligence, we can take a reflective, questioning stance: \"What do I not yet understand about my student that led to this performance/communication breakdown, and/or what does the student not yet understand about the implicit norms of my classroom?\" One aspect of this is trying to educate ourselves about our students' backgrounds and explicitly address any areas of mismatch that we find. We can also try to be proactive, surveying students' interests when starting with a new class. We could give students reflective writing tasks that ask them about their past experiences at school or about their knowledge of a particular subject.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Excerpted from \u003ca href=\"http://www.amazon.com/Memory-Work-Classroom-Strategies-Underachieving/dp/1416617574/ref=sr_1_3?ie=UTF8&qid=1442895745&sr=8-3&keywords=ken+pransky\">Memory at Work in the Classroom\u003c/a> (pp 178-181), by Francis Bailey and Ken Pransky, Alexandria, VA: ASCD. © 2014 by ASCD. Reprinted with permission. Learn more about ASCD at www.ascd.org.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/42060/how-awareness-of-cultural-differences-can-help-underachieving-students","authors":["4354"],"categories":["mindshift_194"],"tags":["mindshift_20917","mindshift_20918","mindshift_20784","mindshift_1040"],"featImg":"mindshift_42127","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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