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the school revoke the team’s game record. In her frustration, Zook punched a teacher and was expelled. However, according to \u003c/span>\u003ca href=\"https://twitter.com/BLoveSoulPower\">\u003cspan style=\"font-weight: 400\">Bettina Love\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a professor at Columbia University Teachers College, Zook’s outburst was a culmination of years of neglect and mistreatment within the education system. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“She doesn’t really punch a teacher for that particular incident. It [was for] all incidents: going through school for the last 13 years and not having one teacher tell her that she was bright, not having one teacher take any type of care, having a teacher in middle school body slam her to the ground and put her in a chokehold,” recounted Love, who played basketball with Zook and \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=duWxVlrFhpc\">\u003cspan style=\"font-weight: 400\">looked up to her teammate and friend\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zook’s experience was the impetus for Love’s book, \u003c/span>\u003ca href=\"https://us.macmillan.com/books/9781250280381/punishedfordreaming\">\u003ci>\u003cspan style=\"font-weight: 400\">Punished for Dreaming: How School Reform Harms Black Children and How We Heal\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, about the adverse effects of 40 years of education reform on Black students. Love highlights the experiences of many Black students, like Zook, navigating a flawed system. “I thought it was important to use real people’s lives to talk about school reform,” said Love, who, as an \u003c/span>\u003ca href=\"https://snfpaideia.upenn.edu/abolitionist-teaching-and-learning-with-bettina-l-love/\">\u003cspan style=\"font-weight: 400\">abolitionist educator\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, believes schools must undergo structural changes in order to serve all students. Throughout the book, she outlines solutions at the teacher, administrator and policy levels. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>The decline of “a glorious era in Black education”\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://www.archives.gov/milestone-documents/brown-v-board-of-education\">\u003cspan style=\"font-weight: 400\">Brown v. Board of Education of Topeka, Kansas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was a landmark Supreme Court decision that marked the end of the “separate, but equal” precedent for segregated schools. While celebrated as a civil rights victory, Love argues that it also marked the decline of a glorious era in Black education. Before the historic ruling, there were over \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/249682316_UnIntended_Consequences\">\u003cspan style=\"font-weight: 400\">80,000 Black educators teaching about 2 million Black children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Not only were Black teachers teaching, they were highly credentialed, highly certified and were amazing,” said Love. After Brown v. Board, over \u003c/span>\u003ca href=\"https://newprairiepress.org/cgi/viewcontent.cgi?article=1085&context=ojrrp\">\u003cspan style=\"font-weight: 400\">38,000 Black educators lost their jobs.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> The relationships and curriculum they cultivated were lost. “If you understand how racism works and how anti-blackness works, understanding how the gutting of Brown happened is not really hard,” said Love. “If I did not want my child to sit next to a Black child, I’m certainly not going to let a Black teacher teach them,” said Love.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the 70th anniversary of Brown v. Board approaches, \u003ca href=\"https://www.thebaltimorebanner.com/education/k-12-schools/maryland-black-teachers-YARRTE6ALRDCXNOXQHKOHLW3SI/\">the numbers of Black educators remain low\u003c/a>, with Black teachers making up nearly 6% of the teaching workforce, according to \u003c/span>\u003ca href=\"https://nces.ed.gov/pubs2022/2022113.pdf\">\u003cspan style=\"font-weight: 400\">a federal survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of the 2020-2021 school year. \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.3102/0013189X16671718\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that students of all races tend to view Black teachers more positively than white teachers. “It has been a loss not only for Black students, but really all students,” explained Love. “Brown was really the impetus that started the destruction of Black education in this country.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Reagan-era shifts in education\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ronald Reagan’s presidency in the 1980s brought about lasting changes to education, including significant cuts to funding. A report commissioned by his administration, “\u003c/span>\u003ca href=\"https://www.reaganfoundation.org/media/130020/a-nation-at-risk-report.pdf\">\u003cspan style=\"font-weight: 400\">A Nation at Risk: The Imperative for Educational Reform\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” said that US students were being out-performed and that educational standards were declining and led to policy shifts such as increased emphasis on standardized testing and enforcement of stringent graduation requirements. “This probably is one of the most consequential education reports of our time,” said Love.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another report, “\u003c/span>\u003ca href=\"https://www.nytimes.com/1984/01/01/us/reagan-expected-to-present-plan-to-fight-crime-in-public-schools.html\">\u003cspan style=\"font-weight: 400\">Chaos in the Classroom: Enemy of American Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” said many students were victims of crimes at schools and schools needed better discipline practices. According to Love, this report laid the groundwork for the introduction of police officers in schools. “You start to see how education reform and crime reform begin to converge,” said Love. “Reagan was really the linchpin of merging education reform with crime reform.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Love and others have critiqued these reports, pointing out alarmist language and \u003c/span>\u003ca href=\"https://www.upi.com/Archives/1984/01/25/Reagan-administration-rejects-criticism-of-school-violence-report/2979443854800/\">\u003cspan style=\"font-weight: 400\">misleading data\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. For example, at the time that “A Nation at Risk” was published, \u003c/span>\u003ca href=\"https://www.npr.org/sections/ed/2018/04/29/604986823/what-a-nation-at-risk-got-wrong-and-right-about-u-s-schools\">\u003cspan style=\"font-weight: 400\">more students than ever were graduating\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> high school and attending college. Love added that even if the report was an accurate representation of the educational landscape, harsher discipline could not achieve the desired results. “The solutions were never going to get us towards any type of educational justice or higher test scores,” she said. “[The solutions] were just punitive and anti-Black to the core.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Strategies for overcoming challenges in education\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the critical need for funding, Love noted that Black schools receive less funding on average than predominantly white schools. She also pointed out that teachers’ compensation has not kept pace with other professions. Recent data shows \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/to-make-ends-meet-1-in-5-teachers-have-second-jobs/2018/06\">\u003cspan style=\"font-weight: 400\">1 in 5 teachers moonlight\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and that teachers spend anywhere from\u003c/span>\u003ca href=\"https://www.nea.org/nea-today/all-news-articles/why-are-educators-still-buying-their-own-school-supplies#:~:text=Key%20Takeaways,supplies%20increased%20almost%2024%20percent.\">\u003cspan style=\"font-weight: 400\"> $500 to $1000 dollars a year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on their own supplies. Love said that teachers across t\u003c/span>\u003cspan style=\"font-weight: 400\">he country are not only \u003c/span>\u003ca href=\"https://www.kqed.org/news/11948465/oakland-teachers-to-go-on-strike-thursday-amid-deadlock-with-district\">\u003cspan style=\"font-weight: 400\">going on strike to get higher pay\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but also fo\u003c/span>\u003cspan style=\"font-weight: 400\">r essentials like \u003c/span>\u003ca href=\"https://www.npr.org/sections/health-shots/2022/03/14/1086125626/school-air-quality\">\u003cspan style=\"font-weight: 400\">better air quality\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in their schools and \u003c/span>\u003ca href=\"https://www.sacbee.com/news/local/health-and-medicine/article279354719.html\">\u003cspan style=\"font-weight: 400\">clean water\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. However, both Republicans and Democrats \u003c/span>\u003ca href=\"https://www.chalkbeat.org/2022/3/9/22969172/title-i-biden-budget-deal/\">\u003cspan style=\"font-weight: 400\">rejected\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> President Joe Biden’s \u003c/span>\u003ca href=\"https://www.edweek.org/policy-politics/joe-bidens-education-plan-triple-title-i-to-boost-teacher-pay-and-student-supports/2019/05\">\u003cspan style=\"font-weight: 400\">plan to triple Title 1 funding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> which would have tripled per pupil spending. “We actually need politicians who are going to actually fight for teachers, fight for parents, fight for students and understand historical inequalities,” said Love.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Acknowledging the dramatic influence of education policies on Black lives, Love suggested reparations as a form of compensation for the harm done. “Another word for reparations is repair,” she said. \u003c/span>\u003ca href=\"https://www.kqed.org/reparations\">\u003cspan style=\"font-weight: 400\">California is the only state so far that has put action behind the idea of reparations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Love advocates for monetary compensation to Black individuals. “It’s a check to say we have done harm to you, your family, your community, and it has changed the course of your life. And we want to start to repair,” said Love.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">People are divided on whether reparations are the right thing to do. “If you can’t see black folks as beautiful and worthy, then reparations [will be] hard for you,” said Love. “If folks know what we’ve done and what we continue to do and you see how this country has treated us, then you understand why reparations are important.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the face of systemic challenges, Love encouraged teachers to prioritize personal care through activities such as yoga, meditation and therapy. “We need teachers well in the classroom,” said Love. “We got to be well to show up for our kids when we know we are teaching in a system that is proliferating their destruction.” She said that administrators can help teachers take care of themselves by limiting superfluous work so that teachers can do what they need to do. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Love also emphasized the importance of treating children as children, noting that often Black and Brown children are treated \u003c/span>\u003ca href=\"https://open.bu.edu/handle/2144/35596\">\u003cspan style=\"font-weight: 400\">– and even punished – like adults\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She said that sometimes educators can have outsized reactions to things that are developmentally appropriate for kids. “They’re going to get on your nerves. You’ll tell them not to touch something and they’re going to touch it,” Love said. “We have to get back as a culture to seeing children and treating children and protecting children as children. If we did that, our policies would follow that. Our books, our classroom rules, all those things would follow.”\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC2522512170&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Welcome to MindShift, the podcast where we explore the future of learning and how we raise our kids. I’m Nimah Gobir. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir: \u003c/strong>As caregivers and educators, we’re likely used to interacting with schools in the day to day sense. It’s easy to forget that our experiences of school today are built on decades of history. And that’s what I’m here to talk to Dr. Bettina Love about. She’s a professor at Teachers College in Columbia University.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir: \u003c/strong>Her recently released book, \u003cem>Punished for Dreaming\u003c/em>, explores the disproportionate impact of education policies on Black students. If you’ve ever wondered why certain issues in education persist, Bettina might be able to give you some answers. My conversation with one of our favorite abolitionist educators, Bettina Love is up after the break. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir: \u003c/strong>I’m going to start at the top of your book. There’s a story that you share about Zook in \u003cem>Punished For Dreaming\u003c/em>. Can you tell me about how her experience shows the impact of educational policies on individual lives? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Yeah, I thought it was important to really talk and use real people’s lives to talk about school reform. Zook is not only just a person in the book, but she’s one of my dearest, closest friends, and I was able to really understand how school policy impacts a person through Zook. And so Zook is a high school basketball star. She can do almost anything with a basketball. We are on our way to winning city and state. And then there’s this report or this allegation that Zook and some other male athletes are not going to class, they’re not attending class, and all our games are taken away. And then at the disciplinary hearing, Zook doesn’t have anybody there in her corner and she punches a teacher, but she doesn’t really punch a teacher for that particular incident. It’s all the incidents. It’s going through school for the last 13 years and not having one teacher tell her that she was bright, not having one teacher take any type of care, having a teacher in middle school body slam her to the ground and put her in a chokehold, 13 years of harm. And the book really opens with her story because it was a cautionary tale for me because I saw how you could be a superstar, you could score a lot of points, everybody could love you, but if you do something that people feel is so-called criminal, then you are punished for it in American schools. And she was really the impetus for this book. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love: \u003c/strong>And so the book really wants us to put education in the same conversation as crime reform and welfare reform and immigration reform, like all these reform policies that we know historically have been hurtful to people of color. We don’t think about education reform like that. So it’s really trying to use people’s stories to go through the last 40 years of education reform and tell the story about what happened to us as Black people through education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Let’s take a look at Brown v Board of Education. I’m thinking about me as a kid in Walnut Creek, California, in public school, learning about Brown v Board. And I was taught that it was definitely a good thing with no downsides. Most people don’t know about the harm that it caused. Can you talk about how it shaped the trajectory of public education, specifically for Black students? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> It is probably one of the most consequential cases in the last 70, 80 years when it comes to education, that we don’t talk enough about. So it was really important in this book for me to talk about what we had before. Brown. Now, there is a glorious time in Black education before \u003c/span>\u003ca href=\"https://www.archives.gov/milestone-documents/brown-v-board-of-education\">\u003cspan style=\"font-weight: 400\">Brown versus Board of Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Not only were Black teachers teaching, they were highly credentialed, they were teaching students to their highest potential. Black teachers made up 30 to 50% of teachers in the segregated South. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Wow. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> We had upwards to around \u003c/span>\u003cspan style=\"font-weight: 400\">90,000 black educators teaching about 2 million Black children\u003c/span>\u003cspan style=\"font-weight: 400\">, with almost 89% of them being Black women. So Brown pretty much guts black education. And so then we see almost 38,000 Black educators fired. Black teachers are pretty much out of the profession through policy, through reform. And here we are, you know, 70 years after Brown and in the last \u003c/span>\u003cspan style=\"font-weight: 400\">40 years, black teachers have not made up words of 10% of teachers\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003cspan style=\"font-weight: 400\">Black male teachers are\u003c/span>\u003cspan style=\"font-weight: 400\"> less than 2% of teachers, and black women are anywhere from 6 to 8%.\u003c/span>\u003cspan style=\"font-weight: 400\"> All students benefit from teachers of color. And so it has been a disastrous loss not only for Black students, but really all students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> That’s really important because it’s not that Black teachers aren’t qualified. It’s not that they don’t want to teach. It’s that they were pushed out of teaching positions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Right. And I want to be very clear, it’s not that white teachers can’t teach Black students. That’s not what we’re arguing. What we’re arguing is that 88% of the teaching force can’t be white. You need diversity, you need diversity of thought, a diversity of ideas. You need to at least have through your 13 years of schooling someone who looks like you and talks like you and understands you and sees you. It’s important. Representation is important. Your culture is important. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Moving forward in history. I want to discuss the Reagan presidency and what you call the war on Black children. Can you voice over some key policies and shifts during this time and also the repercussions those had in education? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Reagan was not very fond of the very ideas of public education. He was also not very fond of the government paying for public education. Reagan takes office 1982, he declares a war on drugs. 1983, Reagan releases another report. This probably is one of the most consequential education reports of our time, which is \u003cem>A Nation At Risk\u003c/em>.\u003cem> A Nation At Risk\u003c/em> says that this country, the United States of America, is failing behind most Western countries and that our education system is failing so badly that, you know, it could cause a war. This is just language of just fear mongering. By 1984, a year later, Reagan comes out with a report called\u003cem> Chaos in the Classroom\u003c/em>, which says these children are so rude and disorderly, We need police in schools. That’s 82, 83, 84. Just those few entry points, you start to see how education reform and crime reform begin to emerge. We start to see this language that is extremely punitive, not only in crime reform, but it becomes punitive and education reform. Reagan was really the linchpin, really the start, the spark, of us really merging education reform with crime reform. And every situation that I just talked about from the war on drugs,\u003cem> A Nation At Risk\u003c/em>, \u003cem>Chaos In The Classroom\u003c/em>, the data was always flawed. These reform efforts and these policies were not created with data that actually was factual. Much of the data was misleading. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> With such alarmist titles, too. I feel like that’s the first giveaway. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Chaos in the classroom! Like where? And, you know, and I think what people need to be clear about is that let’s say the data was correct. Okay? Let’s just say the data wasn’t misleading. Okay. If that’s what’s happening, the solution should not be: be punitive. The solution should have been, well, we need to hire more teachers. We need to pay teachers a living wage. We need to have smaller classrooms. Why is the solution “we need more police.” How has that got anything to do with the low test score that you’re talking about? Those things don’t go hand in hand. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Given this historical context, I feel like at this point we’re sitting on a pile of punitive reform ideas. What does the educational landscape look like for Black students in particular, and what are some of the challenges Black students are facing because of these policies? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Well, you know, I think many people would say, you know, the critical race theory bans the book bans. And those are serious things we have to be talking about. But I also want us to understand that in 2016, there was a report by Ed Bilder. And Ed Bilder came out and said that white schools in this country receive $23 billion more funding than nonwhite schools. We also know that students who need the most in this country get the least experienced teachers. 1 in 5 teachers, moonlight. Teachers around the country are deeply underpaid. We’ve seen teacher strikes all over the country last year, and I’m sure there’s going to be many more this year. Our schools have air pollutants in them that children can’t breathe. Our schools are talking about an achievement gap. We need babies in schools with clean air and clean water and credentialed teachers. We need schools where children can walk in and feel a sense of pride. And we also need schools where they can learn about themselves and the beauty of their history and who they are. Education, Right. Not right now. When you put all of that in context, it’s pretty dire. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> What I’m hearing in your answer is that a lot needs to happen on many different scales. What should we be looking at as far as – I mean, I’m scared to say policy reform at this point – but what should we be looking at on a national level? What needs to be done to address some of the issues that you outlined? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> A child in this country per pupil rate is like between 12 or $14,000. Like that’s what we get per pupil. Joe Biden is running and saying, listen, we need to increase Title one funding, per pupil funding by three times. So like making every child, particularly in low income schools, low income communities, you know, $30,000. Not only was that struck down, but it was struck down by the Democrats, too. Folks who say they are about justice and equity and equality are shooting down these type of policies. We got to be clear that there has been no party that essentially has been the party of education, has done some type of educational justice, liberation, thoughtful equality work. We actually need politicians who are going to actually fight for teachers, fight for parents, fight for students, understand inequality, understand historical inequalities, fight for funding, fight for resources. You cannot simply say that you’re going to hold education and teachers to these policies, to these laws, and then don’t have anything in the background to say how they’re going to support you. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> In your book, you make a case for reparations. Can you clarify what that means first for people who might be new to this concept and also what it might look like? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Yeah. You know, I thought it was really important to try and write about something bold. So what I argue in this book is that if you look at the current education system just by generation, the last 40 years, harm has been done. The way Black students have been police and tested, expelled, funded, you have changed the trajectory of my life through education. Another word for reparations is repair. So how do you begin to repair this system? And the fullness of reparations is to end harm, is to atone for harm, is to start to think structurally how we say, “Hey, we did this. We know we did this. We’re apologizing because we did this. We’re compensating you because we did this. We’re going to end these policies that have done harm to you.” If you can’t see Black folks as beautiful and worthy, then reparations is hard for you. If you know who we are and you know our history and what we’ve done and what we continue to do and you see how this country has treated us even as we have kept creating and loving and inventing, then you will understand why reparations is important. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Shifting the focus to educators and administrators. What actions can they take to make their classrooms more equitable and inclusive for black students? And I also want to acknowledge that I think it’s really hard to think about what to do at the teacher level when so much is happening at the policy level or so much isn’t happening at the policy level. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> I think the one thing teachers have to do on a very personal level is just take care of themselves. Drink your water, meditate, exercise. Do some yoga if you can. Find some time to really care about your wellbeing and yourself. Because we need teachers not only in the classroom. We need teachers well in the classroom. Right. Go to therapy, Indigenous practices, like we got to be well to show up for our kids when we know we are teaching in a system that is proliferating their destruction. So that is a really hard thing to show up every day, knowing that there are so many systems and structures and rules and policies and tests that are hurtful. Administrators have a lot of power too. So we need administrators to really understand what is necessary for a teacher and move that busy work to the side, so they can actually do what they need to do. But I would say the biggest thing that teachers and administrators can do tomorrow is remember that you have children in front of you. And what we see now is that seven year olds and five year olds and 15 year olds are treated, particularly if they’re Black and brown like adults. We got to remember that these are actual children. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> I love that double pronged approach. It’s like, number one, if this meeting could be an email, make it an email. And number two, let kids be kids. My last question for you is what is your vision for the future of education in America? What do you hope to see in the years to come? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> What I would hope to see in the years to come is that the folks who say they are truly concerned about education, make the policies, make the laws would actually ask Gholdy Muhammad, Dena Simmons, Yolanda Sealy Ruiz, Gloria Ladson Billings, Cynthia Dillard, Adrian Dixon. Like, I would really like them to understand that there is a profound piece of knowledge – Linda Darling-Hammond – there’s a profound piece of knowledge – Pedro Negara. Like we can go on and on and on about these educational giants. There’s folks who have answers and solutions. Pick up our writings, ask us a question. We would like to be in these conversations. We got years of data, experience and knowledge. And so that’s what I would really want to see. I would want to see the folks who have invested their careers and their time and have done this work really be the ones who are asked, charged with doing the educational work, the folks in the communities and the parents and the aunties and the grandmas who have knowledge. I would love to see us actually ask a question. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Oh, I love that. I want whatever new policy that comes out to be: Please ask Goldie Muhammad. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Ask Goldie Muhammad. Right. There are just people who we know are amazing black educators, scholars doing this work. So I would love for them to be able to create policy on a federal level. These folks know what they’re talking about, know what they’re doing. Never called. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> I think MindShift’s audience is really going to appreciate the reading list you just gave them. Thank you so much for taking the time to talk today. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Thank you so much. I’m glad we had this opportunity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Bettina Love’s book is called Punished for Dreaming. MindShift will have more minisodes coming down the pipeline to bring you ideas and innovations from experts in education and beyond. Don’t forget to hit follow on your favorite podcast app so you don’t miss a thing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> If you like what you heard in this episode, I have recommendations for you. We did an episode with Micia Mosley about why every student deserves a black teacher. We’ve also done two episodes with Gholdy Muhammad. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Ask Goldie Muhammad!\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> The MindShift team includes me, Nimah Gobir, Ki Sung, Kara Newhouse and Marlena Jackson Retondo. Our editor is Chris Hambrick. Seth Samuel is our sound designer. We receive additional support from Jen Chien, Katie Sprenger, Cesar Saldana and Holly Kernan. MindShift is supported in part by the generosity of the William and Flora Hewlett Foundation and members of KQED. Thank you for listening.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"After Brown v. Board of Education, over 38,000 Black educators lost their jobs. That transformation, along with other policies that followed have had long-lasting consequences for Black children. Bettina Love, Columbia University professor and abolitionist educator, discusses these topics in her book, \"Punished for Dreaming.\"","status":"publish","parent":0,"modified":1704816769,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":53,"wordCount":4399},"headData":{"title":"Bettina Love examines the impact of education policies on Black students and what we can do next | KQED","description":"After Brown v. Board, over 38,000 Black educators lost their jobs. That change, along with other policies, have had long-lasting effects on Black children.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"After Brown v. Board, over 38,000 Black educators lost their jobs. That change, along with other policies, have had long-lasting effects on Black children."},"audioUrl":"https://www.podtrac.com/pts/redirect.mp3/chrt.fm/track/G6C7C3/traffic.megaphone.fm/KQINC2522512170.mp3?updated=1704737099","sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62934/bettina-love-examines-the-impact-of-education-policies-on-black-students-and-what-we-can-do-next","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"#episode-transcript\">\u003cspan style=\"font-weight: 400\">\u003ci>View the full episode transcript.\u003c/i>\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zook, a high schooler in Rochester, NY in the 1990s, found her dreams of competing in city and state basketball competitions shattered when allegations of class-skipping led to the school revoke the team’s game record. In her frustration, Zook punched a teacher and was expelled. However, according to \u003c/span>\u003ca href=\"https://twitter.com/BLoveSoulPower\">\u003cspan style=\"font-weight: 400\">Bettina Love\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a professor at Columbia University Teachers College, Zook’s outburst was a culmination of years of neglect and mistreatment within the education system. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“She doesn’t really punch a teacher for that particular incident. It [was for] all incidents: going through school for the last 13 years and not having one teacher tell her that she was bright, not having one teacher take any type of care, having a teacher in middle school body slam her to the ground and put her in a chokehold,” recounted Love, who played basketball with Zook and \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=duWxVlrFhpc\">\u003cspan style=\"font-weight: 400\">looked up to her teammate and friend\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Zook’s experience was the impetus for Love’s book, \u003c/span>\u003ca href=\"https://us.macmillan.com/books/9781250280381/punishedfordreaming\">\u003ci>\u003cspan style=\"font-weight: 400\">Punished for Dreaming: How School Reform Harms Black Children and How We Heal\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, about the adverse effects of 40 years of education reform on Black students. Love highlights the experiences of many Black students, like Zook, navigating a flawed system. “I thought it was important to use real people’s lives to talk about school reform,” said Love, who, as an \u003c/span>\u003ca href=\"https://snfpaideia.upenn.edu/abolitionist-teaching-and-learning-with-bettina-l-love/\">\u003cspan style=\"font-weight: 400\">abolitionist educator\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, believes schools must undergo structural changes in order to serve all students. Throughout the book, she outlines solutions at the teacher, administrator and policy levels. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>The decline of “a glorious era in Black education”\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://www.archives.gov/milestone-documents/brown-v-board-of-education\">\u003cspan style=\"font-weight: 400\">Brown v. Board of Education of Topeka, Kansas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was a landmark Supreme Court decision that marked the end of the “separate, but equal” precedent for segregated schools. While celebrated as a civil rights victory, Love argues that it also marked the decline of a glorious era in Black education. Before the historic ruling, there were over \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/249682316_UnIntended_Consequences\">\u003cspan style=\"font-weight: 400\">80,000 Black educators teaching about 2 million Black children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\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>\u003cspan style=\"font-weight: 400\">“Not only were Black teachers teaching, they were highly credentialed, highly certified and were amazing,” said Love. After Brown v. Board, over \u003c/span>\u003ca href=\"https://newprairiepress.org/cgi/viewcontent.cgi?article=1085&context=ojrrp\">\u003cspan style=\"font-weight: 400\">38,000 Black educators lost their jobs.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> The relationships and curriculum they cultivated were lost. “If you understand how racism works and how anti-blackness works, understanding how the gutting of Brown happened is not really hard,” said Love. “If I did not want my child to sit next to a Black child, I’m certainly not going to let a Black teacher teach them,” said Love.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the 70th anniversary of Brown v. Board approaches, \u003ca href=\"https://www.thebaltimorebanner.com/education/k-12-schools/maryland-black-teachers-YARRTE6ALRDCXNOXQHKOHLW3SI/\">the numbers of Black educators remain low\u003c/a>, with Black teachers making up nearly 6% of the teaching workforce, according to \u003c/span>\u003ca href=\"https://nces.ed.gov/pubs2022/2022113.pdf\">\u003cspan style=\"font-weight: 400\">a federal survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of the 2020-2021 school year. \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.3102/0013189X16671718\">\u003cspan style=\"font-weight: 400\">Research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that students of all races tend to view Black teachers more positively than white teachers. “It has been a loss not only for Black students, but really all students,” explained Love. “Brown was really the impetus that started the destruction of Black education in this country.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Reagan-era shifts in education\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ronald Reagan’s presidency in the 1980s brought about lasting changes to education, including significant cuts to funding. A report commissioned by his administration, “\u003c/span>\u003ca href=\"https://www.reaganfoundation.org/media/130020/a-nation-at-risk-report.pdf\">\u003cspan style=\"font-weight: 400\">A Nation at Risk: The Imperative for Educational Reform\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” said that US students were being out-performed and that educational standards were declining and led to policy shifts such as increased emphasis on standardized testing and enforcement of stringent graduation requirements. “This probably is one of the most consequential education reports of our time,” said Love.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another report, “\u003c/span>\u003ca href=\"https://www.nytimes.com/1984/01/01/us/reagan-expected-to-present-plan-to-fight-crime-in-public-schools.html\">\u003cspan style=\"font-weight: 400\">Chaos in the Classroom: Enemy of American Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” said many students were victims of crimes at schools and schools needed better discipline practices. According to Love, this report laid the groundwork for the introduction of police officers in schools. “You start to see how education reform and crime reform begin to converge,” said Love. “Reagan was really the linchpin of merging education reform with crime reform.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Love and others have critiqued these reports, pointing out alarmist language and \u003c/span>\u003ca href=\"https://www.upi.com/Archives/1984/01/25/Reagan-administration-rejects-criticism-of-school-violence-report/2979443854800/\">\u003cspan style=\"font-weight: 400\">misleading data\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. For example, at the time that “A Nation at Risk” was published, \u003c/span>\u003ca href=\"https://www.npr.org/sections/ed/2018/04/29/604986823/what-a-nation-at-risk-got-wrong-and-right-about-u-s-schools\">\u003cspan style=\"font-weight: 400\">more students than ever were graduating\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> high school and attending college. Love added that even if the report was an accurate representation of the educational landscape, harsher discipline could not achieve the desired results. “The solutions were never going to get us towards any type of educational justice or higher test scores,” she said. “[The solutions] were just punitive and anti-Black to the core.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Strategies for overcoming challenges in education\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite the critical need for funding, Love noted that Black schools receive less funding on average than predominantly white schools. She also pointed out that teachers’ compensation has not kept pace with other professions. Recent data shows \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/to-make-ends-meet-1-in-5-teachers-have-second-jobs/2018/06\">\u003cspan style=\"font-weight: 400\">1 in 5 teachers moonlight\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and that teachers spend anywhere from\u003c/span>\u003ca href=\"https://www.nea.org/nea-today/all-news-articles/why-are-educators-still-buying-their-own-school-supplies#:~:text=Key%20Takeaways,supplies%20increased%20almost%2024%20percent.\">\u003cspan style=\"font-weight: 400\"> $500 to $1000 dollars a year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on their own supplies. Love said that teachers across t\u003c/span>\u003cspan style=\"font-weight: 400\">he country are not only \u003c/span>\u003ca href=\"https://www.kqed.org/news/11948465/oakland-teachers-to-go-on-strike-thursday-amid-deadlock-with-district\">\u003cspan style=\"font-weight: 400\">going on strike to get higher pay\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but also fo\u003c/span>\u003cspan style=\"font-weight: 400\">r essentials like \u003c/span>\u003ca href=\"https://www.npr.org/sections/health-shots/2022/03/14/1086125626/school-air-quality\">\u003cspan style=\"font-weight: 400\">better air quality\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in their schools and \u003c/span>\u003ca href=\"https://www.sacbee.com/news/local/health-and-medicine/article279354719.html\">\u003cspan style=\"font-weight: 400\">clean water\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. However, both Republicans and Democrats \u003c/span>\u003ca href=\"https://www.chalkbeat.org/2022/3/9/22969172/title-i-biden-budget-deal/\">\u003cspan style=\"font-weight: 400\">rejected\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> President Joe Biden’s \u003c/span>\u003ca href=\"https://www.edweek.org/policy-politics/joe-bidens-education-plan-triple-title-i-to-boost-teacher-pay-and-student-supports/2019/05\">\u003cspan style=\"font-weight: 400\">plan to triple Title 1 funding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> which would have tripled per pupil spending. “We actually need politicians who are going to actually fight for teachers, fight for parents, fight for students and understand historical inequalities,” said Love.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Acknowledging the dramatic influence of education policies on Black lives, Love suggested reparations as a form of compensation for the harm done. “Another word for reparations is repair,” she said. \u003c/span>\u003ca href=\"https://www.kqed.org/reparations\">\u003cspan style=\"font-weight: 400\">California is the only state so far that has put action behind the idea of reparations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Love advocates for monetary compensation to Black individuals. “It’s a check to say we have done harm to you, your family, your community, and it has changed the course of your life. And we want to start to repair,” said Love.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">People are divided on whether reparations are the right thing to do. “If you can’t see black folks as beautiful and worthy, then reparations [will be] hard for you,” said Love. “If folks know what we’ve done and what we continue to do and you see how this country has treated us, then you understand why reparations are important.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the face of systemic challenges, Love encouraged teachers to prioritize personal care through activities such as yoga, meditation and therapy. “We need teachers well in the classroom,” said Love. “We got to be well to show up for our kids when we know we are teaching in a system that is proliferating their destruction.” She said that administrators can help teachers take care of themselves by limiting superfluous work so that teachers can do what they need to do. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Love also emphasized the importance of treating children as children, noting that often Black and Brown children are treated \u003c/span>\u003ca href=\"https://open.bu.edu/handle/2144/35596\">\u003cspan style=\"font-weight: 400\">– and even punished – like adults\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She said that sometimes educators can have outsized reactions to things that are developmentally appropriate for kids. “They’re going to get on your nerves. You’ll tell them not to touch something and they’re going to touch it,” Love said. “We have to get back as a culture to seeing children and treating children and protecting children as children. If we did that, our policies would follow that. Our books, our classroom rules, all those things would follow.”\u003c/span>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC2522512170&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This is a computer-generated transcript. While our team has reviewed it, there may be errors.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Welcome to MindShift, the podcast where we explore the future of learning and how we raise our kids. I’m Nimah Gobir. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir: \u003c/strong>As caregivers and educators, we’re likely used to interacting with schools in the day to day sense. It’s easy to forget that our experiences of school today are built on decades of history. And that’s what I’m here to talk to Dr. Bettina Love about. She’s a professor at Teachers College in Columbia University.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir: \u003c/strong>Her recently released book, \u003cem>Punished for Dreaming\u003c/em>, explores the disproportionate impact of education policies on Black students. If you’ve ever wondered why certain issues in education persist, Bettina might be able to give you some answers. My conversation with one of our favorite abolitionist educators, Bettina Love is up after the break. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir: \u003c/strong>I’m going to start at the top of your book. There’s a story that you share about Zook in \u003cem>Punished For Dreaming\u003c/em>. Can you tell me about how her experience shows the impact of educational policies on individual lives? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Yeah, I thought it was important to really talk and use real people’s lives to talk about school reform. Zook is not only just a person in the book, but she’s one of my dearest, closest friends, and I was able to really understand how school policy impacts a person through Zook. And so Zook is a high school basketball star. She can do almost anything with a basketball. We are on our way to winning city and state. And then there’s this report or this allegation that Zook and some other male athletes are not going to class, they’re not attending class, and all our games are taken away. And then at the disciplinary hearing, Zook doesn’t have anybody there in her corner and she punches a teacher, but she doesn’t really punch a teacher for that particular incident. It’s all the incidents. It’s going through school for the last 13 years and not having one teacher tell her that she was bright, not having one teacher take any type of care, having a teacher in middle school body slam her to the ground and put her in a chokehold, 13 years of harm. And the book really opens with her story because it was a cautionary tale for me because I saw how you could be a superstar, you could score a lot of points, everybody could love you, but if you do something that people feel is so-called criminal, then you are punished for it in American schools. And she was really the impetus for this book. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love: \u003c/strong>And so the book really wants us to put education in the same conversation as crime reform and welfare reform and immigration reform, like all these reform policies that we know historically have been hurtful to people of color. We don’t think about education reform like that. So it’s really trying to use people’s stories to go through the last 40 years of education reform and tell the story about what happened to us as Black people through education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Let’s take a look at Brown v Board of Education. I’m thinking about me as a kid in Walnut Creek, California, in public school, learning about Brown v Board. And I was taught that it was definitely a good thing with no downsides. Most people don’t know about the harm that it caused. Can you talk about how it shaped the trajectory of public education, specifically for Black students? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> It is probably one of the most consequential cases in the last 70, 80 years when it comes to education, that we don’t talk enough about. So it was really important in this book for me to talk about what we had before. Brown. Now, there is a glorious time in Black education before \u003c/span>\u003ca href=\"https://www.archives.gov/milestone-documents/brown-v-board-of-education\">\u003cspan style=\"font-weight: 400\">Brown versus Board of Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Not only were Black teachers teaching, they were highly credentialed, they were teaching students to their highest potential. Black teachers made up 30 to 50% of teachers in the segregated South. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Wow. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> We had upwards to around \u003c/span>\u003cspan style=\"font-weight: 400\">90,000 black educators teaching about 2 million Black children\u003c/span>\u003cspan style=\"font-weight: 400\">, with almost 89% of them being Black women. So Brown pretty much guts black education. And so then we see almost 38,000 Black educators fired. Black teachers are pretty much out of the profession through policy, through reform. And here we are, you know, 70 years after Brown and in the last \u003c/span>\u003cspan style=\"font-weight: 400\">40 years, black teachers have not made up words of 10% of teachers\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003cspan style=\"font-weight: 400\">Black male teachers are\u003c/span>\u003cspan style=\"font-weight: 400\"> less than 2% of teachers, and black women are anywhere from 6 to 8%.\u003c/span>\u003cspan style=\"font-weight: 400\"> All students benefit from teachers of color. And so it has been a disastrous loss not only for Black students, but really all students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> That’s really important because it’s not that Black teachers aren’t qualified. It’s not that they don’t want to teach. It’s that they were pushed out of teaching positions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Right. And I want to be very clear, it’s not that white teachers can’t teach Black students. That’s not what we’re arguing. What we’re arguing is that 88% of the teaching force can’t be white. You need diversity, you need diversity of thought, a diversity of ideas. You need to at least have through your 13 years of schooling someone who looks like you and talks like you and understands you and sees you. It’s important. Representation is important. Your culture is important. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Moving forward in history. I want to discuss the Reagan presidency and what you call the war on Black children. Can you voice over some key policies and shifts during this time and also the repercussions those had in education? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Reagan was not very fond of the very ideas of public education. He was also not very fond of the government paying for public education. Reagan takes office 1982, he declares a war on drugs. 1983, Reagan releases another report. This probably is one of the most consequential education reports of our time, which is \u003cem>A Nation At Risk\u003c/em>.\u003cem> A Nation At Risk\u003c/em> says that this country, the United States of America, is failing behind most Western countries and that our education system is failing so badly that, you know, it could cause a war. This is just language of just fear mongering. By 1984, a year later, Reagan comes out with a report called\u003cem> Chaos in the Classroom\u003c/em>, which says these children are so rude and disorderly, We need police in schools. That’s 82, 83, 84. Just those few entry points, you start to see how education reform and crime reform begin to emerge. We start to see this language that is extremely punitive, not only in crime reform, but it becomes punitive and education reform. Reagan was really the linchpin, really the start, the spark, of us really merging education reform with crime reform. And every situation that I just talked about from the war on drugs,\u003cem> A Nation At Risk\u003c/em>, \u003cem>Chaos In The Classroom\u003c/em>, the data was always flawed. These reform efforts and these policies were not created with data that actually was factual. Much of the data was misleading. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> With such alarmist titles, too. I feel like that’s the first giveaway. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Chaos in the classroom! Like where? And, you know, and I think what people need to be clear about is that let’s say the data was correct. Okay? Let’s just say the data wasn’t misleading. Okay. If that’s what’s happening, the solution should not be: be punitive. The solution should have been, well, we need to hire more teachers. We need to pay teachers a living wage. We need to have smaller classrooms. Why is the solution “we need more police.” How has that got anything to do with the low test score that you’re talking about? Those things don’t go hand in hand. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Given this historical context, I feel like at this point we’re sitting on a pile of punitive reform ideas. What does the educational landscape look like for Black students in particular, and what are some of the challenges Black students are facing because of these policies? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Well, you know, I think many people would say, you know, the critical race theory bans the book bans. And those are serious things we have to be talking about. But I also want us to understand that in 2016, there was a report by Ed Bilder. And Ed Bilder came out and said that white schools in this country receive $23 billion more funding than nonwhite schools. We also know that students who need the most in this country get the least experienced teachers. 1 in 5 teachers, moonlight. Teachers around the country are deeply underpaid. We’ve seen teacher strikes all over the country last year, and I’m sure there’s going to be many more this year. Our schools have air pollutants in them that children can’t breathe. Our schools are talking about an achievement gap. We need babies in schools with clean air and clean water and credentialed teachers. We need schools where children can walk in and feel a sense of pride. And we also need schools where they can learn about themselves and the beauty of their history and who they are. Education, Right. Not right now. When you put all of that in context, it’s pretty dire. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> What I’m hearing in your answer is that a lot needs to happen on many different scales. What should we be looking at as far as – I mean, I’m scared to say policy reform at this point – but what should we be looking at on a national level? What needs to be done to address some of the issues that you outlined? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> A child in this country per pupil rate is like between 12 or $14,000. Like that’s what we get per pupil. Joe Biden is running and saying, listen, we need to increase Title one funding, per pupil funding by three times. So like making every child, particularly in low income schools, low income communities, you know, $30,000. Not only was that struck down, but it was struck down by the Democrats, too. Folks who say they are about justice and equity and equality are shooting down these type of policies. We got to be clear that there has been no party that essentially has been the party of education, has done some type of educational justice, liberation, thoughtful equality work. We actually need politicians who are going to actually fight for teachers, fight for parents, fight for students, understand inequality, understand historical inequalities, fight for funding, fight for resources. You cannot simply say that you’re going to hold education and teachers to these policies, to these laws, and then don’t have anything in the background to say how they’re going to support you. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> In your book, you make a case for reparations. Can you clarify what that means first for people who might be new to this concept and also what it might look like? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Yeah. You know, I thought it was really important to try and write about something bold. So what I argue in this book is that if you look at the current education system just by generation, the last 40 years, harm has been done. The way Black students have been police and tested, expelled, funded, you have changed the trajectory of my life through education. Another word for reparations is repair. So how do you begin to repair this system? And the fullness of reparations is to end harm, is to atone for harm, is to start to think structurally how we say, “Hey, we did this. We know we did this. We’re apologizing because we did this. We’re compensating you because we did this. We’re going to end these policies that have done harm to you.” If you can’t see Black folks as beautiful and worthy, then reparations is hard for you. If you know who we are and you know our history and what we’ve done and what we continue to do and you see how this country has treated us even as we have kept creating and loving and inventing, then you will understand why reparations is important. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Shifting the focus to educators and administrators. What actions can they take to make their classrooms more equitable and inclusive for black students? And I also want to acknowledge that I think it’s really hard to think about what to do at the teacher level when so much is happening at the policy level or so much isn’t happening at the policy level. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> I think the one thing teachers have to do on a very personal level is just take care of themselves. Drink your water, meditate, exercise. Do some yoga if you can. Find some time to really care about your wellbeing and yourself. Because we need teachers not only in the classroom. We need teachers well in the classroom. Right. Go to therapy, Indigenous practices, like we got to be well to show up for our kids when we know we are teaching in a system that is proliferating their destruction. So that is a really hard thing to show up every day, knowing that there are so many systems and structures and rules and policies and tests that are hurtful. Administrators have a lot of power too. So we need administrators to really understand what is necessary for a teacher and move that busy work to the side, so they can actually do what they need to do. But I would say the biggest thing that teachers and administrators can do tomorrow is remember that you have children in front of you. And what we see now is that seven year olds and five year olds and 15 year olds are treated, particularly if they’re Black and brown like adults. We got to remember that these are actual children. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> I love that double pronged approach. It’s like, number one, if this meeting could be an email, make it an email. And number two, let kids be kids. My last question for you is what is your vision for the future of education in America? What do you hope to see in the years to come? \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> What I would hope to see in the years to come is that the folks who say they are truly concerned about education, make the policies, make the laws would actually ask Gholdy Muhammad, Dena Simmons, Yolanda Sealy Ruiz, Gloria Ladson Billings, Cynthia Dillard, Adrian Dixon. Like, I would really like them to understand that there is a profound piece of knowledge – Linda Darling-Hammond – there’s a profound piece of knowledge – Pedro Negara. Like we can go on and on and on about these educational giants. There’s folks who have answers and solutions. Pick up our writings, ask us a question. We would like to be in these conversations. We got years of data, experience and knowledge. And so that’s what I would really want to see. I would want to see the folks who have invested their careers and their time and have done this work really be the ones who are asked, charged with doing the educational work, the folks in the communities and the parents and the aunties and the grandmas who have knowledge. I would love to see us actually ask a question. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Oh, I love that. I want whatever new policy that comes out to be: Please ask Goldie Muhammad. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Ask Goldie Muhammad. Right. There are just people who we know are amazing black educators, scholars doing this work. So I would love for them to be able to create policy on a federal level. These folks know what they’re talking about, know what they’re doing. Never called. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> I think MindShift’s audience is really going to appreciate the reading list you just gave them. Thank you so much for taking the time to talk today. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Thank you so much. I’m glad we had this opportunity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> Bettina Love’s book is called Punished for Dreaming. MindShift will have more minisodes coming down the pipeline to bring you ideas and innovations from experts in education and beyond. Don’t forget to hit follow on your favorite podcast app so you don’t miss a thing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> If you like what you heard in this episode, I have recommendations for you. We did an episode with Micia Mosley about why every student deserves a black teacher. We’ve also done two episodes with Gholdy Muhammad. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cstrong>Bettina Love:\u003c/strong> Ask Goldie Muhammad!\u003c/span>\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>\u003cspan style=\"font-weight: 400\">\u003cstrong>Nimah Gobir:\u003c/strong> The MindShift team includes me, Nimah Gobir, Ki Sung, Kara Newhouse and Marlena Jackson Retondo. Our editor is Chris Hambrick. Seth Samuel is our sound designer. We receive additional support from Jen Chien, Katie Sprenger, Cesar Saldana and Holly Kernan. MindShift is supported in part by the generosity of the William and Flora Hewlett Foundation and members of KQED. Thank you for listening.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62934/bettina-love-examines-the-impact-of-education-policies-on-black-students-and-what-we-can-do-next","authors":["11721"],"categories":["mindshift_21357","mindshift_21517","mindshift_21504","mindshift_21130","mindshift_21848"],"tags":["mindshift_21322","mindshift_21455","mindshift_21479","mindshift_20794","mindshift_20598","mindshift_35","mindshift_199","mindshift_381"],"featImg":"mindshift_62937","label":"mindshift"},"mindshift_25715":{"type":"posts","id":"mindshift_25715","meta":{"index":"posts_1591205157","site":"mindshift","id":"25715","score":null,"sort":[1355855438000]},"guestAuthors":[],"slug":"its-time-create-smart-policies-to-support-student-tech-use","title":"It's Time: Create Smart Policies to Support Student Tech Use ","publishDate":1355855438,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/its-time-create-smart-policies-to-support-student-tech-use/nasbe/\" rel=\"attachment wp-att-25728\">\u003cimg class=\"alignright size-large wp-image-25728\" title=\"NASBE\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/NASBE-620x405.jpg\" alt=\"\" width=\"620\" height=\"405\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Technology has become a seamless part of students' lives in and out of the classroom, and schools must find ways to integrate it. This is one of the conclusions in a report by the National Association of State Boards of Education (NASBE), which states that policymakers at the highest level need to understand the trend and form a cohesive course of action for schools to follow.\u003c/p>\n\u003cp>In \u003ca href=\"http://nasbe.org/wp-content/uploads/Born-in-Another-Time-NASBE-full-report.pdf\">Born in Another Time: Ensuring Educational Technology Meets the Needs of Students Today -- And Tomorrow\u003c/a> the NASBE focuses on the importance of understanding students' needs, ensuring that teachers are prepared to meet those needs, and shoring up the technical infrastructure that will allow schools to participate.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“Our kids are digitally savvy when it comes to gaming, texting, and social networking, but when it comes to information, even the best students can be digital doofuses.”\u003c/p>\n\u003c/aside>\n\u003cp>Up until now, much of the enthusiasm for education technology, blended learning, online courses and other digital aids in the classroom have come from teachers themselves. In fact, many ed-tech companies are pursuing a teacher-first strategy, opting to hook the educator and avoid the complicated bureaucracy of selling to school districts. That has left a patchwork of tools and uncertainty among some teachers who would like to take advantage of new tech tools, but \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/\">aren't sure how to get started\u003c/a>.\u003c/p>\n\u003cp>\"State boards of education along with their state education agencies are key to providing the leadership on education technology issues our school systems need to ensure students are ready for life and work in a digital era,\" \u003ca href=\"http://nasbe.org/wp-content/uploads/Born-in-Another-Time-NASBE-full-report.pdf\">wrote \u003c/a>the NASBE study group tasked with investigating emerging tech trends. At the same time the report acknowledges that the current landscape is a \"wild, wild west\" of various products and approaches. \"Because of their formal responsibilities, state education systems are the only entities able to offer a sustainable platform for aligning these promising—but still fragmented and rapidly changing — forces,\" the report said.\u003c!--more-->\u003c/p>\n\u003cp>This excerpt addresses how educators and the Board should move forward in the shifting landscape.\u003c/p>\n\u003ch5>\u003cstrong>CHAPTER 1: ADDRESSING THE VOICE AND NEEDS OF TODAY'S STUDENTS\u003c/strong>\u003c/h5>\n\u003cp>Much has been written about the cohort of students in school today, who are generally considered digital natives. Commentators frequently point out how these children have always lived with computers in their homes, cell phones in everyone’s pocket, and hundreds of channels available on their televisions. They easily adapt to every new piece of technology that arrives in the marketplace and can text as easily and quickly as adults can talk. They are constantly “plugged in.” For this generation, there is no divide between “technology” and their daily lives.\u003c/p>\n\u003cdiv>\u003c/div>\n\u003caside class=\"pullquote alignleft\">\n\u003cdiv>\u003cstrong>\u003cspan style=\"color: #000000\">\u003cem>Ideally, we need school leaders who help communities think very carefully about what learning goals they have for their students, their faculty, and themselves, and then look at how technology tools can support those learning initiatives. It’s not about “using more tech” or even about “using technology to boost engagement,” since what is engagement without direction? The fundamental issue is how do we think about the kind of learning experiences that will prepare people for work, for our democracy, and for a well-lived life, and to what extent can technology support those kinds of learning experiences. \u003c/em>\u003c/span>\u003cspan style=\"color: #808080\">– Justin Reich, \u003cem>Education Week\u003c/em>\u003c/span>\u003c/strong>\u003c/div>\n\u003c/aside>\n\u003cdiv>\u003c/div>\n\u003cdiv>Today the combination of immense portable computing power, digital communications, and the Internet presents education with an enormous number of opportunities, challenges, and imperatives. There is the imperative, for example, that all students be digitally literate, which will require educators to meet students in the technological world where they now live in order to bring them to a new place. There are the challenges that come with ensuring students are good digital citizens—that they understand the potential consequences, negative and positive, of anything they put out on the web, understand plagiarism, and how to harness the power of technology safely, respectfully, and responsibly. Finally, there are the vast opportunities technology brings as a vehicle for enhancing the learning process through greater personalization of instruction—something leaders may need to address through policies that provide the flexibility and incentives needed to allow educators to take advantage of these opportunities.\u003c/div>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>KEY TAKEAWAYS\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>Today’s students have never lived in a world where the internet wasn’t in their homes and cell phones weren’t in everyone’s pockets. For them, there is no divide between “technology” and their daily lives.\u003c/li>\n\u003cli>“Our kids are digitally savvy when it comes to gaming, texting, and social networking,” one expert told state board members, “but when it comes to information, even the best students can be digital doofuses.” In other words, just because they have a more intuitive grasp of how to make technology “work” doesn’t mean students automatically know how to use it as a tool for learning. Students still need to be taught foundational research skills and processes that can be enhanced by technology use. This means students—and educators—need to understand that doing research is more than just sorting through what pops up via online search engines.\u003c/li>\n\u003cli>Internet information often does not have the ordered structure provided by textbooks or other resources for students. Educators need to be sensitive to this, and to their students frame of reference in regards to online searches, when integrating technology into their lessons.\u003c/li>\n\u003cli>With increased access to many different types of tools for learning and socializing and ever-increasing multitasking, it has become even more important to teach students how to focus their attention.\u003c/li>\n\u003cli>One of the great advantages of technology is its potential for personalizing instruction. Students are used to being able to personalize how they receive information—and when schools don’t present information in the same way, they sometimes become bored and disengaged. Instruction should be designed to take advantage of each student’s personal style of learning.\u003c/li>\n\u003cli>Because online problems can cause disruptions at school, there is a role for schools to help students learn to be safe, responsible, and respectful digital citizens. But in order to do so, school teachers and staff have to be prepared and equipped to monitor and instruct students in safe environments that are close to what they will experience once the filters and monitoring are removed.\u003c/li>\n\u003c/ul>\n\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\n\u003cp>\u003cstrong>RECOMMENDATIONS\u003c/strong>\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003col>\n\u003cli>Address digital citizenship and digital literacy. These are relatively new areas for education leaders to address through the creation of policies and programs. It is important for policymakers to realize that every school community is different and each is starting at a different place. Some will be ready to institute integrated curricula, while others first need to create common definitions. The study group recommends that state boards urge their districts and schools to address the critical areas of digital citizenship and digital literacy and ensure that the state education department is prepared to offer resources and guidance for these discussions.\u003c/li>\n\u003cli>Design instruction to take advantage of how each student learns now. It is time to revisit what “school” is and how education policymakers can ensure that their decisions create a learning environment that best fits current learners’ needs. Policies at the state and local levels should be responsive to student’s lifestyles and behaviors at home and in the classroom.\u003c/li>\n\u003cli>Create policies that allocate resources based on data, student needs, and student, parent and stakeholder voices. These key stakeholder groups understand the complexities of the issues involved, and can provide the most accurate feedback about what solutions might work best. Additionally, providing access to student performance data to parents and students can also help them serve as an informed partner in ensuring that student study habits, methods and schedules are most conducive to learning outside of school hours.\u003c/li>\n\u003c/ol>\n\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1406069207,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":1344},"headData":{"title":"It's Time: Create Smart Policies to Support Student Tech Use | KQED","description":"Technology has become a seamless part of students' lives in and out of the classroom, and schools must find ways to integrate it. This is one of the conclusions in a report by the National Association of State Boards of Education (NASBE), which states that policymakers at the highest level need to understand the trend","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"25715 http://blogs.kqed.org/mindshift/?p=25715","disqusUrl":"https://ww2.kqed.org/mindshift/2012/12/18/its-time-create-smart-policies-to-support-student-tech-use/","disqusTitle":"It's Time: Create Smart Policies to Support Student Tech Use ","path":"/mindshift/25715/its-time-create-smart-policies-to-support-student-tech-use","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/its-time-create-smart-policies-to-support-student-tech-use/nasbe/\" rel=\"attachment wp-att-25728\">\u003cimg class=\"alignright size-large wp-image-25728\" title=\"NASBE\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/NASBE-620x405.jpg\" alt=\"\" width=\"620\" height=\"405\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Technology has become a seamless part of students' lives in and out of the classroom, and schools must find ways to integrate it. This is one of the conclusions in a report by the National Association of State Boards of Education (NASBE), which states that policymakers at the highest level need to understand the trend and form a cohesive course of action for schools to follow.\u003c/p>\n\u003cp>In \u003ca href=\"http://nasbe.org/wp-content/uploads/Born-in-Another-Time-NASBE-full-report.pdf\">Born in Another Time: Ensuring Educational Technology Meets the Needs of Students Today -- And Tomorrow\u003c/a> the NASBE focuses on the importance of understanding students' needs, ensuring that teachers are prepared to meet those needs, and shoring up the technical infrastructure that will allow schools to participate.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“Our kids are digitally savvy when it comes to gaming, texting, and social networking, but when it comes to information, even the best students can be digital doofuses.”\u003c/p>\n\u003c/aside>\n\u003cp>Up until now, much of the enthusiasm for education technology, blended learning, online courses and other digital aids in the classroom have come from teachers themselves. In fact, many ed-tech companies are pursuing a teacher-first strategy, opting to hook the educator and avoid the complicated bureaucracy of selling to school districts. That has left a patchwork of tools and uncertainty among some teachers who would like to take advantage of new tech tools, but \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/\">aren't sure how to get started\u003c/a>.\u003c/p>\n\u003cp>\"State boards of education along with their state education agencies are key to providing the leadership on education technology issues our school systems need to ensure students are ready for life and work in a digital era,\" \u003ca href=\"http://nasbe.org/wp-content/uploads/Born-in-Another-Time-NASBE-full-report.pdf\">wrote \u003c/a>the NASBE study group tasked with investigating emerging tech trends. At the same time the report acknowledges that the current landscape is a \"wild, wild west\" of various products and approaches. \"Because of their formal responsibilities, state education systems are the only entities able to offer a sustainable platform for aligning these promising—but still fragmented and rapidly changing — forces,\" the report said.\u003c!--more-->\u003c/p>\n\u003cp>This excerpt addresses how educators and the Board should move forward in the shifting landscape.\u003c/p>\n\u003ch5>\u003cstrong>CHAPTER 1: ADDRESSING THE VOICE AND NEEDS OF TODAY'S STUDENTS\u003c/strong>\u003c/h5>\n\u003cp>Much has been written about the cohort of students in school today, who are generally considered digital natives. Commentators frequently point out how these children have always lived with computers in their homes, cell phones in everyone’s pocket, and hundreds of channels available on their televisions. They easily adapt to every new piece of technology that arrives in the marketplace and can text as easily and quickly as adults can talk. They are constantly “plugged in.” For this generation, there is no divide between “technology” and their daily lives.\u003c/p>\n\u003cdiv>\u003c/div>\n\u003caside class=\"pullquote alignleft\">\n\u003cdiv>\u003cstrong>\u003cspan style=\"color: #000000\">\u003cem>Ideally, we need school leaders who help communities think very carefully about what learning goals they have for their students, their faculty, and themselves, and then look at how technology tools can support those learning initiatives. It’s not about “using more tech” or even about “using technology to boost engagement,” since what is engagement without direction? The fundamental issue is how do we think about the kind of learning experiences that will prepare people for work, for our democracy, and for a well-lived life, and to what extent can technology support those kinds of learning experiences. \u003c/em>\u003c/span>\u003cspan style=\"color: #808080\">– Justin Reich, \u003cem>Education Week\u003c/em>\u003c/span>\u003c/strong>\u003c/div>\n\u003c/aside>\n\u003cdiv>\u003c/div>\n\u003cdiv>Today the combination of immense portable computing power, digital communications, and the Internet presents education with an enormous number of opportunities, challenges, and imperatives. There is the imperative, for example, that all students be digitally literate, which will require educators to meet students in the technological world where they now live in order to bring them to a new place. There are the challenges that come with ensuring students are good digital citizens—that they understand the potential consequences, negative and positive, of anything they put out on the web, understand plagiarism, and how to harness the power of technology safely, respectfully, and responsibly. Finally, there are the vast opportunities technology brings as a vehicle for enhancing the learning process through greater personalization of instruction—something leaders may need to address through policies that provide the flexibility and incentives needed to allow educators to take advantage of these opportunities.\u003c/div>\n\u003cp> \u003c/p>\n\u003cp>\u003cstrong>KEY TAKEAWAYS\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>Today’s students have never lived in a world where the internet wasn’t in their homes and cell phones weren’t in everyone’s pockets. For them, there is no divide between “technology” and their daily lives.\u003c/li>\n\u003cli>“Our kids are digitally savvy when it comes to gaming, texting, and social networking,” one expert told state board members, “but when it comes to information, even the best students can be digital doofuses.” In other words, just because they have a more intuitive grasp of how to make technology “work” doesn’t mean students automatically know how to use it as a tool for learning. Students still need to be taught foundational research skills and processes that can be enhanced by technology use. This means students—and educators—need to understand that doing research is more than just sorting through what pops up via online search engines.\u003c/li>\n\u003cli>Internet information often does not have the ordered structure provided by textbooks or other resources for students. Educators need to be sensitive to this, and to their students frame of reference in regards to online searches, when integrating technology into their lessons.\u003c/li>\n\u003cli>With increased access to many different types of tools for learning and socializing and ever-increasing multitasking, it has become even more important to teach students how to focus their attention.\u003c/li>\n\u003cli>One of the great advantages of technology is its potential for personalizing instruction. Students are used to being able to personalize how they receive information—and when schools don’t present information in the same way, they sometimes become bored and disengaged. Instruction should be designed to take advantage of each student’s personal style of learning.\u003c/li>\n\u003cli>Because online problems can cause disruptions at school, there is a role for schools to help students learn to be safe, responsible, and respectful digital citizens. But in order to do so, school teachers and staff have to be prepared and equipped to monitor and instruct students in safe environments that are close to what they will experience once the filters and monitoring are removed.\u003c/li>\n\u003c/ul>\n\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\n\u003cp>\u003cstrong>RECOMMENDATIONS\u003c/strong>\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003col>\n\u003cli>Address digital citizenship and digital literacy. These are relatively new areas for education leaders to address through the creation of policies and programs. It is important for policymakers to realize that every school community is different and each is starting at a different place. Some will be ready to institute integrated curricula, while others first need to create common definitions. The study group recommends that state boards urge their districts and schools to address the critical areas of digital citizenship and digital literacy and ensure that the state education department is prepared to offer resources and guidance for these discussions.\u003c/li>\n\u003cli>Design instruction to take advantage of how each student learns now. It is time to revisit what “school” is and how education policymakers can ensure that their decisions create a learning environment that best fits current learners’ needs. Policies at the state and local levels should be responsive to student’s lifestyles and behaviors at home and in the classroom.\u003c/li>\n\u003cli>Create policies that allocate resources based on data, student needs, and student, parent and stakeholder voices. These key stakeholder groups understand the complexities of the issues involved, and can provide the most accurate feedback about what solutions might work best. Additionally, providing access to student performance data to parents and students can also help them serve as an informed partner in ensuring that student study habits, methods and schedules are most conducive to learning outside of school hours.\u003c/li>\n\u003c/ol>\n\u003c/div>\n\u003cdiv>\u003c/div>\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>\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\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/25715/its-time-create-smart-policies-to-support-student-tech-use","authors":["234"],"categories":["mindshift_192","mindshift_194"],"tags":["mindshift_35","mindshift_963"],"featImg":"mindshift_25728","label":"mindshift"},"mindshift_16201":{"type":"posts","id":"mindshift_16201","meta":{"index":"posts_1591205157","site":"mindshift","id":"16201","score":null,"sort":[1319045774000]},"guestAuthors":[],"slug":"should-a-new-tech-innovation-agency-be-created","title":"Should a New Tech-Innovation Agency Be Created?","publishDate":1319045774,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/mbiddulph/5310895988/\">\u003cimg class=\"size-full wp-image-16202\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/cardboard_rocket.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Matt Biddulph\u003c/p>\n\u003c/div>\n\u003cp>Today, most of the education world is focusing on how \u003ca href=\"http://en.wikipedia.org/wiki/No_Child_Left_Behind_Act\">No Child Left Behind\u003c/a> might change with the reauthorization of ESEA -- the \u003ca href=\"http://en.wikipedia.org/wiki/Elementary_and_Secondary_Education_Act\">Elementary and Secondary Education Act\u003c/a>.\u003c/p>\n\u003cp>But as the Senate Education committee prepares to mark up ESEA, another under-the-radar amendment is also being considered -- one that has historical ties to the Department of Defense.\u003c/p>\n\u003cp>It's called ARPA-Ed, and it stands for the Advanced Research Projects Agency – Education, a program President Obama \u003ca href=\"http://www.whitehouse.gov/the-press-office/2011/03/08/president-obama-highlights-shared-responsibility-education-reform\">proposed\u003c/a> at the beginning of the year. If the name sounds a lot like \u003ca href=\"http://www.darpa.mil/\">DARPA\u003c/a>, the Defense Advanced Research Projects Agency, that's intentional. DARPA was established in the 1950s as a response to the Soviets' launch of the Sputnik spacecraft and was meant to protect the United States' technological supremacy. Although it's a Defense Department agency, DARPA research isn't tied to specific military missions. But it has been responsible for a number of technological innovations with sweeping implications, including, \u003ca href=\"http://en.wikipedia.org/wiki/ARPANET\">ARPANET\u003c/a>, the predecessor to the Internet.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Can the successes of the military's R&D program be duplicated in ed-tech?\u003c/aside>\n\u003cp>The creation of ARPA-Ed aims to tap into this history and to signal that the country urgently needs to invest in technological research to maintain its educational edge, or be at risk of falling behind.\u003c/p>\n\u003cp>The legacy of Sputnik and DARPA have been invoked by President Obama many times this year as he's talked about the importance of technology and education. He talked about Sputnik \u003c!--more-->specifically in his \u003ca href=\"http://www.whitehouse.gov/the-press-office/2011/01/25/remarks-president-state-union-address\">State of the Union\u003c/a> address at the beginning of the year:\u003c/p>\n\u003cblockquote>\u003cp>\"Half a century ago, when the Soviets beat us into space with the launch of a satellite called Sputnik, we had no idea how we would beat them to the moon. The science wasn’t even there yet. NASA didn’t exist. But after investing in better research and education, we didn’t just surpass the Soviets; we unleashed a wave of innovation that created new industries and millions of new jobs. This is our generation’s Sputnik moment. Two years ago, I said that we needed to reach a level of research and development we haven’t seen since the height of the Space Race. And in a few weeks, I will be sending a budget to Congress that helps us meet that goal.\"\u003c/p>\u003c/blockquote>\n\u003cp>As part of Obama's 2012 budget, $90 million was earmarked for the creation of ARPA-Ed. But until the proposal of the EASA amendment by Colorado Senator Michael Bennet today, there hasn't been any movement toward making this agency a reality.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The Department of Education says that ARPA-Ed would fund both private and public research by industry, universities, and other organizations that feed such projects as personalized digital tutors, adaptive learning platforms, and game-based learning (\u003ca href=\"http://www.ed.gov/sites/default/files/arpa-ed-background.pdf\">PDF\u003c/a>). The administration contends that an agency like ARPA-Ed would help correct the under-investment in education technology and would in turn spur innovation in the sector, which it contends has lagged far behind others in terms of its productivity and its performance.\u003c/p>\n\u003cp>ARPA-Ed isn't the only push that the Obama Administration has made into supporting education technology. It recently announced the \u003ca href=\"http://www.digitalpromise.org/\">Digital Promise\u003c/a>, a new non-profit designed \"to spur breakthrough technologies that can help transform the way teachers teach and students learn.\"\u003c/p>\n\u003cp>What makes ARPA-Ed different then? Is this just another redundant federal agency? That's what many opponents to the proposal are arguing, saying that it's a duplication of funding and of effort, and Bennet's proposed amendment is likely to face some fierce opposition as funding and philosophical battles heat up over the reauthorization of EASA.\u003c/p>\n\u003cp>But proponents of ARPA-Ed claim that it is different from other current efforts, in part, because its focus isn't on teaching \u003cem>and\u003c/em> learning with technology. ARPA-Ed is focused on how technology impacts learning, not teaching. (In other words, this isn't about teaching teachers or supporting teachers to use technology more effectively in their classrooms.)\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>One thing is certain about ARPA-Ed: It's part of the Obama Administration's continuing invocation of Sputnik-era rhetoric to make the case for better educational programs. \"Space Race\" -- \"Race to the Top.\" \"DARPA\" -- \"ARPA-Ed.\" Are these metaphors from the 1950s and 1960s the right ones? Can the successes of the military's R&D program be duplicated in ed-tech? And is that a model we even want to emulate?\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1319049850,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":753},"headData":{"title":"Should a New Tech-Innovation Agency Be Created? | KQED","description":"Matt Biddulph Today, most of the education world is focusing on how No Child Left Behind might change with the reauthorization of ESEA -- the Elementary and Secondary Education Act. But as the Senate Education committee prepares to mark up ESEA, another under-the-radar amendment is also being considered -- one that has historical ties to","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"16201 http://blogs.kqed.org/mindshift/?p=16201","disqusUrl":"https://ww2.kqed.org/mindshift/2011/10/19/should-a-new-tech-innovation-agency-be-created/","disqusTitle":"Should a New Tech-Innovation Agency Be Created?","path":"/mindshift/16201/should-a-new-tech-innovation-agency-be-created","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/mbiddulph/5310895988/\">\u003cimg class=\"size-full wp-image-16202\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/cardboard_rocket.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Matt Biddulph\u003c/p>\n\u003c/div>\n\u003cp>Today, most of the education world is focusing on how \u003ca href=\"http://en.wikipedia.org/wiki/No_Child_Left_Behind_Act\">No Child Left Behind\u003c/a> might change with the reauthorization of ESEA -- the \u003ca href=\"http://en.wikipedia.org/wiki/Elementary_and_Secondary_Education_Act\">Elementary and Secondary Education Act\u003c/a>.\u003c/p>\n\u003cp>But as the Senate Education committee prepares to mark up ESEA, another under-the-radar amendment is also being considered -- one that has historical ties to the Department of Defense.\u003c/p>\n\u003cp>It's called ARPA-Ed, and it stands for the Advanced Research Projects Agency – Education, a program President Obama \u003ca href=\"http://www.whitehouse.gov/the-press-office/2011/03/08/president-obama-highlights-shared-responsibility-education-reform\">proposed\u003c/a> at the beginning of the year. If the name sounds a lot like \u003ca href=\"http://www.darpa.mil/\">DARPA\u003c/a>, the Defense Advanced Research Projects Agency, that's intentional. DARPA was established in the 1950s as a response to the Soviets' launch of the Sputnik spacecraft and was meant to protect the United States' technological supremacy. Although it's a Defense Department agency, DARPA research isn't tied to specific military missions. But it has been responsible for a number of technological innovations with sweeping implications, including, \u003ca href=\"http://en.wikipedia.org/wiki/ARPANET\">ARPANET\u003c/a>, the predecessor to the Internet.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Can the successes of the military's R&D program be duplicated in ed-tech?\u003c/aside>\n\u003cp>The creation of ARPA-Ed aims to tap into this history and to signal that the country urgently needs to invest in technological research to maintain its educational edge, or be at risk of falling behind.\u003c/p>\n\u003cp>The legacy of Sputnik and DARPA have been invoked by President Obama many times this year as he's talked about the importance of technology and education. He talked about Sputnik \u003c!--more-->specifically in his \u003ca href=\"http://www.whitehouse.gov/the-press-office/2011/01/25/remarks-president-state-union-address\">State of the Union\u003c/a> address at the beginning of the year:\u003c/p>\n\u003cblockquote>\u003cp>\"Half a century ago, when the Soviets beat us into space with the launch of a satellite called Sputnik, we had no idea how we would beat them to the moon. The science wasn’t even there yet. NASA didn’t exist. But after investing in better research and education, we didn’t just surpass the Soviets; we unleashed a wave of innovation that created new industries and millions of new jobs. This is our generation’s Sputnik moment. Two years ago, I said that we needed to reach a level of research and development we haven’t seen since the height of the Space Race. And in a few weeks, I will be sending a budget to Congress that helps us meet that goal.\"\u003c/p>\u003c/blockquote>\n\u003cp>As part of Obama's 2012 budget, $90 million was earmarked for the creation of ARPA-Ed. But until the proposal of the EASA amendment by Colorado Senator Michael Bennet today, there hasn't been any movement toward making this agency a reality.\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>The Department of Education says that ARPA-Ed would fund both private and public research by industry, universities, and other organizations that feed such projects as personalized digital tutors, adaptive learning platforms, and game-based learning (\u003ca href=\"http://www.ed.gov/sites/default/files/arpa-ed-background.pdf\">PDF\u003c/a>). The administration contends that an agency like ARPA-Ed would help correct the under-investment in education technology and would in turn spur innovation in the sector, which it contends has lagged far behind others in terms of its productivity and its performance.\u003c/p>\n\u003cp>ARPA-Ed isn't the only push that the Obama Administration has made into supporting education technology. It recently announced the \u003ca href=\"http://www.digitalpromise.org/\">Digital Promise\u003c/a>, a new non-profit designed \"to spur breakthrough technologies that can help transform the way teachers teach and students learn.\"\u003c/p>\n\u003cp>What makes ARPA-Ed different then? Is this just another redundant federal agency? That's what many opponents to the proposal are arguing, saying that it's a duplication of funding and of effort, and Bennet's proposed amendment is likely to face some fierce opposition as funding and philosophical battles heat up over the reauthorization of EASA.\u003c/p>\n\u003cp>But proponents of ARPA-Ed claim that it is different from other current efforts, in part, because its focus isn't on teaching \u003cem>and\u003c/em> learning with technology. ARPA-Ed is focused on how technology impacts learning, not teaching. (In other words, this isn't about teaching teachers or supporting teachers to use technology more effectively in their classrooms.)\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>One thing is certain about ARPA-Ed: It's part of the Obama Administration's continuing invocation of Sputnik-era rhetoric to make the case for better educational programs. \"Space Race\" -- \"Race to the Top.\" \"DARPA\" -- \"ARPA-Ed.\" Are these metaphors from the 1950s and 1960s the right ones? Can the successes of the military's R&D program be duplicated in ed-tech? And is that a model we even want to emulate?\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/16201/should-a-new-tech-innovation-agency-be-created","authors":["4352"],"categories":["mindshift_195"],"tags":["mindshift_745","mindshift_29","mindshift_35"],"featImg":"mindshift_16202","label":"mindshift"},"mindshift_15411":{"type":"posts","id":"mindshift_15411","meta":{"index":"posts_1591205157","site":"mindshift","id":"15411","score":null,"sort":[1316550586000]},"guestAuthors":[],"slug":"dispelling-myths-about-blocked-websites-in-schools","title":"Dispelling Myths About Blocked Websites in Schools","publishDate":1316550586,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-full wp-image-15416\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/10_11.15_newtech_06061-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\n\u003cp class=\"wp-media-credit\">Larry Gonzalez\u003c/p>\n\u003c/div>\n\u003cp>I'm at a small gathering of education journalists, policymakers and school leaders today, and in attendance is the Department of Education's Director of Education Technology, Karen Cator.\u003c/p>\n\u003cp>Cator told me that teachers continue to thank her for outlining these important clarifications about schools blocking access to Web sites. For those who haven't seen \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\">the original article, \u003c/a>which followed an article about \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">surprising blocked Web sites\u003c/a>, here it is again.\u003c/p>\n\u003cp>Cator parsed the rules of the \u003ca href=\"http://www.fcc.gov/cgb/consumerfacts/cipa.html\">Childrens Internet Protection Act\u003c/a>, and provided guidance for teachers on how to proceed when it comes to interpreting the rules. To that end, here are six surprising rules that educators, administrators, parents and students might not know about website filtering in schools.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>Accessing YouTube is not violating CIPA rules.\u003c/strong> “Absolutely it’s not circumventing the rules,” Cator says. “The rule is to block inappropriate sites. All sorts of YouTube videos are helpful in explaining complex concepts or telling a story, or for hearing an expert or an authentic voice — they present learning opportunities that are really helpful.”\u003c/li>\n\u003cli>\u003cstrong>Websites don’t have to be blocked for teachers\u003c/strong>. “Some of the comments I saw online had to do with teachers wondering why they can’t access these sites,” she says. “They absolutely can. There’s nothing that says that sites have to be blocked for \u003c!--more-->adults.”\u003c/li>\n\u003cli>\u003cstrong>Broad filters are not helpful\u003c/strong>. “What we have had is what I consider brute force technologies that shut down wide swaths of the Internet, like all of YouTube, for example. Or they may shut down anything that has anything to do with social media, or anything that is a game,” she said. “These broad filters aren’t actually very helpful, because we need much more nuanced filtering.”\u003c/li>\n\u003cli>\u003cstrong>Schools will not lose \u003ca href=\"http://www.fcc.gov/learnnet/\">E-rate\u003c/a> funding by unblocking appropriate sites. \u003c/strong>Cator said she’s never heard of a school losing E-rate funding due to allowing appropriate sites blocked by filters. See the excerpt below from the \u003ca href=\"http://www.ed.gov/technology/netp-2010\">National Education Technology Plan\u003c/a>, approved by officials who dictate E-rate rules.\u003c/li>\n\u003cli>\u003cstrong>Kids need to be taught how to be responsible digital citizens. \u003c/strong>“[We need to] address the topic at school or home in the form of education,” Cator says. “How do we educate this generation of young people to be safe online, to be secure online, to protect their personal information, to understand privacy, and how that all plays out when they’re in an online space?”\u003c/li>\n\u003cli>\u003cstrong>Teachers should be trusted.\u003c/strong> “If the technology fails us and filters something appropriate and useful, and if teachers in their professional judgment think it’s appropriate, they should be able to show it,” she said. “Teachers need to impose their professional judgment on materials that are available to their students.”\u003c/li>\n\u003c/ol>\n\u003cp>Here’s the full transcript of my Q&A with Karen Cator.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Please describe what CIPA does and does not mandate.\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A. CIPA does require that any school that funds Internet access or their internal network connections with E-rate has to implement filters to block students’ access to content that could be harmful to minors.\u003c/p>\n\u003cp>The best way of thinking about this whole topic is in terms of “rules, tools and schools.”\u003cbr>\nThere are rules in place for a good reason. CIPA does require that we block or filter inappropriate sites, \u003cstrong>but if sites are found that are deemed appropriate they can be unblocked\u003c/strong>. So having the process in place for unblocking sites is definitely important.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Is it illegal for teachers to access these sites, too? \u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. These sites don’t have to be blocked for teachers. Some of the comments I saw online had to do with teachers wondering why they can’t access these sites. They absolutely can. There’s nothing that says that sites have to be blocked for adults.\u003c/p>\n\u003cp>\u003cstrong>Rules are in place to attempt to protect minors form inappropriate materials.\u003c/strong> We also need school-based rules – usually in the form of acceptable use policies that students sign that say, “I will use this computer or access the Internet, and I agree to abide by rules in my school.” Sometimes it will say that if you come across something inappropriate that you shut it down immediately and tell an adult.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>The second way to address this topic is by thinking about tools. These are technology tools that are put in place to filter sites that are inappropriate. These filters are getting better and better. What we have had is what I consider brute force technologies that shut down wide swaths of the Internet, like all of YouTube, for example. Or they may shut down anything that has anything to do with social media, or anything that is a game. These broad filters aren’t actually very helpful, because we need much more nuanced filtering. Better filters would be incredibly helpful.\u003c/p>\n\u003cp>The third way to address the topic is at school or home in the form of education.\u003cbr>\nHow do we educate this generation of young people to be safe online, to be secure online, to protect their personal information, to understand privacy, and how that all plays out when they’re in an online space. We also want students to be nice to each other, and not to engage in bullying, in an online space where their voice is amplified and persistent. We want students to grow up to be good digital citizen.\u003c/p>\n\u003cp>So there are rules that are in place, the technology tools in the form of more intelligent filters, and then it is an absolute necessity to provide good digital education for this generation of students. And that requires providing professional development for adults working with these students.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Just to be clear, are schools or teachers circumventing rules if they show YouTube videos or other blocked sites to students?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. Absolutely it’s not circumventing the rules. The rule is to block inappropriate sites. If the technology fails us and filters something appropriate and useful, and if teachers in their professional judgment think it’s appropriate, they should be able to show it. Teachers need to impose their professional judgment on materials that are available to their students.\u003c/p>\n\u003cp>All sorts of YouTube videos are helpful in explaining complex concepts or telling a story, or for hearing an expert or an authentic voice — they present learning opportunities that are really helpful.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>If a filtering system is not intelligent enough to sort sites out, then the teacher is the next best one to do so. If a site is blocked for a teacher, then the I.T. person can unblock it if that’s the way the network is set up.\u003c/p>\n\u003ch4>From the DOE’s National Education Technology Plan:\u003c/h4>\n\u003ch5>\u003cem>Balancing Connectivity and Student Safety on the Internet\u003c/em>\u003c/h5>\n\u003cblockquote>\u003cp>E-Rate is a federal program that supports connectivity in elementary and secondary schools and libraries by providing discounts on Internet access, telecommunications services, internal network connections, and basic maintenance. Schools, school districts, and consortia can receive discounts on these services ranging from 20 to 90 percent depending on their level of poverty and geographic location.\u003c/p>\n\u003cp>Schools’ eligibility for E-Rate money is contingent on compliance with several federal laws designed to ensure student privacy and safety on the Internet. The Children’s Internet Protection Act (CIPA) requires any school that funds Internet access or internal network connections with E-Rate money to implement filters that block students’ access to content that may be harmful to minors, including obscenity and pornography. CIPA also requires schools receiving E-Rate discounts to teach online safety to students and to monitor their online activities.\u003c/p>\n\u003cp>\u003cstrong>Ensuring student safety on the Internet is a critical concern, but many filters designed to protect students also block access to legitimate learning content and such tools as blogs, wikis, and social networks that have the potential to support student learning and engagement. \u003c/strong>More flexible, intelligent filtering systems can give teachers (to whom CIPA restrictions do not apply) access to educationally valuable content. On the other end of the spectrum, some schools and districts filter students’ online activities with proxy servers that meet CIPA requirements but are easy to get around, minimizing their utility for managing and monitoring students’ online activity.\u003c/p>\n\u003cp>CIPA also has posed challenges to accessing school networks through students’ own cell phones, laptop computers, and other Internet access devices to support learning activities when schools cannot afford to purchase devices for each student. Applying CIPA-required network filters to a variety of student-owned devices is a technical challenge that may take schools months or years to implement. However, districts such as Florida’s Escambia County Schools have created technical solutions and accompanying acceptable use policies (AUPs) that comply with CIPA regulations, allowing Web-based learning on student devices to run on networks supported by federal E-Rate funding.\u003c/p>\n\u003cp>Source: Universal Service Administrative Company 2008.\u003c/p>\u003c/blockquote>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1316550587,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1531},"headData":{"title":"Dispelling Myths About Blocked Websites in Schools | KQED","description":"Larry Gonzalez I'm at a small gathering of education journalists, policymakers and school leaders today, and in attendance is the Department of Education's Director of Education Technology, Karen Cator. Cator told me that teachers continue to thank her for outlining these important clarifications about schools blocking access to Web sites. For those who haven't seen","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"15411 http://blogs.kqed.org/mindshift/?p=15411","disqusUrl":"https://ww2.kqed.org/mindshift/2011/09/20/dispelling-myths-about-blocked-websites-in-schools/","disqusTitle":"Dispelling Myths About Blocked Websites in Schools","path":"/mindshift/15411/dispelling-myths-about-blocked-websites-in-schools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-full wp-image-15416\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/10_11.15_newtech_06061-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\n\u003cp class=\"wp-media-credit\">Larry Gonzalez\u003c/p>\n\u003c/div>\n\u003cp>I'm at a small gathering of education journalists, policymakers and school leaders today, and in attendance is the Department of Education's Director of Education Technology, Karen Cator.\u003c/p>\n\u003cp>Cator told me that teachers continue to thank her for outlining these important clarifications about schools blocking access to Web sites. For those who haven't seen \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\">the original article, \u003c/a>which followed an article about \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">surprising blocked Web sites\u003c/a>, here it is again.\u003c/p>\n\u003cp>Cator parsed the rules of the \u003ca href=\"http://www.fcc.gov/cgb/consumerfacts/cipa.html\">Childrens Internet Protection Act\u003c/a>, and provided guidance for teachers on how to proceed when it comes to interpreting the rules. To that end, here are six surprising rules that educators, administrators, parents and students might not know about website filtering in schools.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>Accessing YouTube is not violating CIPA rules.\u003c/strong> “Absolutely it’s not circumventing the rules,” Cator says. “The rule is to block inappropriate sites. All sorts of YouTube videos are helpful in explaining complex concepts or telling a story, or for hearing an expert or an authentic voice — they present learning opportunities that are really helpful.”\u003c/li>\n\u003cli>\u003cstrong>Websites don’t have to be blocked for teachers\u003c/strong>. “Some of the comments I saw online had to do with teachers wondering why they can’t access these sites,” she says. “They absolutely can. There’s nothing that says that sites have to be blocked for \u003c!--more-->adults.”\u003c/li>\n\u003cli>\u003cstrong>Broad filters are not helpful\u003c/strong>. “What we have had is what I consider brute force technologies that shut down wide swaths of the Internet, like all of YouTube, for example. Or they may shut down anything that has anything to do with social media, or anything that is a game,” she said. “These broad filters aren’t actually very helpful, because we need much more nuanced filtering.”\u003c/li>\n\u003cli>\u003cstrong>Schools will not lose \u003ca href=\"http://www.fcc.gov/learnnet/\">E-rate\u003c/a> funding by unblocking appropriate sites. \u003c/strong>Cator said she’s never heard of a school losing E-rate funding due to allowing appropriate sites blocked by filters. See the excerpt below from the \u003ca href=\"http://www.ed.gov/technology/netp-2010\">National Education Technology Plan\u003c/a>, approved by officials who dictate E-rate rules.\u003c/li>\n\u003cli>\u003cstrong>Kids need to be taught how to be responsible digital citizens. \u003c/strong>“[We need to] address the topic at school or home in the form of education,” Cator says. “How do we educate this generation of young people to be safe online, to be secure online, to protect their personal information, to understand privacy, and how that all plays out when they’re in an online space?”\u003c/li>\n\u003cli>\u003cstrong>Teachers should be trusted.\u003c/strong> “If the technology fails us and filters something appropriate and useful, and if teachers in their professional judgment think it’s appropriate, they should be able to show it,” she said. “Teachers need to impose their professional judgment on materials that are available to their students.”\u003c/li>\n\u003c/ol>\n\u003cp>Here’s the full transcript of my Q&A with Karen Cator.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Please describe what CIPA does and does not mandate.\u003c/strong>\u003c/em>\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>A. CIPA does require that any school that funds Internet access or their internal network connections with E-rate has to implement filters to block students’ access to content that could be harmful to minors.\u003c/p>\n\u003cp>The best way of thinking about this whole topic is in terms of “rules, tools and schools.”\u003cbr>\nThere are rules in place for a good reason. CIPA does require that we block or filter inappropriate sites, \u003cstrong>but if sites are found that are deemed appropriate they can be unblocked\u003c/strong>. So having the process in place for unblocking sites is definitely important.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Is it illegal for teachers to access these sites, too? \u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. These sites don’t have to be blocked for teachers. Some of the comments I saw online had to do with teachers wondering why they can’t access these sites. They absolutely can. There’s nothing that says that sites have to be blocked for adults.\u003c/p>\n\u003cp>\u003cstrong>Rules are in place to attempt to protect minors form inappropriate materials.\u003c/strong> We also need school-based rules – usually in the form of acceptable use policies that students sign that say, “I will use this computer or access the Internet, and I agree to abide by rules in my school.” Sometimes it will say that if you come across something inappropriate that you shut it down immediately and tell an adult.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>The second way to address this topic is by thinking about tools. These are technology tools that are put in place to filter sites that are inappropriate. These filters are getting better and better. What we have had is what I consider brute force technologies that shut down wide swaths of the Internet, like all of YouTube, for example. Or they may shut down anything that has anything to do with social media, or anything that is a game. These broad filters aren’t actually very helpful, because we need much more nuanced filtering. Better filters would be incredibly helpful.\u003c/p>\n\u003cp>The third way to address the topic is at school or home in the form of education.\u003cbr>\nHow do we educate this generation of young people to be safe online, to be secure online, to protect their personal information, to understand privacy, and how that all plays out when they’re in an online space. We also want students to be nice to each other, and not to engage in bullying, in an online space where their voice is amplified and persistent. We want students to grow up to be good digital citizen.\u003c/p>\n\u003cp>So there are rules that are in place, the technology tools in the form of more intelligent filters, and then it is an absolute necessity to provide good digital education for this generation of students. And that requires providing professional development for adults working with these students.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Just to be clear, are schools or teachers circumventing rules if they show YouTube videos or other blocked sites to students?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. Absolutely it’s not circumventing the rules. The rule is to block inappropriate sites. If the technology fails us and filters something appropriate and useful, and if teachers in their professional judgment think it’s appropriate, they should be able to show it. Teachers need to impose their professional judgment on materials that are available to their students.\u003c/p>\n\u003cp>All sorts of YouTube videos are helpful in explaining complex concepts or telling a story, or for hearing an expert or an authentic voice — they present learning opportunities that are really helpful.\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>If a filtering system is not intelligent enough to sort sites out, then the teacher is the next best one to do so. If a site is blocked for a teacher, then the I.T. person can unblock it if that’s the way the network is set up.\u003c/p>\n\u003ch4>From the DOE’s National Education Technology Plan:\u003c/h4>\n\u003ch5>\u003cem>Balancing Connectivity and Student Safety on the Internet\u003c/em>\u003c/h5>\n\u003cblockquote>\u003cp>E-Rate is a federal program that supports connectivity in elementary and secondary schools and libraries by providing discounts on Internet access, telecommunications services, internal network connections, and basic maintenance. Schools, school districts, and consortia can receive discounts on these services ranging from 20 to 90 percent depending on their level of poverty and geographic location.\u003c/p>\n\u003cp>Schools’ eligibility for E-Rate money is contingent on compliance with several federal laws designed to ensure student privacy and safety on the Internet. The Children’s Internet Protection Act (CIPA) requires any school that funds Internet access or internal network connections with E-Rate money to implement filters that block students’ access to content that may be harmful to minors, including obscenity and pornography. CIPA also requires schools receiving E-Rate discounts to teach online safety to students and to monitor their online activities.\u003c/p>\n\u003cp>\u003cstrong>Ensuring student safety on the Internet is a critical concern, but many filters designed to protect students also block access to legitimate learning content and such tools as blogs, wikis, and social networks that have the potential to support student learning and engagement. \u003c/strong>More flexible, intelligent filtering systems can give teachers (to whom CIPA restrictions do not apply) access to educationally valuable content. On the other end of the spectrum, some schools and districts filter students’ online activities with proxy servers that meet CIPA requirements but are easy to get around, minimizing their utility for managing and monitoring students’ online activity.\u003c/p>\n\u003cp>CIPA also has posed challenges to accessing school networks through students’ own cell phones, laptop computers, and other Internet access devices to support learning activities when schools cannot afford to purchase devices for each student. Applying CIPA-required network filters to a variety of student-owned devices is a technical challenge that may take schools months or years to implement. However, districts such as Florida’s Escambia County Schools have created technical solutions and accompanying acceptable use policies (AUPs) that comply with CIPA regulations, allowing Web-based learning on student devices to run on networks supported by federal E-Rate funding.\u003c/p>\n\u003cp>Source: Universal Service Administrative Company 2008.\u003c/p>\u003c/blockquote>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/15411/dispelling-myths-about-blocked-websites-in-schools","authors":["180"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_227","mindshift_226","mindshift_221","mindshift_35"],"featImg":"mindshift_15416","label":"mindshift"},"mindshift_7046":{"type":"posts","id":"mindshift_7046","meta":{"index":"posts_1591205157","site":"mindshift","id":"7046","score":null,"sort":[1296065352000]},"guestAuthors":[],"slug":"teachers-do-you-have-a-question-for-arne-duncan","title":"Teachers: Do You Have a Question for Arne Duncan?","publishDate":1296065352,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_7066\" class=\"wp-caption left\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-7066\" title=\"duncan-400\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/duncan-400-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Following last night's \u003ca href=\"http://www.whitehouse.gov/state-of-the-union-2011\">State of the Union\u003c/a> address by President Obama, the White House will host a State of the Union Education Roundtable on Thursday, Jan. 27.\u003c/p>\n\u003cp>PBS Teachers has been asked to \u003ca href=\"http://www.pbs.org/teachers/stateoftheunion/\">solicit questions \u003c/a>from teachers about the education issues the President raised. A sampling of popular questions will be posed to Secretary of Education Arne Duncan during the livestreamed Education Roundtable event on January 27th at 3:15pm. Submissions and voting for questions will close at 12pm on Thursday, January 27th.\u003c/p>\n\u003cp>Teachers can submit questions \u003ca href=\"http://www.pbs.org/teachers/stateoftheunion/questions/\">here\u003c/a>.\u003c/p>\n\u003cp>Some samplings indicate this will be be a lively discussion.\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-7047\" href=\"http://ww2.kqed.org/mindshift/2011/01/teachers-do-you-have-a-question-for-arne-duncan/screen-shot-2011-01-26-at-10-02-46-am/\">\u003cimg class=\"alignleft size-large wp-image-7047\" title=\"Screen shot 2011-01-26 at 10.02.46 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/Screen-shot-2011-01-26-at-10.02.46-AM-620x527.png\" alt=\"\" width=\"620\" height=\"527\">\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1296067776,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":7,"wordCount":101},"headData":{"title":"Teachers: Do You Have a Question for Arne Duncan? | KQED","description":"Following last night's State of the Union address by President Obama, the White House will host a State of the Union Education Roundtable on Thursday, Jan. 27. PBS Teachers has been asked to solicit questions from teachers about the education issues the President raised. A sampling of popular questions will be posed to Secretary of","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"7046 http://blogs.kqed.org/mindshift/?p=7046","disqusUrl":"https://ww2.kqed.org/mindshift/2011/01/26/teachers-do-you-have-a-question-for-arne-duncan/","disqusTitle":"Teachers: Do You Have a Question for Arne Duncan?","path":"/mindshift/7046/teachers-do-you-have-a-question-for-arne-duncan","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_7066\" class=\"wp-caption left\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-7066\" title=\"duncan-400\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/duncan-400-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Following last night's \u003ca href=\"http://www.whitehouse.gov/state-of-the-union-2011\">State of the Union\u003c/a> address by President Obama, the White House will host a State of the Union Education Roundtable on Thursday, Jan. 27.\u003c/p>\n\u003cp>PBS Teachers has been asked to \u003ca href=\"http://www.pbs.org/teachers/stateoftheunion/\">solicit questions \u003c/a>from teachers about the education issues the President raised. A sampling of popular questions will be posed to Secretary of Education Arne Duncan during the livestreamed Education Roundtable event on January 27th at 3:15pm. Submissions and voting for questions will close at 12pm on Thursday, January 27th.\u003c/p>\n\u003cp>Teachers can submit questions \u003ca href=\"http://www.pbs.org/teachers/stateoftheunion/questions/\">here\u003c/a>.\u003c/p>\n\u003cp>Some samplings indicate this will be be a lively discussion.\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-7047\" href=\"http://ww2.kqed.org/mindshift/2011/01/teachers-do-you-have-a-question-for-arne-duncan/screen-shot-2011-01-26-at-10-02-46-am/\">\u003cimg class=\"alignleft size-large wp-image-7047\" title=\"Screen shot 2011-01-26 at 10.02.46 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/Screen-shot-2011-01-26-at-10.02.46-AM-620x527.png\" alt=\"\" width=\"620\" height=\"527\">\u003c/a>\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>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/7046/teachers-do-you-have-a-question-for-arne-duncan","authors":["180"],"categories":["mindshift_1"],"tags":["mindshift_28","mindshift_29","mindshift_35"],"featImg":"mindshift_7066","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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And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/powerpress/1440_0017_BayCurious_iTunesTile_01.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://ww2.kqed.org/app/uploads/2021/10/BBC_1400.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. 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. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2021/12/CodeSwitchLifeKit_StationGraphics_300x300EmailGraphic.png","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. 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Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2022/02/Consider-This_3000_V3-copy-scaled-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://ww2.kqed.org/app/uploads/2022/06/forum-logo-900x900tile-1.gif","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. 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We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. 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/2022/02/mindshift2021-tile-3000x3000-1-scaled-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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