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Don't Overlook the Power of Relationships.","publishDate":1712710833,"format":"standard","headTitle":"Interested in Teaching Social Justice Art Education? Don’t Overlook the Power of Relationships. | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Adapted with permission from Dewhurst, M. (2023). \u003ca href=\"https://hep.gse.harvard.edu/9781682538494/social-justice-art-education-second-edition/\">Social Justice Art Education: A Framework for Activist Art Pedagogy\u003c/a>, 2nd Ed., (pp. 37 – 39). \u003ca href=\"https://hep.gse.harvard.edu/\">Harvard Education Press.\u003c/a> \u003c/em>\u003c/p>\n\u003cp>Listen to any group of artist-educators talking about their work and you’ll notice the slip to\u003cem> we\u003c/em> in conversations about social justice education. It’s a very active \u003cem>we\u003c/em>, an invitation to collective work. We engage in social justice art education (SJAE) when we come with the understanding that we will be working \u003cem>with\u003c/em> other people to create activist artwork together; it is not a solitary practice, it requires the \u003cem>we\u003c/em>. We cannot dismantle deep legacies of oppression alone — we need each of our \u003ca href=\"https://www.kqed.org/mindshift/61372/how-arts-education-builds-better-brains-and-better-lives\">perspectives, skills, dreams, vantage points, lenses, imaginations and strategies\u003c/a>. We need the specific powers that we each bring based on our social identities, lineages and lived \u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-63453 alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/716qVV2SmtL._AC_UF10001000_QL80_.jpg\" alt=\"\" width=\"191\" height=\"287\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/716qVV2SmtL._AC_UF10001000_QL80_.jpg 667w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/716qVV2SmtL._AC_UF10001000_QL80_-160x240.jpg 160w\" sizes=\"(max-width: 191px) 100vw, 191px\">experiences. As \u003ca href=\"https://mariamekaba.com/\">Mariame Kaba\u003c/a> reminds us, “None of us has all of the answers, or we would have ended oppression already. But if we keep building the world we want, trying new things and learning from our mistakes, new possibilities emerge.” \u003ca href=\"https://www.kqed.org/mindshift/58668/how-arts-practices-can-be-the-foundation-of-teaching-and-learning\">To make artwork\u003c/a> that has a chance at transforming the world toward justice, we need each other.\u003c/p>\n\u003cp>Writing about the \u003ca href=\"https://www.nal.usda.gov/collections/stories/three-sisters#:~:text=To%20the%20Iroquois%20people%2C%20corn,and%20spiritual%20sustainers%20of%20life.\">Three Sisters — corn, beans and squash\u003c/a> — within many Native American approaches to agriculture, educator and scholar \u003ca href=\"https://www.robinwallkimmerer.com/\">Robin Wall Kimmerer\u003c/a> describes the interdependent nature of these three different plants: “In ripe ears and swelling fruit, they counsel us that all gifts are multiplied in relationship. This is how the world keeps going.” Kimmerer describes how each plant provides a necessary element that allows all three to thrive in abundance: the beans bring needed nitrogen as they climb the corn and the squash offers shade and stability. Planted together, these three plants thrive based on their specific contributions. This emphasis on relationships is echoed in nearly every discussion of social moments that prioritize justice, community and collective action. Social change happens when people work, imagine and create together, depending on collective strengths and shared visions of the world. Writing about our need for collectivity, \u003ca href=\"https://marsal.umich.edu/directory/faculty-staff/carla-shalaby\">Carla Shalaby\u003c/a> notes that “No single one of us has the creativity, the courage or the skill enough to \u003ca href=\"https://www.kqed.org/mindshift/59777/want-more-meaningful-classroom-management-here-are-8-questions-teachers-can-ask-themselves\">teach love and learn freedom alone\u003c/a>. This work that requires an imagination developed together, the courage of a community and the combined skills of each member of that community.”\u003c/p>\n\u003cp>This kind of intentional commitment to community is not simple, easy or tidy. At its best it is messy, slow, complicated, challenging, hard and sometimes painful. It requires a deep and abiding form of trust between people — a trust that we can sustain our connections through conflict, disagreement and inevitable change. Tending to relationships takes time and intentionality. Kimmerer points to the challenge that we are socialized for a transactional economy. Even in education settings where we rely on relationships to teach and learn together, we are submerged in a social system that still assumes the teacher as the provider of learning, the student as the recipient and the end result as a passing grade. SJAE’s reliance on collaboration means that we must attend specifically to building and nurturing relationships rooted in mutual trust. We must, in the words of activist \u003ca href=\"https://adriennemareebrown.net/\">adrienne maree brown\u003c/a>, “move at the speed of trust.” For educators \u003ca href=\"https://www.kqed.org/mindshift/60686/why-teach-the-arts-large-randomized-test-finds-improved-student-behavior-and-no-harm-to-test-scores\">working within the constraints of bell schedules and funder requests\u003c/a>, this is often a very hard shift in pedagogy. To move at the speed of trust, to truly allow time and breathing room to tend to the complexity of building and sustaining relationships means we may need to readjust the\u003ca href=\"https://www.kqed.org/mindshift/59170/small-steps-to-make-creativity-part-of-your-daily-routine\"> scale of our artworks\u003c/a>. While it may be controversial to state, the priority in SJAE lies with people, not artworks; we must uphold commitments to the people with whom we work above any final artwork.\u003c/p>\n\u003cp>To focus so intentionally on the relationships we have with others requires us to be both vulnerable and open to change—to allow ourselves to be challenged and transformed by different perspectives and ideas. As Kaba writes, “Being intentionally in relation to one another, a part of a collective, helps to not only imagine new worlds but also to imagine ourselves differently.” \u003ca href=\"https://www.kqed.org/mindshift/63223/listening-to-black-girls-to-cultivate-belonging-in-middle-and-high-school\">Relationship-building\u003c/a> asks us each to \u003ca href=\"https://www.kqed.org/mindshift/60096/why-teachers-must-examine-their-own-ideologies-to-create-identity-affirming-classrooms\">confront the powers and positionalities we embody\u003c/a> and to be wide open to the ways in which they intersect with, bounce off of or collide with our colleagues in art-making. This form of vigilant self-reflection can be exhausting as we hold our hearts open to the constant bumping into other people. It also requires us to know ourselves well and to be gentle to our own growth as we deepen our understanding of how we are shaped by those internalized, interpersonal and systemic forms surrounding us. In her discussion of the Three Sisters, Kimmerer reminds us that, like the plants, we must embrace “our unique gift and how to use it in the world.” She continues, highlighting how we must hold both our individual gifts and our collective work simultaneously, “Individuality is cherished and nurtured, because, in order for the whole to flourish, each of us has to be strong in who we are and carry our gifts with conviction, so they can be shared with others.” This kind of “both-and” thinking is at the crux of SJAE. Everything is both-and: we are both individuals and part of communities; we live in a world where there is both painful injustice and liberating possibility; we have both expertise to share and much to learn; we are in need of both urgent solutions and patient community consensus. These generative tensions constantly shape how we relate to each other as we shift and grow in connection to the people around us.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>To effectively facilitate social justice art education, we must commit to the same kind of attention to our relationships as we might to a garden. Following Kimmerer’s description of the Three Sisters, it serves us well to imagine the task of relationship-building as akin to gardening. We must plan for how we will tend to our relationships, how we will continuously cultivate, how we will pay attention to what is thriving and what is wilting, how we will ensure that nothing is taking more space than needed or that outside forces are not infesting our work and how we will support each other throughout the seasons. Such metaphorical thinking can help us plan for our collective art-making. And, like any garden, nothing is guaranteed. We must be nimble, flexible and improvisational in how we tend our relationships, never forgetting that with patience and care unpredictable growth emerges. To practice this both in advance of and throughout our facilitation, we must develop our capacity to\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-63452 alignright\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-800x822.jpg\" alt=\"\" width=\"233\" height=\"240\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-800x822.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-160x164.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-768x789.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2.jpg 973w\" sizes=\"(max-width: 233px) 100vw, 233px\"> focus on relationships by creating opportunities to connect with, listen to and learn from our communities.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://maritdewhurst.com/\">Marit Dewhurst\u003c/a> is professor of art and museum education at City College of New York. She writes and teaches about how the arts can help us collectively imagine and create more just and caring worlds.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Teaching social justice art education requires teachers to \"move at the speed of trust\" and embrace the messy beauty of collective action.","status":"publish","parent":0,"modified":1712629918,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":9,"wordCount":1197},"headData":{"title":"Interested in Teaching Social Justice Art Education? Don't Overlook the Power of Relationships. | KQED","description":"Discover the transformative power of social justice art education, where collective action thrives through nurturing relationships and collaboration.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Discover the transformative power of social justice art education, where collective action thrives through nurturing relationships and collaboration.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Interested in Teaching Social Justice Art Education? Don't Overlook the Power of Relationships.","datePublished":"2024-04-10T01:00:33.000Z","dateModified":"2024-04-09T02:31:58.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/63448/interested-in-teaching-social-justice-art-education-dont-overlook-the-power-of-relationships","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Adapted with permission from Dewhurst, M. (2023). \u003ca href=\"https://hep.gse.harvard.edu/9781682538494/social-justice-art-education-second-edition/\">Social Justice Art Education: A Framework for Activist Art Pedagogy\u003c/a>, 2nd Ed., (pp. 37 – 39). \u003ca href=\"https://hep.gse.harvard.edu/\">Harvard Education Press.\u003c/a> \u003c/em>\u003c/p>\n\u003cp>Listen to any group of artist-educators talking about their work and you’ll notice the slip to\u003cem> we\u003c/em> in conversations about social justice education. It’s a very active \u003cem>we\u003c/em>, an invitation to collective work. We engage in social justice art education (SJAE) when we come with the understanding that we will be working \u003cem>with\u003c/em> other people to create activist artwork together; it is not a solitary practice, it requires the \u003cem>we\u003c/em>. We cannot dismantle deep legacies of oppression alone — we need each of our \u003ca href=\"https://www.kqed.org/mindshift/61372/how-arts-education-builds-better-brains-and-better-lives\">perspectives, skills, dreams, vantage points, lenses, imaginations and strategies\u003c/a>. We need the specific powers that we each bring based on our social identities, lineages and lived \u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-63453 alignleft\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/716qVV2SmtL._AC_UF10001000_QL80_.jpg\" alt=\"\" width=\"191\" height=\"287\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/716qVV2SmtL._AC_UF10001000_QL80_.jpg 667w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/716qVV2SmtL._AC_UF10001000_QL80_-160x240.jpg 160w\" sizes=\"(max-width: 191px) 100vw, 191px\">experiences. As \u003ca href=\"https://mariamekaba.com/\">Mariame Kaba\u003c/a> reminds us, “None of us has all of the answers, or we would have ended oppression already. But if we keep building the world we want, trying new things and learning from our mistakes, new possibilities emerge.” \u003ca href=\"https://www.kqed.org/mindshift/58668/how-arts-practices-can-be-the-foundation-of-teaching-and-learning\">To make artwork\u003c/a> that has a chance at transforming the world toward justice, we need each other.\u003c/p>\n\u003cp>Writing about the \u003ca href=\"https://www.nal.usda.gov/collections/stories/three-sisters#:~:text=To%20the%20Iroquois%20people%2C%20corn,and%20spiritual%20sustainers%20of%20life.\">Three Sisters — corn, beans and squash\u003c/a> — within many Native American approaches to agriculture, educator and scholar \u003ca href=\"https://www.robinwallkimmerer.com/\">Robin Wall Kimmerer\u003c/a> describes the interdependent nature of these three different plants: “In ripe ears and swelling fruit, they counsel us that all gifts are multiplied in relationship. This is how the world keeps going.” Kimmerer describes how each plant provides a necessary element that allows all three to thrive in abundance: the beans bring needed nitrogen as they climb the corn and the squash offers shade and stability. Planted together, these three plants thrive based on their specific contributions. This emphasis on relationships is echoed in nearly every discussion of social moments that prioritize justice, community and collective action. Social change happens when people work, imagine and create together, depending on collective strengths and shared visions of the world. Writing about our need for collectivity, \u003ca href=\"https://marsal.umich.edu/directory/faculty-staff/carla-shalaby\">Carla Shalaby\u003c/a> notes that “No single one of us has the creativity, the courage or the skill enough to \u003ca href=\"https://www.kqed.org/mindshift/59777/want-more-meaningful-classroom-management-here-are-8-questions-teachers-can-ask-themselves\">teach love and learn freedom alone\u003c/a>. This work that requires an imagination developed together, the courage of a community and the combined skills of each member of that community.”\u003c/p>\n\u003cp>This kind of intentional commitment to community is not simple, easy or tidy. At its best it is messy, slow, complicated, challenging, hard and sometimes painful. It requires a deep and abiding form of trust between people — a trust that we can sustain our connections through conflict, disagreement and inevitable change. Tending to relationships takes time and intentionality. Kimmerer points to the challenge that we are socialized for a transactional economy. Even in education settings where we rely on relationships to teach and learn together, we are submerged in a social system that still assumes the teacher as the provider of learning, the student as the recipient and the end result as a passing grade. SJAE’s reliance on collaboration means that we must attend specifically to building and nurturing relationships rooted in mutual trust. We must, in the words of activist \u003ca href=\"https://adriennemareebrown.net/\">adrienne maree brown\u003c/a>, “move at the speed of trust.” For educators \u003ca href=\"https://www.kqed.org/mindshift/60686/why-teach-the-arts-large-randomized-test-finds-improved-student-behavior-and-no-harm-to-test-scores\">working within the constraints of bell schedules and funder requests\u003c/a>, this is often a very hard shift in pedagogy. To move at the speed of trust, to truly allow time and breathing room to tend to the complexity of building and sustaining relationships means we may need to readjust the\u003ca href=\"https://www.kqed.org/mindshift/59170/small-steps-to-make-creativity-part-of-your-daily-routine\"> scale of our artworks\u003c/a>. While it may be controversial to state, the priority in SJAE lies with people, not artworks; we must uphold commitments to the people with whom we work above any final artwork.\u003c/p>\n\u003cp>To focus so intentionally on the relationships we have with others requires us to be both vulnerable and open to change—to allow ourselves to be challenged and transformed by different perspectives and ideas. As Kaba writes, “Being intentionally in relation to one another, a part of a collective, helps to not only imagine new worlds but also to imagine ourselves differently.” \u003ca href=\"https://www.kqed.org/mindshift/63223/listening-to-black-girls-to-cultivate-belonging-in-middle-and-high-school\">Relationship-building\u003c/a> asks us each to \u003ca href=\"https://www.kqed.org/mindshift/60096/why-teachers-must-examine-their-own-ideologies-to-create-identity-affirming-classrooms\">confront the powers and positionalities we embody\u003c/a> and to be wide open to the ways in which they intersect with, bounce off of or collide with our colleagues in art-making. This form of vigilant self-reflection can be exhausting as we hold our hearts open to the constant bumping into other people. It also requires us to know ourselves well and to be gentle to our own growth as we deepen our understanding of how we are shaped by those internalized, interpersonal and systemic forms surrounding us. In her discussion of the Three Sisters, Kimmerer reminds us that, like the plants, we must embrace “our unique gift and how to use it in the world.” She continues, highlighting how we must hold both our individual gifts and our collective work simultaneously, “Individuality is cherished and nurtured, because, in order for the whole to flourish, each of us has to be strong in who we are and carry our gifts with conviction, so they can be shared with others.” This kind of “both-and” thinking is at the crux of SJAE. Everything is both-and: we are both individuals and part of communities; we live in a world where there is both painful injustice and liberating possibility; we have both expertise to share and much to learn; we are in need of both urgent solutions and patient community consensus. These generative tensions constantly shape how we relate to each other as we shift and grow in connection to the people around us.\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>To effectively facilitate social justice art education, we must commit to the same kind of attention to our relationships as we might to a garden. Following Kimmerer’s description of the Three Sisters, it serves us well to imagine the task of relationship-building as akin to gardening. We must plan for how we will tend to our relationships, how we will continuously cultivate, how we will pay attention to what is thriving and what is wilting, how we will ensure that nothing is taking more space than needed or that outside forces are not infesting our work and how we will support each other throughout the seasons. Such metaphorical thinking can help us plan for our collective art-making. And, like any garden, nothing is guaranteed. We must be nimble, flexible and improvisational in how we tend our relationships, never forgetting that with patience and care unpredictable growth emerges. To practice this both in advance of and throughout our facilitation, we must develop our capacity to\u003cimg loading=\"lazy\" decoding=\"async\" class=\" wp-image-63452 alignright\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-800x822.jpg\" alt=\"\" width=\"233\" height=\"240\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-800x822.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-160x164.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2-768x789.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Dewhurst_2.jpg 973w\" sizes=\"(max-width: 233px) 100vw, 233px\"> focus on relationships by creating opportunities to connect with, listen to and learn from our communities.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://maritdewhurst.com/\">Marit Dewhurst\u003c/a> is professor of art and museum education at City College of New York. She writes and teaches about how the arts can help us collectively imagine and create more just and caring worlds.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63448/interested-in-teaching-social-justice-art-education-dont-overlook-the-power-of-relationships","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_1036","mindshift_20854","mindshift_950","mindshift_21018","mindshift_21250","mindshift_21213","mindshift_20839"],"featImg":"mindshift_63450","label":"mindshift"},"mindshift_58698":{"type":"posts","id":"mindshift_58698","meta":{"index":"posts_1591205157","site":"mindshift","id":"58698","score":null,"sort":[1638254829000]},"guestAuthors":[],"slug":"how-to-fend-off-educational-numbness-with-experiential-learning","title":"How to fend off 'educational numbness' with experiential learning","publishDate":1638254829,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">In her first year as an English language arts (ELA) teacher, Lorena Germán remembers trying to steer her students through reading a district-assigned fiction book while ensuring they understood the text, retained what they learned and passed standardized tests. With her teaching options limited by a strict curriculum and students’ learning tied to aggressive benchmarks, it felt like an impossible task. So she started to experiment to find better ways to teach her students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her new book “\u003ca href=\"https://www.heinemann.com/products/e12041.aspx\">Textured Teaching: A Framework for Culturally Sustaining Practices\u003c/a>,” Germán shares what she gathered from her ten years of teaching about creating meaningful, justice-centered lessons. Her framework addresses what she calls “educational numbness” in today’s students, which is a result of how testing-centered schooling calls for students to be completely compliant, sit still and do assignments. “They're not supposed to be too sad or too emotional or angry. They're just supposed to receive and consume information and be OK with it,” said Germán. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educational numbness has been further intensified by pandemic restrictions, according to Germán. Now, as students return to school buildings and readapt to their learning environments, they are at a breaking point. Teachers have noticed behavioral issues such as fighting and\u003c/span>\u003ca href=\"https://www.krgv.com/news/students-destroy-steal-school-property-for-viral-tiktok-challenge/\">\u003cspan style=\"font-weight: 400\"> “trash your school” challenges.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> “We’re seeing a very visceral reaction,” said Germán. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://content.gallup.com/origin/gallupinc/GallupSpaces/Production/Cms/TGBCMS/8glunhrdqkypqkxwxqqtog.png\">\u003cimg class=\"alignnone\" src=\"https://content.gallup.com/origin/gallupinc/GallupSpaces/Production/Cms/TGBCMS/8glunhrdqkypqkxwxqqtog.png\" alt=\"\" width=\"1140\" height=\"699\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educational numbness is especially common in ELA because it is a high stakes testing subject, said Germán. A \u003c/span>\u003ca href=\"https://news.gallup.com/opinion/gallup/170525/school-cliff-student-engagement-drops-school-year.aspx\">\u003cspan style=\"font-weight: 400\">series of Gallup surveys \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">calls the decline in engagement from grades 5 through 12 an \"\u003ca href=\"https://news.gallup.com/opinion/gallup/211886/keep-kids-excited-school.aspx\">engagement\u003c/a>\u003ca href=\"https://news.gallup.com/opinion/gallup/211886/keep-kids-excited-school.aspx\"> cliff.\u003c/a>\" In order to keep them engaged, students have called for more relevant curriculum, meaningful work and hope, according to the \u003ca href=\"https://news.gallup.com/opinion/gallup/211886/keep-kids-excited-school.aspx\">survey\u003c/a>. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Germán said creating experiential learning moments in ELA classes creates opportunities for students to learn in a way that applies their senses and resists the passiveness many learning environments seem to demand. “Textured Teaching said you're a human being who has feelings, who is sentient, and I want you to bring that in here,” said Germán. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Identifying moments in the text for experiential activities\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Germán said that students, particularly\u003c/span>\u003ca href=\"https://opa.hhs.gov/adolescent-health/adolescent-development-explained/cognitive-development\">\u003cspan style=\"font-weight: 400\"> adolescents, need a lot of stimulation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to retain information and then apply it. “I want [students] to sit and read that book, and it moves you so much that maybe you cry,” said Germán. “I want those emotions in there. I want that passion in there because it's OK and it is conducive to learning.” She focuses on engaging the five senses to bring texts to life, incorporating ways for students to see, touch, hear, smell and even taste things that are relevant to what they are reading at the time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To make sure experiential learning activities are rooted in academic skill development, Germán targets moments in texts that help students analyze and comprehend six core concepts: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Characterization\u003c/b>\u003cspan style=\"font-weight: 400\">. How has the author developed the characters?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Theme\u003c/b>\u003cspan style=\"font-weight: 400\">. What are central or reoccurring ideas that the author explores?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Setting.\u003c/b>\u003cspan style=\"font-weight: 400\"> Where are things taking place and how does that influence the characters?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Plot.\u003c/b>\u003cspan style=\"font-weight: 400\"> What is the story’s arc?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Social justice.\u003c/b>\u003cspan style=\"font-weight: 400\"> What are the ideas the author explores that are related to race and inclusivity?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Text-to-self connections.\u003c/b>\u003cspan style=\"font-weight: 400\"> Are there experiences from the story that are unfamiliar to students, but relevant to the present day?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Often these core concepts may overlap and can expose students to parts of the book that may have gone unnoticed. For example, when Germán was reading “The Adventures of Huckleberry Finn” with her students, she took them to the Colorado River to help them understand how the characters would have experienced running away on the Mississippi River. She felt this experiential learning opportunity allowed her to better communicate the dangers that the character Jim would have felt as a formerly enslaved runaway. “Students touched the ground, felt the cold water, walked past branches and physically felt what the space was like,” said Germán. \u003c/span>\u003c/p>\n\u003cp>However, s\u003cspan style=\"font-weight: 400\">ome teachers are familiar with experiential learning because they’ve seen the ways it has gone wrong and turned into a potentially harmful simulation. \u003c/span>\u003cspan style=\"font-weight: 400\">Simulations enact\u003c/span>\u003ca href=\"https://www.learningforjustice.org/magazine/spring-2020/ending-curriculum-violence\">\u003cspan style=\"font-weight: 400\"> “curriculum violence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” and negatively impact the emotional wellbeing of certain learners. Germán cautions educators to avoid scenarios that recreate oppressive structures or expose marginalized students to harm, such as \u003c/span>\u003ca href=\"https://blavity.com/mother-livid-after-school-uses-her-child-to-reenact-little-rock-nine-abuse?category1=news\">\u003cspan style=\"font-weight: 400\">historical reenactments \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">or performing stereotypes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Part of what people are trying to do with these horribly terrible simulations is inspire empathy,” said Germán. “We can do that without asking people to relive war crimes, for example, or slavery,” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For instance, one year, Germán was teaching “Night,” a memoir by Elie Wiesel about the Holocaust. Her students were having trouble conceptualizing the railroad cars that were used to take Jewish people and others to concentration camps. She started by showing her students pictures, but when they still didn’t grasp the concept, she worked with a small group of students to measure out the dimensions of the train car on the floor with cardboard. Together they wrote details from the book on the board such as the weather in the country at the time and characteristics of the cars. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.heinemann.com/products/e12041.aspx\">\u003cimg class=\"alignright wp-image-58792\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/11/textured-teaching-160x200.jpeg\" alt=\"\" width=\"200\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/11/textured-teaching-160x200.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/11/textured-teaching.jpeg 230w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>She did not require students to get inside the structure or simulate the moments described in the book because that could create harm. Instead, she had students stand around the outside and talk about what they noticed and how having a physical representation of the dimensions strengthened their understanding of the book. “That helps them to both see it, imagine a little bit and have some empathy without me saying, ‘Let's practice being in a war crime.’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If teachers do make mistakes that veer off into being a simulation when they’re trying to engage students in an experiential learning activity, Germán advises that they take a beat to reflect on what went wrong moment-by-moment. “Owning your mistake is going to be very important here,” she writes in Textured Teaching. If needed, teachers should get in touch with their administrators, share what went wrong and what their next steps are. Teachers can sit down with their students to apologize and clarify any incorrect information or misconceptions. “You should refrain from doing any other re-creations until you get a better grasp of the difference between re-creations and simulations and how to plan one effectively.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Inviting people into your classroom\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another way to facilitate an experiential moment is to have someone come to the classroom to talk to students. Germán said this adds “auditory texture” to the class. Teachers can start by asking themselves what voices are missing in their lessons and invite people who can create a more \u003c/span>\u003ca href=\"http://www.corestandards.org/ELA-Literacy/\">\u003cspan style=\"font-weight: 400\">holistic understanding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of what students are learning in class. “Often, English classrooms feel restrictive and stiff because they overwhelmingly involve reading and writing while sitting quietly at desks. This is a good opportunity to move out of the desks, get into a community circle and listen.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Germán encourages teachers to consider inviting to the classroom community members who do not speak English as a primary language. “Who you bring in communicates who you value,” she said. Bringing in other voices can also make students more aware of how certain identities have been excluded from U.S. schooling. \u003c/span>\u003cspan style=\"font-weight: 400\">Before welcoming speakers into the classroom, teachers can get students ready to engage with visitors. “There's got to be this foundation of how to ask questions respectfully,” said Germán. She also wants to make sure students understand how to ask questions that go beyond identity and into the content. “So that they’re not just sitting here asking you about your culture, but about how your culture impacts the thing you're talking about.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Debriefs are essential to bringing experiential activities to a close. She usually gives students three options: independent journal time, talking with a partner or talking together as a whole class. “I always offer a prompt,” she said. “I think sometimes debriefing doesn't work well because teachers just want to say, ‘What did you think?’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some of her tried and true prompts are “What came up for you today during this learning experience that you had not considered before?” or “Are you having a new thought about the things that we’ve been talking about?”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Experiential learning activities offer an entry point into potentially challenging subject matter and help students fully engage in ELA. While having kids get out of desks to engage in an activity that asks them to move around the classroom can make educators a bit nervous, it can result in committed learners with a better understanding of what they are learning and opportunities to apply their new knowledge to other subjects.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Lorena Germán’s Textured Teaching framework says ELA educators can engage students' senses as a way to motivate them to learn.","status":"publish","parent":0,"modified":1638254829,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1546},"headData":{"title":"How to fend off 'educational numbness' with experiential learning - MindShift","description":"Lorena Germán’s Textured Teaching framework says ELA educators can engage students' senses as a way to motivate them to learn.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to fend off 'educational numbness' with experiential learning","datePublished":"2021-11-30T06:47:09.000Z","dateModified":"2021-11-30T06:47:09.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"58698 https://ww2.kqed.org/mindshift/?p=58698","disqusUrl":"https://ww2.kqed.org/mindshift/2021/11/29/how-to-fend-off-educational-numbness-with-experiential-learning/","disqusTitle":"How to fend off 'educational numbness' with experiential learning","excludeFromSiteSearch":"Include","path":"/mindshift/58698/how-to-fend-off-educational-numbness-with-experiential-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In her first year as an English language arts (ELA) teacher, Lorena Germán remembers trying to steer her students through reading a district-assigned fiction book while ensuring they understood the text, retained what they learned and passed standardized tests. With her teaching options limited by a strict curriculum and students’ learning tied to aggressive benchmarks, it felt like an impossible task. So she started to experiment to find better ways to teach her students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her new book “\u003ca href=\"https://www.heinemann.com/products/e12041.aspx\">Textured Teaching: A Framework for Culturally Sustaining Practices\u003c/a>,” Germán shares what she gathered from her ten years of teaching about creating meaningful, justice-centered lessons. Her framework addresses what she calls “educational numbness” in today’s students, which is a result of how testing-centered schooling calls for students to be completely compliant, sit still and do assignments. “They're not supposed to be too sad or too emotional or angry. They're just supposed to receive and consume information and be OK with it,” said Germán. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educational numbness has been further intensified by pandemic restrictions, according to Germán. Now, as students return to school buildings and readapt to their learning environments, they are at a breaking point. Teachers have noticed behavioral issues such as fighting and\u003c/span>\u003ca href=\"https://www.krgv.com/news/students-destroy-steal-school-property-for-viral-tiktok-challenge/\">\u003cspan style=\"font-weight: 400\"> “trash your school” challenges.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> “We’re seeing a very visceral reaction,” said Germán. \u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://content.gallup.com/origin/gallupinc/GallupSpaces/Production/Cms/TGBCMS/8glunhrdqkypqkxwxqqtog.png\">\u003cimg class=\"alignnone\" src=\"https://content.gallup.com/origin/gallupinc/GallupSpaces/Production/Cms/TGBCMS/8glunhrdqkypqkxwxqqtog.png\" alt=\"\" width=\"1140\" height=\"699\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educational numbness is especially common in ELA because it is a high stakes testing subject, said Germán. A \u003c/span>\u003ca href=\"https://news.gallup.com/opinion/gallup/170525/school-cliff-student-engagement-drops-school-year.aspx\">\u003cspan style=\"font-weight: 400\">series of Gallup surveys \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">calls the decline in engagement from grades 5 through 12 an \"\u003ca href=\"https://news.gallup.com/opinion/gallup/211886/keep-kids-excited-school.aspx\">engagement\u003c/a>\u003ca href=\"https://news.gallup.com/opinion/gallup/211886/keep-kids-excited-school.aspx\"> cliff.\u003c/a>\" In order to keep them engaged, students have called for more relevant curriculum, meaningful work and hope, according to the \u003ca href=\"https://news.gallup.com/opinion/gallup/211886/keep-kids-excited-school.aspx\">survey\u003c/a>. \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\">Germán said creating experiential learning moments in ELA classes creates opportunities for students to learn in a way that applies their senses and resists the passiveness many learning environments seem to demand. “Textured Teaching said you're a human being who has feelings, who is sentient, and I want you to bring that in here,” said Germán. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Identifying moments in the text for experiential activities\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Germán said that students, particularly\u003c/span>\u003ca href=\"https://opa.hhs.gov/adolescent-health/adolescent-development-explained/cognitive-development\">\u003cspan style=\"font-weight: 400\"> adolescents, need a lot of stimulation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to retain information and then apply it. “I want [students] to sit and read that book, and it moves you so much that maybe you cry,” said Germán. “I want those emotions in there. I want that passion in there because it's OK and it is conducive to learning.” She focuses on engaging the five senses to bring texts to life, incorporating ways for students to see, touch, hear, smell and even taste things that are relevant to what they are reading at the time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To make sure experiential learning activities are rooted in academic skill development, Germán targets moments in texts that help students analyze and comprehend six core concepts: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Characterization\u003c/b>\u003cspan style=\"font-weight: 400\">. How has the author developed the characters?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Theme\u003c/b>\u003cspan style=\"font-weight: 400\">. What are central or reoccurring ideas that the author explores?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Setting.\u003c/b>\u003cspan style=\"font-weight: 400\"> Where are things taking place and how does that influence the characters?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Plot.\u003c/b>\u003cspan style=\"font-weight: 400\"> What is the story’s arc?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Social justice.\u003c/b>\u003cspan style=\"font-weight: 400\"> What are the ideas the author explores that are related to race and inclusivity?\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Text-to-self connections.\u003c/b>\u003cspan style=\"font-weight: 400\"> Are there experiences from the story that are unfamiliar to students, but relevant to the present day?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Often these core concepts may overlap and can expose students to parts of the book that may have gone unnoticed. For example, when Germán was reading “The Adventures of Huckleberry Finn” with her students, she took them to the Colorado River to help them understand how the characters would have experienced running away on the Mississippi River. She felt this experiential learning opportunity allowed her to better communicate the dangers that the character Jim would have felt as a formerly enslaved runaway. “Students touched the ground, felt the cold water, walked past branches and physically felt what the space was like,” said Germán. \u003c/span>\u003c/p>\n\u003cp>However, s\u003cspan style=\"font-weight: 400\">ome teachers are familiar with experiential learning because they’ve seen the ways it has gone wrong and turned into a potentially harmful simulation. \u003c/span>\u003cspan style=\"font-weight: 400\">Simulations enact\u003c/span>\u003ca href=\"https://www.learningforjustice.org/magazine/spring-2020/ending-curriculum-violence\">\u003cspan style=\"font-weight: 400\"> “curriculum violence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” and negatively impact the emotional wellbeing of certain learners. Germán cautions educators to avoid scenarios that recreate oppressive structures or expose marginalized students to harm, such as \u003c/span>\u003ca href=\"https://blavity.com/mother-livid-after-school-uses-her-child-to-reenact-little-rock-nine-abuse?category1=news\">\u003cspan style=\"font-weight: 400\">historical reenactments \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">or performing stereotypes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Part of what people are trying to do with these horribly terrible simulations is inspire empathy,” said Germán. “We can do that without asking people to relive war crimes, for example, or slavery,” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For instance, one year, Germán was teaching “Night,” a memoir by Elie Wiesel about the Holocaust. Her students were having trouble conceptualizing the railroad cars that were used to take Jewish people and others to concentration camps. She started by showing her students pictures, but when they still didn’t grasp the concept, she worked with a small group of students to measure out the dimensions of the train car on the floor with cardboard. Together they wrote details from the book on the board such as the weather in the country at the time and characteristics of the cars. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.heinemann.com/products/e12041.aspx\">\u003cimg class=\"alignright wp-image-58792\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/11/textured-teaching-160x200.jpeg\" alt=\"\" width=\"200\" height=\"250\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/11/textured-teaching-160x200.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/11/textured-teaching.jpeg 230w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>She did not require students to get inside the structure or simulate the moments described in the book because that could create harm. Instead, she had students stand around the outside and talk about what they noticed and how having a physical representation of the dimensions strengthened their understanding of the book. “That helps them to both see it, imagine a little bit and have some empathy without me saying, ‘Let's practice being in a war crime.’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If teachers do make mistakes that veer off into being a simulation when they’re trying to engage students in an experiential learning activity, Germán advises that they take a beat to reflect on what went wrong moment-by-moment. “Owning your mistake is going to be very important here,” she writes in Textured Teaching. If needed, teachers should get in touch with their administrators, share what went wrong and what their next steps are. Teachers can sit down with their students to apologize and clarify any incorrect information or misconceptions. “You should refrain from doing any other re-creations until you get a better grasp of the difference between re-creations and simulations and how to plan one effectively.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Inviting people into your classroom\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another way to facilitate an experiential moment is to have someone come to the classroom to talk to students. Germán said this adds “auditory texture” to the class. Teachers can start by asking themselves what voices are missing in their lessons and invite people who can create a more \u003c/span>\u003ca href=\"http://www.corestandards.org/ELA-Literacy/\">\u003cspan style=\"font-weight: 400\">holistic understanding\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of what students are learning in class. “Often, English classrooms feel restrictive and stiff because they overwhelmingly involve reading and writing while sitting quietly at desks. This is a good opportunity to move out of the desks, get into a community circle and listen.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Germán encourages teachers to consider inviting to the classroom community members who do not speak English as a primary language. “Who you bring in communicates who you value,” she said. Bringing in other voices can also make students more aware of how certain identities have been excluded from U.S. schooling. \u003c/span>\u003cspan style=\"font-weight: 400\">Before welcoming speakers into the classroom, teachers can get students ready to engage with visitors. “There's got to be this foundation of how to ask questions respectfully,” said Germán. She also wants to make sure students understand how to ask questions that go beyond identity and into the content. “So that they’re not just sitting here asking you about your culture, but about how your culture impacts the thing you're talking about.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Debriefs are essential to bringing experiential activities to a close. She usually gives students three options: independent journal time, talking with a partner or talking together as a whole class. “I always offer a prompt,” she said. “I think sometimes debriefing doesn't work well because teachers just want to say, ‘What did you think?’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some of her tried and true prompts are “What came up for you today during this learning experience that you had not considered before?” or “Are you having a new thought about the things that we’ve been talking about?”\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\">Experiential learning activities offer an entry point into potentially challenging subject matter and help students fully engage in ELA. While having kids get out of desks to engage in an activity that asks them to move around the classroom can make educators a bit nervous, it can result in committed learners with a better understanding of what they are learning and opportunities to apply their new knowledge to other subjects.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58698/how-to-fend-off-educational-numbness-with-experiential-learning","authors":["11721"],"categories":["mindshift_193"],"tags":["mindshift_21319","mindshift_21403","mindshift_20711","mindshift_20646","mindshift_20985","mindshift_20839","mindshift_20616","mindshift_20557"],"featImg":"mindshift_58700","label":"mindshift"},"mindshift_58638":{"type":"posts","id":"mindshift_58638","meta":{"index":"posts_1591205157","site":"mindshift","id":"58638","score":null,"sort":[1635227031000]},"guestAuthors":[],"slug":"listening-to-learn-why-ear-hustle-stories-about-prison-life-is-so-engaging-to-students","title":"Listening to learn: Why ‘Ear Hustle’ stories about prison life are so engaging to students","publishDate":1635227031,"format":"standard","headTitle":"Listening to learn: Why ‘Ear Hustle’ stories about prison life are so engaging to students | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400;\">When the podcast Ear Hustle first launched in 2017, Nigel Poor and Earlonne Woods explored the largely invisible stories inside San Quentin State Prison. While the word “prison” might make one think of felonies, violence and hardened criminals, any listener could clearly hear that the heart of the podcast is about humanity, early life choices and confronting mistakes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For example, \u003c/span>\u003ca href=\"https://www.earhustlesq.com/episodes/2017/6/14/cellies\">\u003cspan style=\"font-weight: 400;\">their first episode “Cellies”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> is about seeking a person to safely share one’s limited space. Other episodes cover topics like parents working through challenging conditions to be \u003ca href=\"https://www.earhustlesq.com/episodes/2018/4/25/thick-glass\">present in their children’s lives\u003c/a> and\u003c/span>\u003cspan style=\"font-weight: 400;\"> nurturers who care for \u003ca href=\"https://www.earhustlesq.com/episodes/2017/7/12/looking-out\">unusual pets in a medium security facility\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Podcast fans also got to hear incarcerated people reflect on what their lives were like growing up long before they ended up in San Quentin, including stories about their relationships with family and community members. Listeners, including teachers, heard this connection and reached out to Ear Hustle’s creators to share. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“We got a lot of letters from teachers and their students talking about what they learned from the episode,” said Woods. He met Poor, a visual artist and educator, while serving a 31-years-to-life sentence at San Quentin. He served \u003c/span>\u003ca href=\"https://www.npr.org/2018/11/22/670313799/earlonne-woods-co-host-of-ear-hustle-podcast-gets-prison-sentence-commuted\">\u003cspan style=\"font-weight: 400;\">21 years before having his sentence commuted\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> by the governor in 2018. Educators were drawn to using Ear Hustle episodes as springboards for multimodal activities in their classrooms. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">And now there is\u003c/span>\u003ca href=\"https://sites.prh.com/thisisearhustle\">\u003cspan style=\"font-weight: 400;\"> “This is Ear Hustle: Unflinching Stories of Everyday Prison Life,”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> their new book about uncovering and amplifying stories about prison life and how they came together to co-host the first ever podcast produced within a prison. They also write about their experiences in school, how it shaped their lives and how it informs what they do today. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I was one of [those] kids that learned to read way later,” said Woods. “I was the class clown to avoid being in the situations of reading, being in the situations of math, so I would just act out.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Similarly, Poor writes about how she had dyslexia and undiagnosed learning disabilities that made school difficult even though she was naturally curious. “I’ve carried that with me. That idea of being told that I wasn’t smart, that I couldn’t do things, that I was bothersome because teachers had to explain things to me over and over again,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">With a podcast that is already rich with activities for young learners, “This is Ear Hustle” provides more accounts from incarcerated and formerly incarcerated people that students can explore in the classroom.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>How podcasts build writing skills\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Benjamin Bush, a Kentucky-based high school English teacher, started using Ear Hustle in his class because he was looking for a new way to engage his students. “The biggest problem that I think that it addresses is apathy. Getting someone to just start working on something is the hardest,” said Bush. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Ear Hustle drew in his learners because it allowed them to listen to voices other than his. They could hear from a wide range of people featured on the podcast and relate to their experiences. “We got to know the backgrounds of their lives and the things that they had struggled with through poverty and trauma, which affects a lot of our kids,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">After each episode, Bush’s students did a related writing assignment. “It allowed me to reimagine what a text is in a classroom and how multimedia exists in a classroom in the same way that a novel or a play would.” For example,\u003c/span>\u003ca href=\"https://www.earhustlesq.com/episodes/2017/6/14/cellies\">\u003cspan style=\"font-weight: 400;\"> “Cellies”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> examines the size of a typical prison cell (Woods’ was five feet by ten feet at San Quentin) and how to negotiate the space with a cellmate. “We all have roommates at some point in our lives,” writes Woods in his book. “We also wanted the subject to be something that everybody could relate to—whether they were in prison or in society.” In class, Bush and his students used rulers to measure out the size of a cell and did creative writing about what it would feel like to inhabit the limited space with another person. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For another assignment, Bush brought in additional articles about solitary confinement, sentencing guidelines and parole rules for students to fuel their classroom conversations about prison systems. Later, students could choose to write a persuasive argument piece about one of the issues they talked about. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">After listening to\u003c/span>\u003ca href=\"https://www.earhustlesq.com/episodes/2017/8/09/catch-a-kite\">\u003cspan style=\"font-weight: 400;\"> “Catch a Kite,”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> an episode about receiving letters, students had the opportunity to write a letter to someone in the podcast. In one letter, a student talks about how he identifies with how his letter recipient needed to commit crimes to support his family. Another student wrote about how \u003c/span>\u003ca href=\"https://www.earhustlesq.com/episodes/2018/4/25/thick-glass\">\u003cspan style=\"font-weight: 400;\">“Thick Glass,” Ear Hustle’s episode about parenting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, helped her understand dynamics within her own family. “Her father had been in and out of prison,” Bush said. “She wrote in her letter that Ear Hustle allowed her to envision her father as a good father. She was able to see him as redeemable in a way that maybe she hadn’t before.”\u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\" data-width=\"550\" data-dnt=\"true\">\n\u003cp lang=\"en\" dir=\"ltr\">Little Jaylen's beautiful letter. Hear his letter at the end of our most recent episode \"Thick Glass\": \u003ca href=\"https://t.co/uecEBskphM\">https://t.co/uecEBskphM\u003c/a> \u003ca href=\"https://t.co/IZVr1rPSS7\">pic.twitter.com/IZVr1rPSS7\u003c/a>\u003c/p>\n\u003cp>— Ear Hustle Podcast (@earhustlesq) \u003ca href=\"https://twitter.com/earhustlesq/status/991359292174413824?ref_src=twsrc%5Etfw\">May 1, 2018\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cscript async src=\"https://platform.twitter.com/widgets.js\" charset=\"utf-8\">\u003c/script>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Connection and a sense of not being alone in hard situations are key feelings that Woods hopes to leave with young people who listen to Ear Hustle’s stories. \u003c/span>\u003cspan style=\"font-weight: 400;\">He also thinks these connections help young people become better learners.\u003c/span>\u003cspan style=\"font-weight: 400;\"> “You can benefit from someone’s story,” he said. “You can have a different insight on something that will help you navigate through your life.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Kinetic learning and listening\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Ear Hustle co-host Nigel Poor has brought the podcast into her photography classes at California State University, Sacramento, saying its focus on storytelling primes students to slow down and build important skills in observing. “I use it to talk about storytelling and compassionate listening and building empathy, which I think are tools anybody needs no matter what they’re studying.”\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=By0d5G4yRzM\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For her class, Ear Hustle is the basis of a kinetic learning experience to help students pay attention to other invisible stories. She’ll tell students to go for a walk outside and find something discarded on the ground that draws their attention. Picking up abandoned bits and pieces is part of Poor’s art practice, and when she first started volunteering at San Quentin, she would collect things from the prison’s parking lot. In the book, she describes the lot as her “hunting ground.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In class, she’ll invite students to bring back their found object and share a story they’ve created about it. “It sounds weird at first, but it gets people to connect with their creativity and the associations that they make with objects and experiences. And that’s, to me, where stories start.” She’ll then move into playing clips from Ear Hustle and discussing what people hear in them and how she and Earlonne put episodes together.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“There’s so much [emphasis] put on the end result,” said Poor about education. “Listening and thinking is actually a valid activity. So I like to talk about that, and I like to talk about ways to pull stories out of people and give people the confidence to talk about themselves.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Using hands-on learning to understand systems\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Danielle Devencenzi, assistant principal at St. Ignatius College Prep high school in San Francisco, begins her criminal justice class by looking at major legislation that shaped the U.S. justice system such as California’s Three Strikes Sentencing Law, the 1994 Crime Bill and landmark US Supreme Court cases. “Twelve years ago, I started to take my students to San Quentin to really understand the social justice issues facing our prison system in California, specifically mass incarceration,” she said.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/MsDevencenzi/status/961419775250350080\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Hearing firsthand from incarcerated people and seeing the environment adds more depth to the books and articles they discuss as part of the class, according to Devencenzi. “I’m a firm believer that if you don’t really see what’s happening and really talk to the people who are impacted by our systems, then you can’t really be an informed agent of change.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Devencenzi gives each of her students a notebook that they’ll use to write down their reactions, observations and notes from conversations with the people they meet on their tour of the prison. In a debrief, after visiting the prison, Devencenzi has students circle up their desks to share one thing from their notebook while she takes notes that she’ll later send to San Quentin. “They always talk about the humanity of the guys and how brave they are to tell their story in front of a bunch of complete strangers,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When Ear Hustle first came out, her class was able to see the recording studio and meet some of the people featured in the episodes during their visits to San Quentin. “The podcast just became humanized when they met Curtis,” said Devencenzi about connecting with Curtis Roberts, who shared his story in “\u003ca href=\"https://www.earhustlesq.com/episodes/2017/9/27/left-behind\">Left Behind\u003c/a>.” Like Woods, Roberts had his sentence commuted in 2018. “It was just a month later when Curtis actually came to my classroom and visited my students again after they had met him in the prison yard,” said Devencenzi. \u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\" data-width=\"550\" data-dnt=\"true\">\n\u003cp lang=\"en\" dir=\"ltr\">Curtis Roberts who served a 29 year prison sentence comes to \u003ca href=\"https://twitter.com/StIgnatius?ref_src=twsrc%5Etfw\">@StIgnatius\u003c/a> to speak with criminal justice students who just visited San Quentin. Check out his \u003ca href=\"https://twitter.com/earhustlesq?ref_src=twsrc%5Etfw\">@earhustlesq\u003c/a> episode called Left Behind \u003ca href=\"https://t.co/MkNenCgs0Z\">pic.twitter.com/MkNenCgs0Z\u003c/a>\u003c/p>\n\u003cp>— Danielle Devencenzi (@MsDevencenzi) \u003ca href=\"https://twitter.com/MsDevencenzi/status/1201586814026428418?ref_src=twsrc%5Etfw\">December 2, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cscript async src=\"https://platform.twitter.com/widgets.js\" charset=\"utf-8\">\u003c/script>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">As a culminating project, students in Devencenzi’s criminal justice class create a podcast based on in-depth interviews. Students explore their communities looking for trends and topics that – like their favorite episodes of Ear Hustle – require a little digging to uncover. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Woods and Poor have dreams of creating an entire Ear Hustle curriculum that includes the expanded stories and deeper dives from “This is Ear Hustle.” At Woods’ request, Poor stands up to show that she’s wearing a black one-piece jumpsuit as part of her work for an episode \u003c/span>\u003ca href=\"https://www.earhustlesq.com/challenge\">\u003cspan style=\"font-weight: 400;\">about a 30-day Ear Hustle challenge. \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">“We’re asking listeners to come on this journey with us where we are eating the food that’s eaten in prison during the same time and wearing three select outfits,” said Poor. “Not because we think we can replicate life in prison, but as a way to just build awareness and empathy about some of the things you give up when you go to prison.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">They think the Ear Hustle challenge, which draws on themes surfaced in the “Prison 101” chapter from “This is Ear Hustle” and an episode from season two called “The Workaround,” would be a worthwhile activity for high school students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While stories from behind prison walls may seem to be an unlikely place to find education materials, Ear Hustle shows that there are several entry points into learning where storytelling is concerned. “There’s learning through reading. There’s learning through experiencing. People who don’t necessarily think they’re educators actually can be educators,” said Poor. “I would love for that to be a lesson of ‘This is Ear Hustle’: that voices really matter and that there’s surprising stories everywhere that are worthy of being heard.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Many rich multimodal learning activities have come from using Ear Hustle, a podcast created by Earlonne Woods and Nigel Poor, in the classroom. Now, teachers can use their new book This is Ear Hustle to further unlock the power of storytelling.","status":"publish","parent":0,"modified":1713642488,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":33,"wordCount":2100},"headData":{"title":"Listening to learn: Why ‘Ear Hustle’ stories about prison life are so engaging to students | KQED","description":"Many rich multimodal learning activities have come from using Ear Hustle, a podcast created by Earlonne Woods and Nigel Poor, in the classroom. Now, teachers can use their new book This is Ear Hustle to further unlock the power of storytelling.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Many rich multimodal learning activities have come from using Ear Hustle, a podcast created by Earlonne Woods and Nigel Poor, in the classroom. Now, teachers can use their new book This is Ear Hustle to further unlock the power of storytelling.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Listening to learn: Why ‘Ear Hustle’ stories about prison life are so engaging to students","datePublished":"2021-10-26T05:43:51.000Z","dateModified":"2024-04-20T19:48:08.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/58638/listening-to-learn-why-ear-hustle-stories-about-prison-life-is-so-engaging-to-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">When the podcast Ear Hustle first launched in 2017, Nigel Poor and Earlonne Woods explored the largely invisible stories inside San Quentin State Prison. While the word “prison” might make one think of felonies, violence and hardened criminals, any listener could clearly hear that the heart of the podcast is about humanity, early life choices and confronting mistakes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For example, \u003c/span>\u003ca href=\"https://www.earhustlesq.com/episodes/2017/6/14/cellies\">\u003cspan style=\"font-weight: 400;\">their first episode “Cellies”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> is about seeking a person to safely share one’s limited space. Other episodes cover topics like parents working through challenging conditions to be \u003ca href=\"https://www.earhustlesq.com/episodes/2018/4/25/thick-glass\">present in their children’s lives\u003c/a> and\u003c/span>\u003cspan style=\"font-weight: 400;\"> nurturers who care for \u003ca href=\"https://www.earhustlesq.com/episodes/2017/7/12/looking-out\">unusual pets in a medium security facility\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Podcast fans also got to hear incarcerated people reflect on what their lives were like growing up long before they ended up in San Quentin, including stories about their relationships with family and community members. Listeners, including teachers, heard this connection and reached out to Ear Hustle’s creators to share. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“We got a lot of letters from teachers and their students talking about what they learned from the episode,” said Woods. He met Poor, a visual artist and educator, while serving a 31-years-to-life sentence at San Quentin. He served \u003c/span>\u003ca href=\"https://www.npr.org/2018/11/22/670313799/earlonne-woods-co-host-of-ear-hustle-podcast-gets-prison-sentence-commuted\">\u003cspan style=\"font-weight: 400;\">21 years before having his sentence commuted\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> by the governor in 2018. Educators were drawn to using Ear Hustle episodes as springboards for multimodal activities in their classrooms. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">And now there is\u003c/span>\u003ca href=\"https://sites.prh.com/thisisearhustle\">\u003cspan style=\"font-weight: 400;\"> “This is Ear Hustle: Unflinching Stories of Everyday Prison Life,”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> their new book about uncovering and amplifying stories about prison life and how they came together to co-host the first ever podcast produced within a prison. They also write about their experiences in school, how it shaped their lives and how it informs what they do today. \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;\">“I was one of [those] kids that learned to read way later,” said Woods. “I was the class clown to avoid being in the situations of reading, being in the situations of math, so I would just act out.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Similarly, Poor writes about how she had dyslexia and undiagnosed learning disabilities that made school difficult even though she was naturally curious. “I’ve carried that with me. That idea of being told that I wasn’t smart, that I couldn’t do things, that I was bothersome because teachers had to explain things to me over and over again,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">With a podcast that is already rich with activities for young learners, “This is Ear Hustle” provides more accounts from incarcerated and formerly incarcerated people that students can explore in the classroom.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>How podcasts build writing skills\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Benjamin Bush, a Kentucky-based high school English teacher, started using Ear Hustle in his class because he was looking for a new way to engage his students. “The biggest problem that I think that it addresses is apathy. Getting someone to just start working on something is the hardest,” said Bush. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Ear Hustle drew in his learners because it allowed them to listen to voices other than his. They could hear from a wide range of people featured on the podcast and relate to their experiences. “We got to know the backgrounds of their lives and the things that they had struggled with through poverty and trauma, which affects a lot of our kids,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">After each episode, Bush’s students did a related writing assignment. “It allowed me to reimagine what a text is in a classroom and how multimedia exists in a classroom in the same way that a novel or a play would.” For example,\u003c/span>\u003ca href=\"https://www.earhustlesq.com/episodes/2017/6/14/cellies\">\u003cspan style=\"font-weight: 400;\"> “Cellies”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> examines the size of a typical prison cell (Woods’ was five feet by ten feet at San Quentin) and how to negotiate the space with a cellmate. “We all have roommates at some point in our lives,” writes Woods in his book. “We also wanted the subject to be something that everybody could relate to—whether they were in prison or in society.” In class, Bush and his students used rulers to measure out the size of a cell and did creative writing about what it would feel like to inhabit the limited space with another person. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For another assignment, Bush brought in additional articles about solitary confinement, sentencing guidelines and parole rules for students to fuel their classroom conversations about prison systems. Later, students could choose to write a persuasive argument piece about one of the issues they talked about. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">After listening to\u003c/span>\u003ca href=\"https://www.earhustlesq.com/episodes/2017/8/09/catch-a-kite\">\u003cspan style=\"font-weight: 400;\"> “Catch a Kite,”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> an episode about receiving letters, students had the opportunity to write a letter to someone in the podcast. In one letter, a student talks about how he identifies with how his letter recipient needed to commit crimes to support his family. Another student wrote about how \u003c/span>\u003ca href=\"https://www.earhustlesq.com/episodes/2018/4/25/thick-glass\">\u003cspan style=\"font-weight: 400;\">“Thick Glass,” Ear Hustle’s episode about parenting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, helped her understand dynamics within her own family. “Her father had been in and out of prison,” Bush said. “She wrote in her letter that Ear Hustle allowed her to envision her father as a good father. She was able to see him as redeemable in a way that maybe she hadn’t before.”\u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\" data-width=\"550\" data-dnt=\"true\">\n\u003cp lang=\"en\" dir=\"ltr\">Little Jaylen's beautiful letter. Hear his letter at the end of our most recent episode \"Thick Glass\": \u003ca href=\"https://t.co/uecEBskphM\">https://t.co/uecEBskphM\u003c/a> \u003ca href=\"https://t.co/IZVr1rPSS7\">pic.twitter.com/IZVr1rPSS7\u003c/a>\u003c/p>\n\u003cp>— Ear Hustle Podcast (@earhustlesq) \u003ca href=\"https://twitter.com/earhustlesq/status/991359292174413824?ref_src=twsrc%5Etfw\">May 1, 2018\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cscript async src=\"https://platform.twitter.com/widgets.js\" charset=\"utf-8\">\u003c/script>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Connection and a sense of not being alone in hard situations are key feelings that Woods hopes to leave with young people who listen to Ear Hustle’s stories. \u003c/span>\u003cspan style=\"font-weight: 400;\">He also thinks these connections help young people become better learners.\u003c/span>\u003cspan style=\"font-weight: 400;\"> “You can benefit from someone’s story,” he said. “You can have a different insight on something that will help you navigate through your life.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Kinetic learning and listening\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Ear Hustle co-host Nigel Poor has brought the podcast into her photography classes at California State University, Sacramento, saying its focus on storytelling primes students to slow down and build important skills in observing. “I use it to talk about storytelling and compassionate listening and building empathy, which I think are tools anybody needs no matter what they’re studying.”\u003c/span>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/By0d5G4yRzM'\n title='//www.youtube.com/embed/By0d5G4yRzM'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">For her class, Ear Hustle is the basis of a kinetic learning experience to help students pay attention to other invisible stories. She’ll tell students to go for a walk outside and find something discarded on the ground that draws their attention. Picking up abandoned bits and pieces is part of Poor’s art practice, and when she first started volunteering at San Quentin, she would collect things from the prison’s parking lot. In the book, she describes the lot as her “hunting ground.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In class, she’ll invite students to bring back their found object and share a story they’ve created about it. “It sounds weird at first, but it gets people to connect with their creativity and the associations that they make with objects and experiences. And that’s, to me, where stories start.” She’ll then move into playing clips from Ear Hustle and discussing what people hear in them and how she and Earlonne put episodes together.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“There’s so much [emphasis] put on the end result,” said Poor about education. “Listening and thinking is actually a valid activity. So I like to talk about that, and I like to talk about ways to pull stories out of people and give people the confidence to talk about themselves.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Using hands-on learning to understand systems\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Danielle Devencenzi, assistant principal at St. Ignatius College Prep high school in San Francisco, begins her criminal justice class by looking at major legislation that shaped the U.S. justice system such as California’s Three Strikes Sentencing Law, the 1994 Crime Bill and landmark US Supreme Court cases. “Twelve years ago, I started to take my students to San Quentin to really understand the social justice issues facing our prison system in California, specifically mass incarceration,” she said.\u003c/span>\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"961419775250350080"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Hearing firsthand from incarcerated people and seeing the environment adds more depth to the books and articles they discuss as part of the class, according to Devencenzi. “I’m a firm believer that if you don’t really see what’s happening and really talk to the people who are impacted by our systems, then you can’t really be an informed agent of change.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Devencenzi gives each of her students a notebook that they’ll use to write down their reactions, observations and notes from conversations with the people they meet on their tour of the prison. In a debrief, after visiting the prison, Devencenzi has students circle up their desks to share one thing from their notebook while she takes notes that she’ll later send to San Quentin. “They always talk about the humanity of the guys and how brave they are to tell their story in front of a bunch of complete strangers,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When Ear Hustle first came out, her class was able to see the recording studio and meet some of the people featured in the episodes during their visits to San Quentin. “The podcast just became humanized when they met Curtis,” said Devencenzi about connecting with Curtis Roberts, who shared his story in “\u003ca href=\"https://www.earhustlesq.com/episodes/2017/9/27/left-behind\">Left Behind\u003c/a>.” Like Woods, Roberts had his sentence commuted in 2018. “It was just a month later when Curtis actually came to my classroom and visited my students again after they had met him in the prison yard,” said Devencenzi. \u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\" data-width=\"550\" data-dnt=\"true\">\n\u003cp lang=\"en\" dir=\"ltr\">Curtis Roberts who served a 29 year prison sentence comes to \u003ca href=\"https://twitter.com/StIgnatius?ref_src=twsrc%5Etfw\">@StIgnatius\u003c/a> to speak with criminal justice students who just visited San Quentin. Check out his \u003ca href=\"https://twitter.com/earhustlesq?ref_src=twsrc%5Etfw\">@earhustlesq\u003c/a> episode called Left Behind \u003ca href=\"https://t.co/MkNenCgs0Z\">pic.twitter.com/MkNenCgs0Z\u003c/a>\u003c/p>\n\u003cp>— Danielle Devencenzi (@MsDevencenzi) \u003ca href=\"https://twitter.com/MsDevencenzi/status/1201586814026428418?ref_src=twsrc%5Etfw\">December 2, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cscript async src=\"https://platform.twitter.com/widgets.js\" charset=\"utf-8\">\u003c/script>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">As a culminating project, students in Devencenzi’s criminal justice class create a podcast based on in-depth interviews. Students explore their communities looking for trends and topics that – like their favorite episodes of Ear Hustle – require a little digging to uncover. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Woods and Poor have dreams of creating an entire Ear Hustle curriculum that includes the expanded stories and deeper dives from “This is Ear Hustle.” At Woods’ request, Poor stands up to show that she’s wearing a black one-piece jumpsuit as part of her work for an episode \u003c/span>\u003ca href=\"https://www.earhustlesq.com/challenge\">\u003cspan style=\"font-weight: 400;\">about a 30-day Ear Hustle challenge. \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">“We’re asking listeners to come on this journey with us where we are eating the food that’s eaten in prison during the same time and wearing three select outfits,” said Poor. “Not because we think we can replicate life in prison, but as a way to just build awareness and empathy about some of the things you give up when you go to prison.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">They think the Ear Hustle challenge, which draws on themes surfaced in the “Prison 101” chapter from “This is Ear Hustle” and an episode from season two called “The Workaround,” would be a worthwhile activity for high school students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While stories from behind prison walls may seem to be an unlikely place to find education materials, Ear Hustle shows that there are several entry points into learning where storytelling is concerned. “There’s learning through reading. There’s learning through experiencing. People who don’t necessarily think they’re educators actually can be educators,” said Poor. “I would love for that to be a lesson of ‘This is Ear Hustle’: that voices really matter and that there’s surprising stories everywhere that are worthy of being heard.”\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>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58638/listening-to-learn-why-ear-hustle-stories-about-prison-life-is-so-engaging-to-students","authors":["11721"],"categories":["mindshift_21445"],"tags":["mindshift_20699","mindshift_20821","mindshift_243","mindshift_74","mindshift_21906","mindshift_20839","mindshift_21166","mindshift_851"],"featImg":"mindshift_58639","label":"mindshift"},"mindshift_53940":{"type":"posts","id":"mindshift_53940","meta":{"index":"posts_1591205157","site":"mindshift","id":"53940","score":null,"sort":[1562584618000]},"guestAuthors":[],"slug":"how-hydroponic-school-gardens-can-cultivate-food-justice-year-round","title":"How Hydroponic School Gardens Can Cultivate Food Justice, Year-Round","publishDate":1562584618,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>After a full day of school a few weeks ago, 12-year-old Rose Quigley donned gloves and quickly picked bunches of fresh lettuce, Swiss chard, kale, mint and oregano. But she didn't have to leave her school in Brooklyn, N.Y., or even go outdoors to do it.\u003c/p>\n\u003cp>Quigley is one of dozens of students at Brownsville Collaborative Middle School who in the past year built a high-tech, high-yield farm inside a third-floor classroom. They decided what to grow, then planted seeds and harvested dozens of pounds of produce weekly.\u003c/p>\n\u003cp>The vegetables never stop coming because the crops are grown hydroponically — indoors, on floor-to-ceiling shelves that hold seedlings and plants sprouting from fiber plugs stuck in trays, each fed by nutrient-enriched water and lit by LED lamps. The students provide weekly produce for their cafeteria's salad bar and other dishes.\u003c/p>\n\u003cp>Later that same day, for the first time, Quigley and several of her schoolmates also sold some of their harvest — at a discount from market rates — to community members. It's part of a new weekly \"food box\" service set up in the school's foyer. Each of 34 customers receive an allotment of fresh produce intended to feed two people for a week. Three students, paid as interns, used digital tablets to process orders, while peers handed out free samples of a pasta salad featuring produce from the farm.\u003c/p>\n\u003cp>Quigley's passion for farming stems from \u003ca href=\"http://www.teensforfoodjustice.org/\">Teens for Food Justice\u003c/a>, a 6-year-old nonprofit organization that has worked with community partners to train students at Brownsville Collaborative and two other schools in low-income neighborhoods in New York City to become savvy urban farmers and consumers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Quigley calls the farm experience fun. But she also credits it with teaching her the term \"food desert,\" improving her community's health — and giving her the opportunity to discover her love of kale. \"We could have been stuck eating chicken nuggets every day,\" she says. Now, thanks to the onsite farm, students have daily access to salad greens, cooking greens, and other fruits and vegetables such as cucumbers.\u003c/p>\n\u003cp>Her principal, Gregory Jackson, Jr., in announcing the food box service at a news conference, said that he recently counted more than 20 fast-food restaurants within a few hundred yards of the school. A typical student might eat three fast-food meals daily, he said.\u003c/p>\n\u003cp>\"That's why I have so many students now who are pre-diabetic already. If you don't have any healthy food options, then how can you blame them?\" he added.\u003c/p>\n\u003cp>The pattern repeats in communities nationwide: Grocery stores move to wealthier areas and corner fruit stands close under competition with big box grocery stores. As\u003ca href=\"https://horticulture.umn.edu/people/faculty/maryrogers\"> Mary Rogers\u003c/a>, a horticultural science researcher at the University of Minnesota, puts it, \"Food goes where the money is.\"\u003c/p>\n\u003cfigure id=\"attachment_53944\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-53944\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/07/photo-jun-18-5-13-03-pm_custom-b3ee7f9709442fa554b508a34d1e5761c8619580-s800-c85.jpg\" alt=\"\" width=\"800\" height=\"599\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/07/photo-jun-18-5-13-03-pm_custom-b3ee7f9709442fa554b508a34d1e5761c8619580-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/07/photo-jun-18-5-13-03-pm_custom-b3ee7f9709442fa554b508a34d1e5761c8619580-s800-c85-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/07/photo-jun-18-5-13-03-pm_custom-b3ee7f9709442fa554b508a34d1e5761c8619580-s800-c85-768x575.jpg 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">In June, youths at Brownsville Collaborative Middle School, in Brooklyn, started to provide discounted boxes of fresh produce, grown in a student-built hydroponic farm in a classroom, to community members. \u003ccite>(Robin Lloyd/for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Programs such as the hydroponic farm and food box service at Brownsville aim to help close that healthy food gap. Of course, urban community farms, including those at schools, cannot single-handedly fix the nation's food system — a system characterized by diets that are low in fruits and vegetables and high in sugar and other simple carbs. A shortage of healthy, affordable, accessible and reliable food options particularly affects urban residents who live below or close to the federal poverty line. And decades of discriminatory pay rates, banking practices and real-estate policies, among other factors, have prevented many black and Latino Americans from accumulating wealth, which fuels a correlation between race and income — and thus, food injustice.\u003c/p>\n\u003cp>But local networks of small urban farms, grassroots community organizations and partnerships with nonprofits and for-profit businesses nationwide are growing stronger. That's changing how people in underserved neighborhoods think about their food choices and consolidating their voices and power as they demand better.\u003c/p>\n\u003cp>Progress surrounding urban food justice has been incremental. \"This hasn't been an overnight sensation,\" says Dr.\u003ca href=\"https://www.linkedin.com/in/k-torian-easterling-48104221/\"> K. Torian Easterling\u003c/a>, an assistant commissioner at the New York City Department of Health. Easterling serves on a food advisory council that works on food and nutrition-related issues in Brownsville and East New York, another community in Brooklyn. \"There's been a lot of organizing and community building that's been happening. In particular, a lot of the community garden farmers and urban agriculturists have been doing a lot of great work,\" he says.\u003c/p>\n\u003cp>School-based urban farms are one part of the food justice solution, Easterling says. A 2015\u003ca href=\"https://farmtoschoolcensus.fns.usda.gov/\"> U.S. Department of Agriculture census\u003c/a> of about 18,000 public, private and charter school districts found 7,101 gardens based in schools. The survey did not ask if gardens were traditional or hydroponic. However, close to half of all the surveyed districts reported participating in some kind of agronomic activities, such as tending campus gardens, promoting locally grown products in schools or taking field trips to local farms. Teachers participate by integrating plant biology, nutrition, cooking and business marketing into the curriculum.\u003c/p>\n\u003cp>Schools can then serve as hubs in community efforts to surmount some of the systemic barriers to eating healthy, such as absent or unaffordable produce in neighborhoods, a lack of reliable transportation, and cramped or non-existent kitchens in small apartments. It's a little early for significant impact data from the Brownsville farm, but it has already so transformed the school's culture and conversations surrounding healthy food access that it recently changed its name to the Brownsville Collaborative Middle School of Agriculture and Technology.\u003c/p>\n\u003cp>Dozens of studies\u003ca href=\"http://www.farmtoschool.org/Resources/BenefitsFactSheet.pdf\"> cited by the National Farm to School Network\u003c/a>, established in 2007 to support such efforts, reveal the public health and educational benefits of exposing children to healthy, appealing food. For instance, in one \u003ca href=\"https://www.pewtrusts.org/-/media/assets/2016/12/school_meal_programs_innovate_to_improve_student_nutrition.pdf\">nationally representative survey\u003c/a>, 42 percent of school nutrition directors reported that students ate more fruits and vegetables after the school added a garden. Similarly, a \u003ca href=\"https://urldefense.proofpoint.com/v2/url?u=https-3A__foodcorps.org_cms_assets_uploads_2016_06_FoodCorps-2DCreating-2DHealthy-2DSchool-2DEnvironments-2DTeachers-2DCollege.pdf&d=DwMFaQ&c=E2nBno7hEddFhl23N5nD1Q&r=csy4yufLKIminpmXiymfLw&m=PqCcYtNDhTBiQ4T-_96MIDaeCn9N2UrYfGB8Gcet0gc&s=AgbQQySXcUEaGbruBHuUVr4Hj-paWed5QRmnB6fLgb8&e=\">2017 evaluation of 24 schools\u003c/a> reported that students in schools with more hands-on learning, including cooking and gardening activities, ate triple the amount of fruits and vegetables as students did in schools with less of this kind of learning.\u003c/p>\n\u003cp>Communities seem to benefit, too. For example, a \u003ca href=\"https://www.uvm.edu/crs/reports/2006/BSFP_Execsumm06.pdf\">2006 study\u003c/a> of efforts to address food insecurity in Burlington, Vt., and integrate more local foods into school meals found that many schools started gardens to help accomplish this goal. Community awareness of food and nutrition issues also increased, the study found: The city school board passed a school food action plan, and the state legislature passed a wellness and nutrition policy.\u003c/p>\n\u003cp>Hydroponic and aquaponic systems (which receive nutrients derived from the waste of fish living in the water that feeds plants) have cropped up at hundreds of schools in New York City and beyond. \u003ca href=\"https://nysunworks.org/\">NY Sun Works\u003c/a>, a nonprofit that was involved in building Teens for Food Justice's first farm in the Big Apple, has built \u003ca href=\"https://nysunworks.org/\">a total of 96 hydroponic greenhouses\u003c/a> that serve as sustainability science labs for students at schools in New York and New Jersey. And \u003ca href=\"https://urldefense.proofpoint.com/v2/url?u=https-3A__www.spark-2Dy.org_about-2Dsparky&d=DwMFaQ&c=E2nBno7hEddFhl23N5nD1Q&r=csy4yufLKIminpmXiymfLw&m=C0qVQordORV5uEL4gozBAZIxaOZKLHBPPBnRN1VCC5E&s=n1X9OY4R5Dvh-Ns3D4wcfXvxcw6vtKqfu3QplBInQCc&e=\">Spark-Y\u003c/a> — a Minneapolis-based nonprofit focused on sustainability and youth entrepreneurship — has built about 30 large-scale aquaponic systems, as well as 100 smaller such systems, in Twin City schools.\u003c/p>\n\u003cp>Hydroponic farms come with added benefits. For starters, yields can be 10 times as much as those of a traditional farm, according to\u003ca href=\"https://www.mdpi.com/1660-4601/12/6/6879\"> a 2015 study\u003c/a>. That study also found that hydroponic greenhouse farms use 10 times less water than conventional ones, but the greenhouses do require significantly more energy.\u003c/p>\n\u003cp>However, startup costs for hydroponic farms can be high — especially for school districts. But companies that make and sell equipment for hydroponic farms, such as lighting companies, as well as medical and wellness centers, often help by donating funds or equipment to programs or systems in schools, says\u003ca href=\"https://sha.cornell.edu/faculty-research/faculty/haf3/\"> Heather Kolakowski\u003c/a>. She teaches a food justice and nonprofit social enterprise course at the Hotel School at the Cornell SC Johnson College of Business.\u003c/p>\n\u003cp>And unlike most traditional farms, which yield little to nothing during the months that school typically is in session, hydroponic farms can operate year-round, giving school kids continuous access to produce. \"Hydroponic farms in schools help to increase children's willingness to try fresh fruits and vegetables because they are learning about it and involved in growing it,\" Kolakowski says. \"It has a more positive impact than saying, 'Here, try this salad.'\"\u003c/p>\n\u003cp>School is now out in Brownsville and throughout New York City's public schools, but the farm — and the new weekly food box service — will keep running through the summer, manned by a farm manager, four paid student interns and five student volunteers.\u003c/p>\n\u003cp>Rose Quigley, the kid who now loves kale, will be one of the summer volunteers. And the big picture of the impact of her school's hydroponic farm and produce is not lost on her. \"We actually like it to get to take it home,\" she says, \"and maybe even parents get to take it to their friends and spread the word.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Robin Lloyd is a freelance reporter and editor, and a faculty member at New York University's Science, Health and Environmental Reporting Program. \u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+Hydroponic+School+Gardens+Can+Cultivate+Food+Justice%2C+Year-Round+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"In neighborhoods with limited access to healthy foods, school gardens can help close the gap — for students and the wider community. Some schools are now expanding the season by growing indoors. ","status":"publish","parent":0,"modified":1596148883,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1583},"headData":{"title":"How Hydroponic School Gardens Can Cultivate Food Justice, Year-Round - MindShift","description":"In neighborhoods with limited access to healthy foods, school gardens can help close the gap — for students and the wider community. Some schools are now expanding the season by growing indoors. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Hydroponic School Gardens Can Cultivate Food Justice, Year-Round","datePublished":"2019-07-08T11:16:58.000Z","dateModified":"2020-07-30T22:41:23.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"53940 https://ww2.kqed.org/mindshift/?p=53940","disqusUrl":"https://ww2.kqed.org/mindshift/2019/07/08/how-hydroponic-school-gardens-can-cultivate-food-justice-year-round/","disqusTitle":"How Hydroponic School Gardens Can Cultivate Food Justice, Year-Round","nprImageCredit":"Robin Lloyd","nprByline":"Robin Lloyd","nprImageAgency":"for NPR","nprStoryId":"737789983","nprApiLink":"http://api.npr.org/query?id=737789983&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/thesalt/2019/07/07/737789983/how-hydroponic-school-gardens-can-cultivate-food-justice-year-round?ft=nprml&f=737789983","nprRetrievedStory":"1","nprPubDate":"Sun, 07 Jul 2019 07:00:00 -0400","nprStoryDate":"Sun, 07 Jul 2019 07:00:52 -0400","nprLastModifiedDate":"Sun, 07 Jul 2019 07:00:52 -0400","path":"/mindshift/53940/how-hydroponic-school-gardens-can-cultivate-food-justice-year-round","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>After a full day of school a few weeks ago, 12-year-old Rose Quigley donned gloves and quickly picked bunches of fresh lettuce, Swiss chard, kale, mint and oregano. But she didn't have to leave her school in Brooklyn, N.Y., or even go outdoors to do it.\u003c/p>\n\u003cp>Quigley is one of dozens of students at Brownsville Collaborative Middle School who in the past year built a high-tech, high-yield farm inside a third-floor classroom. They decided what to grow, then planted seeds and harvested dozens of pounds of produce weekly.\u003c/p>\n\u003cp>The vegetables never stop coming because the crops are grown hydroponically — indoors, on floor-to-ceiling shelves that hold seedlings and plants sprouting from fiber plugs stuck in trays, each fed by nutrient-enriched water and lit by LED lamps. The students provide weekly produce for their cafeteria's salad bar and other dishes.\u003c/p>\n\u003cp>Later that same day, for the first time, Quigley and several of her schoolmates also sold some of their harvest — at a discount from market rates — to community members. It's part of a new weekly \"food box\" service set up in the school's foyer. Each of 34 customers receive an allotment of fresh produce intended to feed two people for a week. Three students, paid as interns, used digital tablets to process orders, while peers handed out free samples of a pasta salad featuring produce from the farm.\u003c/p>\n\u003cp>Quigley's passion for farming stems from \u003ca href=\"http://www.teensforfoodjustice.org/\">Teens for Food Justice\u003c/a>, a 6-year-old nonprofit organization that has worked with community partners to train students at Brownsville Collaborative and two other schools in low-income neighborhoods in New York City to become savvy urban farmers and consumers.\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>Quigley calls the farm experience fun. But she also credits it with teaching her the term \"food desert,\" improving her community's health — and giving her the opportunity to discover her love of kale. \"We could have been stuck eating chicken nuggets every day,\" she says. Now, thanks to the onsite farm, students have daily access to salad greens, cooking greens, and other fruits and vegetables such as cucumbers.\u003c/p>\n\u003cp>Her principal, Gregory Jackson, Jr., in announcing the food box service at a news conference, said that he recently counted more than 20 fast-food restaurants within a few hundred yards of the school. A typical student might eat three fast-food meals daily, he said.\u003c/p>\n\u003cp>\"That's why I have so many students now who are pre-diabetic already. If you don't have any healthy food options, then how can you blame them?\" he added.\u003c/p>\n\u003cp>The pattern repeats in communities nationwide: Grocery stores move to wealthier areas and corner fruit stands close under competition with big box grocery stores. As\u003ca href=\"https://horticulture.umn.edu/people/faculty/maryrogers\"> Mary Rogers\u003c/a>, a horticultural science researcher at the University of Minnesota, puts it, \"Food goes where the money is.\"\u003c/p>\n\u003cfigure id=\"attachment_53944\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-53944\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/07/photo-jun-18-5-13-03-pm_custom-b3ee7f9709442fa554b508a34d1e5761c8619580-s800-c85.jpg\" alt=\"\" width=\"800\" height=\"599\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/07/photo-jun-18-5-13-03-pm_custom-b3ee7f9709442fa554b508a34d1e5761c8619580-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/07/photo-jun-18-5-13-03-pm_custom-b3ee7f9709442fa554b508a34d1e5761c8619580-s800-c85-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/07/photo-jun-18-5-13-03-pm_custom-b3ee7f9709442fa554b508a34d1e5761c8619580-s800-c85-768x575.jpg 768w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">In June, youths at Brownsville Collaborative Middle School, in Brooklyn, started to provide discounted boxes of fresh produce, grown in a student-built hydroponic farm in a classroom, to community members. \u003ccite>(Robin Lloyd/for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Programs such as the hydroponic farm and food box service at Brownsville aim to help close that healthy food gap. Of course, urban community farms, including those at schools, cannot single-handedly fix the nation's food system — a system characterized by diets that are low in fruits and vegetables and high in sugar and other simple carbs. A shortage of healthy, affordable, accessible and reliable food options particularly affects urban residents who live below or close to the federal poverty line. And decades of discriminatory pay rates, banking practices and real-estate policies, among other factors, have prevented many black and Latino Americans from accumulating wealth, which fuels a correlation between race and income — and thus, food injustice.\u003c/p>\n\u003cp>But local networks of small urban farms, grassroots community organizations and partnerships with nonprofits and for-profit businesses nationwide are growing stronger. That's changing how people in underserved neighborhoods think about their food choices and consolidating their voices and power as they demand better.\u003c/p>\n\u003cp>Progress surrounding urban food justice has been incremental. \"This hasn't been an overnight sensation,\" says Dr.\u003ca href=\"https://www.linkedin.com/in/k-torian-easterling-48104221/\"> K. Torian Easterling\u003c/a>, an assistant commissioner at the New York City Department of Health. Easterling serves on a food advisory council that works on food and nutrition-related issues in Brownsville and East New York, another community in Brooklyn. \"There's been a lot of organizing and community building that's been happening. In particular, a lot of the community garden farmers and urban agriculturists have been doing a lot of great work,\" he says.\u003c/p>\n\u003cp>School-based urban farms are one part of the food justice solution, Easterling says. A 2015\u003ca href=\"https://farmtoschoolcensus.fns.usda.gov/\"> U.S. Department of Agriculture census\u003c/a> of about 18,000 public, private and charter school districts found 7,101 gardens based in schools. The survey did not ask if gardens were traditional or hydroponic. However, close to half of all the surveyed districts reported participating in some kind of agronomic activities, such as tending campus gardens, promoting locally grown products in schools or taking field trips to local farms. Teachers participate by integrating plant biology, nutrition, cooking and business marketing into the curriculum.\u003c/p>\n\u003cp>Schools can then serve as hubs in community efforts to surmount some of the systemic barriers to eating healthy, such as absent or unaffordable produce in neighborhoods, a lack of reliable transportation, and cramped or non-existent kitchens in small apartments. It's a little early for significant impact data from the Brownsville farm, but it has already so transformed the school's culture and conversations surrounding healthy food access that it recently changed its name to the Brownsville Collaborative Middle School of Agriculture and Technology.\u003c/p>\n\u003cp>Dozens of studies\u003ca href=\"http://www.farmtoschool.org/Resources/BenefitsFactSheet.pdf\"> cited by the National Farm to School Network\u003c/a>, established in 2007 to support such efforts, reveal the public health and educational benefits of exposing children to healthy, appealing food. For instance, in one \u003ca href=\"https://www.pewtrusts.org/-/media/assets/2016/12/school_meal_programs_innovate_to_improve_student_nutrition.pdf\">nationally representative survey\u003c/a>, 42 percent of school nutrition directors reported that students ate more fruits and vegetables after the school added a garden. Similarly, a \u003ca href=\"https://urldefense.proofpoint.com/v2/url?u=https-3A__foodcorps.org_cms_assets_uploads_2016_06_FoodCorps-2DCreating-2DHealthy-2DSchool-2DEnvironments-2DTeachers-2DCollege.pdf&d=DwMFaQ&c=E2nBno7hEddFhl23N5nD1Q&r=csy4yufLKIminpmXiymfLw&m=PqCcYtNDhTBiQ4T-_96MIDaeCn9N2UrYfGB8Gcet0gc&s=AgbQQySXcUEaGbruBHuUVr4Hj-paWed5QRmnB6fLgb8&e=\">2017 evaluation of 24 schools\u003c/a> reported that students in schools with more hands-on learning, including cooking and gardening activities, ate triple the amount of fruits and vegetables as students did in schools with less of this kind of learning.\u003c/p>\n\u003cp>Communities seem to benefit, too. For example, a \u003ca href=\"https://www.uvm.edu/crs/reports/2006/BSFP_Execsumm06.pdf\">2006 study\u003c/a> of efforts to address food insecurity in Burlington, Vt., and integrate more local foods into school meals found that many schools started gardens to help accomplish this goal. Community awareness of food and nutrition issues also increased, the study found: The city school board passed a school food action plan, and the state legislature passed a wellness and nutrition policy.\u003c/p>\n\u003cp>Hydroponic and aquaponic systems (which receive nutrients derived from the waste of fish living in the water that feeds plants) have cropped up at hundreds of schools in New York City and beyond. \u003ca href=\"https://nysunworks.org/\">NY Sun Works\u003c/a>, a nonprofit that was involved in building Teens for Food Justice's first farm in the Big Apple, has built \u003ca href=\"https://nysunworks.org/\">a total of 96 hydroponic greenhouses\u003c/a> that serve as sustainability science labs for students at schools in New York and New Jersey. And \u003ca href=\"https://urldefense.proofpoint.com/v2/url?u=https-3A__www.spark-2Dy.org_about-2Dsparky&d=DwMFaQ&c=E2nBno7hEddFhl23N5nD1Q&r=csy4yufLKIminpmXiymfLw&m=C0qVQordORV5uEL4gozBAZIxaOZKLHBPPBnRN1VCC5E&s=n1X9OY4R5Dvh-Ns3D4wcfXvxcw6vtKqfu3QplBInQCc&e=\">Spark-Y\u003c/a> — a Minneapolis-based nonprofit focused on sustainability and youth entrepreneurship — has built about 30 large-scale aquaponic systems, as well as 100 smaller such systems, in Twin City schools.\u003c/p>\n\u003cp>Hydroponic farms come with added benefits. For starters, yields can be 10 times as much as those of a traditional farm, according to\u003ca href=\"https://www.mdpi.com/1660-4601/12/6/6879\"> a 2015 study\u003c/a>. That study also found that hydroponic greenhouse farms use 10 times less water than conventional ones, but the greenhouses do require significantly more energy.\u003c/p>\n\u003cp>However, startup costs for hydroponic farms can be high — especially for school districts. But companies that make and sell equipment for hydroponic farms, such as lighting companies, as well as medical and wellness centers, often help by donating funds or equipment to programs or systems in schools, says\u003ca href=\"https://sha.cornell.edu/faculty-research/faculty/haf3/\"> Heather Kolakowski\u003c/a>. She teaches a food justice and nonprofit social enterprise course at the Hotel School at the Cornell SC Johnson College of Business.\u003c/p>\n\u003cp>And unlike most traditional farms, which yield little to nothing during the months that school typically is in session, hydroponic farms can operate year-round, giving school kids continuous access to produce. \"Hydroponic farms in schools help to increase children's willingness to try fresh fruits and vegetables because they are learning about it and involved in growing it,\" Kolakowski says. \"It has a more positive impact than saying, 'Here, try this salad.'\"\u003c/p>\n\u003cp>School is now out in Brownsville and throughout New York City's public schools, but the farm — and the new weekly food box service — will keep running through the summer, manned by a farm manager, four paid student interns and five student volunteers.\u003c/p>\n\u003cp>Rose Quigley, the kid who now loves kale, will be one of the summer volunteers. And the big picture of the impact of her school's hydroponic farm and produce is not lost on her. \"We actually like it to get to take it home,\" she says, \"and maybe even parents get to take it to their friends and spread the word.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Robin Lloyd is a freelance reporter and editor, and a faculty member at New York University's Science, Health and Environmental Reporting Program. \u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+Hydroponic+School+Gardens+Can+Cultivate+Food+Justice%2C+Year-Round+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53940/how-hydroponic-school-gardens-can-cultivate-food-justice-year-round","authors":["byline_mindshift_53940"],"categories":["mindshift_192"],"tags":["mindshift_20784","mindshift_21206","mindshift_21077","mindshift_1040","mindshift_21277","mindshift_21276","mindshift_20839","mindshift_21034"],"featImg":"mindshift_53941","label":"mindshift"},"mindshift_48592":{"type":"posts","id":"mindshift_48592","meta":{"index":"posts_1591205157","site":"mindshift","id":"48592","score":null,"sort":[1499401338000]},"guestAuthors":[],"slug":"7-books-that-teach-kids-about-social-justice-and-activism","title":"7 Books That Teach Kids About Social Justice and Activism","publishDate":1499401338,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Social activist Innosanto Nagara wanted to find a fun book to read to his 2-year-old son that also talked about the importance of social justice.\u003c/p>\n\u003cp>He wasn't looking for the typical fiction written for children, instead, he was looking for unique narratives — by writers of color and/or authors who can speak about social issues through their own experiences.\u003c/p>\n\u003cp>Nagara couldn't find any. So he wrote one.\u003c/p>\n\u003cp>\"Parents and teachers are realizing that what students read and learn affects how they see the world,\" said Deborah Menkart, Executive Director for Teaching for Change, an organization that puts together \u003ca href=\"http://www.teachingforchange.org/socialjusticebooks-org\">social justice reading lists\u003c/a> to inspire children throughout the summer.\u003c/p>\n\u003cp>\"Give kids credit,\" says Stan Yogi, one of the authors on our list. \"They have an innate sense of what's right and what's wrong. Being able to draw on that innate sense of justice through relatable stories is so important.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Not all parents have the time to do what Innosanto Nagara did.\u003c/p>\n\u003cp>For those who can't, we've compiled a list — with help from Teaching for Change — of books that frame big issues through a lens children can understand.\u003c/p>\n\u003cp>\u003cimg class=\"size-full wp-image-48595 alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/A-is-for-Activist.jpg\" alt=\"\" width=\"200\" height=\"207\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/A-is-for-Activist.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/A-is-for-Activist-160x166.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/A-is-for-Activist-32x32.jpg 32w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003ca href=\"http://www.npr.org/books/titles/534898453/a-is-for-activist\">\u003cstrong>A Is for Activist\u003c/strong>\u003cbr>\n\u003c/a>by \u003ca href=\"http://www.npr.org/books/authors/534898458/innosanto-nagara\">Innosanto Nagara\u003c/a>\u003c/p>\n\u003cp>Every letter is the definition of a different social movement. For F — kids learn about Feminism, when we get to G - kids learn about the meaning of grassroots organizing and why it's important.\u003c/p>\n\u003cp>This beautifully illustrated ABC book uses rhyming and alliteration to get your little reader excited about social change. If your child loves this work they may enjoy the author's new work \u003cem>My Night at the Planetarium,\u003c/em> which illustrates the important role the arts play in resistance.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-48600\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/One-of-a-Kind-Like-Me.jpg\" alt=\"\" width=\"200\" height=\"219\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/One-of-a-Kind-Like-Me.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/One-of-a-Kind-Like-Me-160x175.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003ca href=\"http://www.npr.org/books/titles/534899054/one-of-a-kind-like-me-nico-como-yo\">\u003cstrong>One of a Kind, Like Me / Único Como Yo\u003c/strong>\u003cbr>\n\u003c/a>by \u003ca href=\"http://www.npr.org/books/authors/534899057/laurin-mayeno\">Laurin Mayeno\u003c/a>, \u003ca href=\"http://www.npr.org/books/authors/534899065/robert-liu-trujillo\">Robert Liu-trujillo\u003c/a> and \u003ca href=\"http://www.npr.org/books/authors/534899071/teresa-mlawer\">Teresa Mlawer\u003c/a>\u003c/p>\n\u003cp>A heartwarming story of a young boy, Danny, who fights gender stereotypes by dressing up as a princess for the school parade. The author, Laurin Mayeno, was inspired to write this from her own experience with her son Danny. \"Sometimes as parents we must unlearn things we learned growing up,\" says Mayeno. The book is bilingual, in English and Spanish, and discusses gender expression from a child's point of view.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-48599\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/Stepping-Stones.jpg\" alt=\"\" width=\"200\" height=\"159\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/Stepping-Stones.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Stepping-Stones-160x127.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cstrong>\u003ca href=\"http://www.npr.org/books/titles/535362915/stepping-stones-a-refugee-familys-journey\">Stepping Stones: A Refugee Family's Journey\u003cbr>\n\u003c/a>\u003c/strong>by \u003ca href=\"http://www.npr.org/books/authors/535362918/margriet-ruurs\">Margriet Ruurs\u003c/a> and \u003ca href=\"http://www.npr.org/books/authors/535362926/nizar-ali-badr\">Nizar Ali Badr\u003c/a>\u003c/p>\n\u003cp>A bilingual tale, in Arabic and English, about a Syrian family's flee from home. The book explains the refugee experience through beautiful illustrations.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-48598\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/Rad-Women-WorldWide.jpg\" alt=\"\" width=\"200\" height=\"255\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/Rad-Women-WorldWide.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Rad-Women-WorldWide-160x204.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cstrong>\u003ca href=\"http://www.npr.org/books/titles/534900624/rad-women-worldwide-artists-and-athletes-pirates-and-punks-and-other-revolutiona\">Rad Women Worldwide\u003cbr>\n\u003c/a>\u003c/strong>by \u003ca href=\"http://www.npr.org/books/authors/534900629/kate-schatz\">Kate Schatz\u003c/a> and \u003ca href=\"http://www.npr.org/books/authors/534900637/miriam-klein-stahl\">Miriam Klein Stahl\u003c/a>\u003c/p>\n\u003cp>This book takes your child through a list of revolutionary women who changed history through activism and radical thought. Young readers meet influential leaders from the painter Frida Kahlo to anarchist political activist Emma Goldman.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-48596\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/Aminas-Voice.jpg\" alt=\"\" width=\"200\" height=\"302\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/Aminas-Voice.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Aminas-Voice-160x242.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cstrong>\u003ca href=\"http://www.npr.org/books/titles/534901155/aminas-voice\">Amina's Voice\u003cbr>\n\u003c/a>\u003c/strong>by \u003ca href=\"http://www.npr.org/books/authors/534901160/hena-khan\">Hena Khan\u003c/a>\u003c/p>\n\u003cp>This coming of age story follows a young Muslim girl named Amina as she deals with the ups and downs of growing up, friends moving away, and preparing to read from the Quran in public for the first time. While dealing with the pains of adolescence, Amina must also process the vandalism of her local mosque and the Islamophobia that follows.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-48597\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/Fred-Korematsu-Speaks-Up.jpg\" alt=\"\" width=\"200\" height=\"260\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/Fred-Korematsu-Speaks-Up.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Fred-Korematsu-Speaks-Up-160x208.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003ca href=\"http://www.npr.org/books/titles/534901441/fred-korematsu-speaks-up\">\u003cstrong>Fred Korematsu Speaks Up\u003c/strong>\u003cbr>\n\u003c/a>by \u003ca href=\"http://www.npr.org/books/authors/534901444/laura-atkins\">Laura Atkins\u003c/a>, \u003ca href=\"http://www.npr.org/books/authors/534901452/stan-yogi\">Stan Yogi\u003c/a> and \u003ca href=\"http://www.npr.org/books/authors/534901458/yutaka-houlette\">Yutaka Houlette\u003c/a>\u003c/p>\n\u003cp>This book tells the story of internment camps for Japanese-Americans during World War II. We follow the story of Fred Korematsu, a Californian, who believes these acts are unconstitutional — so much so, that he brings a case against his internment all the way to the Supreme Court. This book is the first in a series of books that aims to influence young readers to fight for justice in their community.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-48601\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/The-Hate-U-Give.jpg\" alt=\"\" width=\"200\" height=\"303\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/The-Hate-U-Give.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/The-Hate-U-Give-160x242.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003ca href=\"http://www.npr.org/books/titles/522191657/the-hate-u-give\">\u003cstrong>The Hate U Give\u003c/strong>\u003cbr>\n\u003c/a>by \u003ca href=\"http://www.npr.org/books/authors/522191662/angie-thomas\">Angie Thomas\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Starr Carter is a 16-year-old girl who's navigating the two worlds of her upper-class prep school and the reality of her poverty stricken neighborhood. After she witnesses her friend getting shot and killed in a confrontation with the police, she must deal with the consequences of talking about what she saw. The author unpacks the complexity and weight of standing up for what you believe in at a young age.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Summer+Reading+For+Your+Woke+Kid&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Looking for books to feed your child's curiosity and ignite the social activist inside of them? Here's our list of children's books to keep your child occupied all summer long.","status":"publish","parent":0,"modified":1499401473,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":729},"headData":{"title":"7 Books That Teach Kids About Social Justice and Activism | KQED","description":"Looking for books to feed your child's curiosity and ignite the social activist inside of them? Here's our list of children's books to keep your child occupied all summer long.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"7 Books That Teach Kids About Social Justice and Activism","datePublished":"2017-07-07T04:22:18.000Z","dateModified":"2017-07-07T04:24:33.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"48592 https://ww2.kqed.org/mindshift/?p=48592","disqusUrl":"https://ww2.kqed.org/mindshift/2017/07/06/7-books-that-teach-kids-about-social-justice-and-activism/","disqusTitle":"7 Books That Teach Kids About Social Justice and Activism","nprByline":"Kayla Lattimore","nprImageAgency":"Elizabeth Graeber for NPR","nprStoryId":"534443123","nprApiLink":"http://api.npr.org/query?id=534443123&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2017/07/06/534443123/summer-reading-for-your-woke-kid?ft=nprml&f=534443123","nprRetrievedStory":"1","nprPubDate":"Thu, 06 Jul 2017 10:43:00 -0400","nprStoryDate":"Thu, 06 Jul 2017 05:15:00 -0400","nprLastModifiedDate":"Thu, 06 Jul 2017 10:43:01 -0400","path":"/mindshift/48592/7-books-that-teach-kids-about-social-justice-and-activism","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Social activist Innosanto Nagara wanted to find a fun book to read to his 2-year-old son that also talked about the importance of social justice.\u003c/p>\n\u003cp>He wasn't looking for the typical fiction written for children, instead, he was looking for unique narratives — by writers of color and/or authors who can speak about social issues through their own experiences.\u003c/p>\n\u003cp>Nagara couldn't find any. So he wrote one.\u003c/p>\n\u003cp>\"Parents and teachers are realizing that what students read and learn affects how they see the world,\" said Deborah Menkart, Executive Director for Teaching for Change, an organization that puts together \u003ca href=\"http://www.teachingforchange.org/socialjusticebooks-org\">social justice reading lists\u003c/a> to inspire children throughout the summer.\u003c/p>\n\u003cp>\"Give kids credit,\" says Stan Yogi, one of the authors on our list. \"They have an innate sense of what's right and what's wrong. Being able to draw on that innate sense of justice through relatable stories is so important.\"\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>Not all parents have the time to do what Innosanto Nagara did.\u003c/p>\n\u003cp>For those who can't, we've compiled a list — with help from Teaching for Change — of books that frame big issues through a lens children can understand.\u003c/p>\n\u003cp>\u003cimg class=\"size-full wp-image-48595 alignleft\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/A-is-for-Activist.jpg\" alt=\"\" width=\"200\" height=\"207\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/A-is-for-Activist.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/A-is-for-Activist-160x166.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/A-is-for-Activist-32x32.jpg 32w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003ca href=\"http://www.npr.org/books/titles/534898453/a-is-for-activist\">\u003cstrong>A Is for Activist\u003c/strong>\u003cbr>\n\u003c/a>by \u003ca href=\"http://www.npr.org/books/authors/534898458/innosanto-nagara\">Innosanto Nagara\u003c/a>\u003c/p>\n\u003cp>Every letter is the definition of a different social movement. For F — kids learn about Feminism, when we get to G - kids learn about the meaning of grassroots organizing and why it's important.\u003c/p>\n\u003cp>This beautifully illustrated ABC book uses rhyming and alliteration to get your little reader excited about social change. If your child loves this work they may enjoy the author's new work \u003cem>My Night at the Planetarium,\u003c/em> which illustrates the important role the arts play in resistance.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-48600\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/One-of-a-Kind-Like-Me.jpg\" alt=\"\" width=\"200\" height=\"219\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/One-of-a-Kind-Like-Me.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/One-of-a-Kind-Like-Me-160x175.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003ca href=\"http://www.npr.org/books/titles/534899054/one-of-a-kind-like-me-nico-como-yo\">\u003cstrong>One of a Kind, Like Me / Único Como Yo\u003c/strong>\u003cbr>\n\u003c/a>by \u003ca href=\"http://www.npr.org/books/authors/534899057/laurin-mayeno\">Laurin Mayeno\u003c/a>, \u003ca href=\"http://www.npr.org/books/authors/534899065/robert-liu-trujillo\">Robert Liu-trujillo\u003c/a> and \u003ca href=\"http://www.npr.org/books/authors/534899071/teresa-mlawer\">Teresa Mlawer\u003c/a>\u003c/p>\n\u003cp>A heartwarming story of a young boy, Danny, who fights gender stereotypes by dressing up as a princess for the school parade. The author, Laurin Mayeno, was inspired to write this from her own experience with her son Danny. \"Sometimes as parents we must unlearn things we learned growing up,\" says Mayeno. The book is bilingual, in English and Spanish, and discusses gender expression from a child's point of view.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-48599\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/Stepping-Stones.jpg\" alt=\"\" width=\"200\" height=\"159\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/Stepping-Stones.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Stepping-Stones-160x127.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cstrong>\u003ca href=\"http://www.npr.org/books/titles/535362915/stepping-stones-a-refugee-familys-journey\">Stepping Stones: A Refugee Family's Journey\u003cbr>\n\u003c/a>\u003c/strong>by \u003ca href=\"http://www.npr.org/books/authors/535362918/margriet-ruurs\">Margriet Ruurs\u003c/a> and \u003ca href=\"http://www.npr.org/books/authors/535362926/nizar-ali-badr\">Nizar Ali Badr\u003c/a>\u003c/p>\n\u003cp>A bilingual tale, in Arabic and English, about a Syrian family's flee from home. The book explains the refugee experience through beautiful illustrations.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-48598\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/Rad-Women-WorldWide.jpg\" alt=\"\" width=\"200\" height=\"255\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/Rad-Women-WorldWide.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Rad-Women-WorldWide-160x204.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cstrong>\u003ca href=\"http://www.npr.org/books/titles/534900624/rad-women-worldwide-artists-and-athletes-pirates-and-punks-and-other-revolutiona\">Rad Women Worldwide\u003cbr>\n\u003c/a>\u003c/strong>by \u003ca href=\"http://www.npr.org/books/authors/534900629/kate-schatz\">Kate Schatz\u003c/a> and \u003ca href=\"http://www.npr.org/books/authors/534900637/miriam-klein-stahl\">Miriam Klein Stahl\u003c/a>\u003c/p>\n\u003cp>This book takes your child through a list of revolutionary women who changed history through activism and radical thought. Young readers meet influential leaders from the painter Frida Kahlo to anarchist political activist Emma Goldman.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-48596\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/Aminas-Voice.jpg\" alt=\"\" width=\"200\" height=\"302\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/Aminas-Voice.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Aminas-Voice-160x242.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cstrong>\u003ca href=\"http://www.npr.org/books/titles/534901155/aminas-voice\">Amina's Voice\u003cbr>\n\u003c/a>\u003c/strong>by \u003ca href=\"http://www.npr.org/books/authors/534901160/hena-khan\">Hena Khan\u003c/a>\u003c/p>\n\u003cp>This coming of age story follows a young Muslim girl named Amina as she deals with the ups and downs of growing up, friends moving away, and preparing to read from the Quran in public for the first time. While dealing with the pains of adolescence, Amina must also process the vandalism of her local mosque and the Islamophobia that follows.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-48597\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/Fred-Korematsu-Speaks-Up.jpg\" alt=\"\" width=\"200\" height=\"260\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/Fred-Korematsu-Speaks-Up.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/Fred-Korematsu-Speaks-Up-160x208.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003ca href=\"http://www.npr.org/books/titles/534901441/fred-korematsu-speaks-up\">\u003cstrong>Fred Korematsu Speaks Up\u003c/strong>\u003cbr>\n\u003c/a>by \u003ca href=\"http://www.npr.org/books/authors/534901444/laura-atkins\">Laura Atkins\u003c/a>, \u003ca href=\"http://www.npr.org/books/authors/534901452/stan-yogi\">Stan Yogi\u003c/a> and \u003ca href=\"http://www.npr.org/books/authors/534901458/yutaka-houlette\">Yutaka Houlette\u003c/a>\u003c/p>\n\u003cp>This book tells the story of internment camps for Japanese-Americans during World War II. We follow the story of Fred Korematsu, a Californian, who believes these acts are unconstitutional — so much so, that he brings a case against his internment all the way to the Supreme Court. This book is the first in a series of books that aims to influence young readers to fight for justice in their community.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-48601\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/The-Hate-U-Give.jpg\" alt=\"\" width=\"200\" height=\"303\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/The-Hate-U-Give.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/The-Hate-U-Give-160x242.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003ca href=\"http://www.npr.org/books/titles/522191657/the-hate-u-give\">\u003cstrong>The Hate U Give\u003c/strong>\u003cbr>\n\u003c/a>by \u003ca href=\"http://www.npr.org/books/authors/522191662/angie-thomas\">Angie Thomas\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Starr Carter is a 16-year-old girl who's navigating the two worlds of her upper-class prep school and the reality of her poverty stricken neighborhood. After she witnesses her friend getting shot and killed in a confrontation with the police, she must deal with the consequences of talking about what she saw. The author unpacks the complexity and weight of standing up for what you believe in at a young age.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Summer+Reading+For+Your+Woke+Kid&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48592/7-books-that-teach-kids-about-social-justice-and-activism","authors":["byline_mindshift_48592"],"categories":["mindshift_192"],"tags":["mindshift_21093","mindshift_20997","mindshift_20784","mindshift_1040","mindshift_20793","mindshift_20839"],"featImg":"mindshift_48593","label":"mindshift"},"mindshift_46712":{"type":"posts","id":"mindshift_46712","meta":{"index":"posts_1591205157","site":"mindshift","id":"46712","score":null,"sort":[1476770304000]},"guestAuthors":[],"slug":"how-civic-engagement-helps-students-see-their-capacity-to-make-change","title":"How Civic Engagement Helps Students See Their Capacity to Make Change","publishDate":1476770304,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Many English language arts and social studies teachers are working to make their curricula more\u003ca href=\"https://ww2.kqed.org/mindshift/2016/09/15/tapping-into-the-adolescent-need-for-purpose-to-motivate-learners/\"> engaging to adolescent learners\u003c/a> by including topics that affect the lives of their students. Teenagers often feel passionately about social justice, or issues that directly affects those in their communities.\u003c/p>\n\u003cp>Teachers in Oakland are working to help young people find ways to take what they are learning and become active agents for change in their community using a program called \u003ca href=\"http://eddaoakland.org/\">Educating for Democracy in the Digital Age\u003c/a>. The Teaching Channel documented \u003ca href=\"https://www.teachingchannel.org/videos/digital-age-civic-engagement-edda\">how teachers empower and engage students\u003c/a> through a curriculum devoted to not only teaching students about the problems, but giving them tools to begin trying to change them.\u003c/p>\n\u003cp>\"The civic engagement work has given students a sense of agency, a sense of voice, and like a structure to think about 'how can I actually do something with the things that I'm learning,'\" said Matt Colley, a ninth grade English and History teacher at \u003ca href=\"http://oaklandtech.com/staff/\">Oakland Technical High School\u003c/a>.* \"And to really see school as a springboard to community engagement, as opposed to a report card grade.\"\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/187078422\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n\u003cem>Civic Engagement in the Digital Age from \u003ca href=\"https://vimeo.com/user11426713\">Teaching Channel\u003c/a> on \u003ca href=\"https://vimeo.com\">Vimeo\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>Many of the issues facing Oakland students, like violence or discrimination, are big systemic issues that many people in society have tried to address for a long time. These issues can feel overwhelming, but trying to understand a complex issue with deep historical roots is a good exercise in systems thinking. One assignment asks students to \u003ca href=\"https://www.teachingchannel.org/videos/infographics-in-lessons-edda\">create an infographic \u003c/a>that simply, but accurately, conveys the root cause, issue and a theory of change.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Teacher Chela Delgado notes that for her students injustice feels very tangible, they experience if often. But the theories of resistance or activism feel much less tangible. She wants them to understand that \"change agents are just people who care about things, and who do something about those things.\"\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/187083956\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n \u003cem>Infographics for Change from \u003ca href=\"https://vimeo.com/user11426713\">Teaching Channel\u003c/a> on \u003ca href=\"https://vimeo.com\">Vimeo\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>After students think through the root causes of an issue of choice they work to \u003ca href=\"https://www.teachingchannel.org/videos/prepare-civic-engagement-edda\">implement a theory of action\u003c/a> to address those root causes. This type of civic engagement requires research, group discussions, effective collaboration, and taking the difficult step of identifying some solutions. It's a more optimistic approach to civics that teaches hope will empower students to stay engaged with local issues.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/187078423\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n \u003cem>Encouraging Students to Take Action from \u003ca href=\"https://vimeo.com/user11426713\">Teaching Channel\u003c/a> on \u003ca href=\"https://vimeo.com\">Vimeo\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>*A previous version of this article incorrectly identified Matt Colley as a teacher at Coliseum College Prep Academy. We regret the error.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"As civic engagement moves into the digital sphere, teachers have an opportunity to engage students with their local communities and the issues they face.","status":"publish","parent":0,"modified":1477328351,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://player.vimeo.com/video/187078422","https://player.vimeo.com/video/187083956","https://player.vimeo.com/video/187078423"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":425},"headData":{"title":"How Civic Engagement Helps Students See Their Capacity to Make Change | KQED","description":"As civic engagement moves into the digital sphere, teachers have an opportunity to engage students with their local communities and the issues they face.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Civic Engagement Helps Students See Their Capacity to Make Change","datePublished":"2016-10-18T05:58:24.000Z","dateModified":"2016-10-24T16:59:11.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"46712 http://ww2.kqed.org/mindshift/?p=46712","disqusUrl":"https://ww2.kqed.org/mindshift/2016/10/17/how-civic-engagement-helps-students-see-their-capacity-to-make-change/","disqusTitle":"How Civic Engagement Helps Students See Their Capacity to Make Change","path":"/mindshift/46712/how-civic-engagement-helps-students-see-their-capacity-to-make-change","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Many English language arts and social studies teachers are working to make their curricula more\u003ca href=\"https://ww2.kqed.org/mindshift/2016/09/15/tapping-into-the-adolescent-need-for-purpose-to-motivate-learners/\"> engaging to adolescent learners\u003c/a> by including topics that affect the lives of their students. Teenagers often feel passionately about social justice, or issues that directly affects those in their communities.\u003c/p>\n\u003cp>Teachers in Oakland are working to help young people find ways to take what they are learning and become active agents for change in their community using a program called \u003ca href=\"http://eddaoakland.org/\">Educating for Democracy in the Digital Age\u003c/a>. The Teaching Channel documented \u003ca href=\"https://www.teachingchannel.org/videos/digital-age-civic-engagement-edda\">how teachers empower and engage students\u003c/a> through a curriculum devoted to not only teaching students about the problems, but giving them tools to begin trying to change them.\u003c/p>\n\u003cp>\"The civic engagement work has given students a sense of agency, a sense of voice, and like a structure to think about 'how can I actually do something with the things that I'm learning,'\" said Matt Colley, a ninth grade English and History teacher at \u003ca href=\"http://oaklandtech.com/staff/\">Oakland Technical High School\u003c/a>.* \"And to really see school as a springboard to community engagement, as opposed to a report card grade.\"\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/187078422\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n\u003cem>Civic Engagement in the Digital Age from \u003ca href=\"https://vimeo.com/user11426713\">Teaching Channel\u003c/a> on \u003ca href=\"https://vimeo.com\">Vimeo\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>Many of the issues facing Oakland students, like violence or discrimination, are big systemic issues that many people in society have tried to address for a long time. These issues can feel overwhelming, but trying to understand a complex issue with deep historical roots is a good exercise in systems thinking. One assignment asks students to \u003ca href=\"https://www.teachingchannel.org/videos/infographics-in-lessons-edda\">create an infographic \u003c/a>that simply, but accurately, conveys the root cause, issue and a theory of change.\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>Teacher Chela Delgado notes that for her students injustice feels very tangible, they experience if often. But the theories of resistance or activism feel much less tangible. She wants them to understand that \"change agents are just people who care about things, and who do something about those things.\"\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/187083956\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n \u003cem>Infographics for Change from \u003ca href=\"https://vimeo.com/user11426713\">Teaching Channel\u003c/a> on \u003ca href=\"https://vimeo.com\">Vimeo\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>After students think through the root causes of an issue of choice they work to \u003ca href=\"https://www.teachingchannel.org/videos/prepare-civic-engagement-edda\">implement a theory of action\u003c/a> to address those root causes. This type of civic engagement requires research, group discussions, effective collaboration, and taking the difficult step of identifying some solutions. It's a more optimistic approach to civics that teaches hope will empower students to stay engaged with local issues.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/187078423\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003cbr>\n \u003cem>Encouraging Students to Take Action from \u003ca href=\"https://vimeo.com/user11426713\">Teaching Channel\u003c/a> on \u003ca href=\"https://vimeo.com\">Vimeo\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>*A previous version of this article incorrectly identified Matt Colley as a teacher at Coliseum College Prep Academy. We regret the error.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46712/how-civic-engagement-helps-students-see-their-capacity-to-make-change","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_20533","mindshift_20784","mindshift_1040","mindshift_256","mindshift_20839","mindshift_20615"],"featImg":"mindshift_46714","label":"mindshift"},"mindshift_39169":{"type":"posts","id":"mindshift_39169","meta":{"index":"posts_1591205157","site":"mindshift","id":"39169","score":null,"sort":[1427978719000]},"guestAuthors":[],"slug":"relevant-math-for-student-lives-creating-context-with-social-justice-issues","title":"Relevant Math For Students' Lives: Creating Context With Social Justice Issues","publishDate":1427978719,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Perhaps one of the most common questions teachers hear from students who struggle with math is, “When will I ever need this in the real world?” Concepts educators are covering can often feel archaic and remote from the things students care about in their immediate lives. But when educators think creatively about helping students see the applications of math in the real world, it provides a unique point of entry and interest into a subject that many kids may dislike.\u003c/p>\n\u003cp>Teachers at the public magnet school \u003ca href=\"https://www.scienceleadership.org/\" target=\"_blank\">Science Leadership Academy\u003c/a> use a project-based inquiry model of teaching in an effort to connect all subjects to students’ lives. Examining social justice issues by the numbers has proven to be one strong way teachers can connect student passions to math.\u003c/p>\n\u003cp>In one project, groups of three or four students were responsible for a written mathematical analysis of their topic, two visual representations of the data, an engaging public service announcement video explaining the data and a list of recommendations for how the issue could be addressed.\u003c/p>\n\u003cp>“The biggest part of this was finding this information and saying, 'Now what do I do with it?'” said Zack, a junior at Science Leadership Academy who did this project in his sophomore year.\u003c/p>\n\u003cp>Zack’s group examined incarceration rates in the United States, with each group member looking at an aspect of the issue, like educational attainment or geographical location of prisoners. As they each researched their own part, they kept a shared Google doc with information they were finding, sharing relevant research with one another when appropriate.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[contextly_sidebar id=\"2hX0SNgVDCoBtjqKzOO0pmH5FUbccszx\"]\u003c/p>\n\u003cp>One of the hardest parts of the assignment was taking research and framing it in ways that would be useful for their claims, Zack said. Without that step they couldn’t be sure they were accurately comparing different numbers.\u003c/p>\n\u003cp>“It turns out that just five states in the South account for 20 percent of the country's total prisoners,” Zack said, a disproportionately high number for the population of that part of the country. When his research led him to that point, Zack decided to hone in on those five states to make his case.\u003c/p>\n\u003cp>“Simplifying the information made the info more digestible and applicable,” he said.\u003c/p>\n\u003cp>Zack’s group also found that the majority of prisoners are high school dropouts, most are living under the poverty line, and 33 percent of the nation’s black males will be incarcerated during their lifetime. The group recommended the government look at issues of bias within the criminal justice system based on this data.\u003c/p>\n\u003cp>“This was taking concepts we’ve learned, making them more complex or advanced, and seeing real world application for the math,” Zack said. “It’s important for getting students into math because you hear every day kids asking, 'When will we ever use this?'”\u003c/p>\n\u003cp>Demonstrating mathematical concepts, like central tendency or odds, and probability, suddenly felt very real to students.\u003c/p>\n\u003cp>“We wanted to give students a lot of room to have choice,” said math teacher Brad Latimer of a project in his algebra II class.\u003c/p>\n\u003cp>Students chose social justice-themed issues that interested them and then used research and data analysis to prove how the topic connected to social justice.\u003c/p>\n\u003cp>Students had to document specific mathematical concepts laid out by their teachers in the assignment. While this was a group project, the assignment clearly states individuals are responsible for analyzing an aspect of the data in terms of central tendency. The assignments reads, “This should include a focus on mean, median, mode, range, quartiles, and IQR (interquartile range), and should also include at least two original percentage-based statements about your data.”\u003c/p>\n\u003cfigure id=\"attachment_39394\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://spotfire.cloud.tibco.com/spotfire/wp/render/17984223502/analysis?file=/users/dmosenkis/Public/paschools1&waid=QAzEF3uH5kKTQRk2M7lF_-310628dda9wfHe\">\u003cimg class=\"size-large wp-image-39394\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/equity-map-640x424.jpg\" alt=\"The interactive graph plots per-student Pennsylvania state funding as a function of district wealth. This graph sparked a lot of discussion about equity in school funding while reinforcing math concepts in statistics like a best fit linear regression line, as well as how data is used to make arguments to the public. (David Mosenkis)\" width=\"640\" height=\"424\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">\u003ca href=\"https://spotfire.cloud.tibco.com/spotfire/wp/render/17984223502/analysis?file=/users/dmosenkis/Public/paschools1&waid=QAzEF3uH5kKTQRk2M7lF_-310628dda9wfHe\">The interactive graph\u003c/a> plots per-student Pennsylvania state funding as a function of district wealth. This graph sparked a lot of discussion about equity in school funding while reinforcing math concepts in statistics like a best fit regression line, as well as how data is used to make arguments to the public. (David Mosenkis)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>SOCIAL JUSTICE AND STATISTICS\u003c/strong>\u003c/p>\n\u003cp>Statistics is arguably one of the most useful math disciplines, since citizens encounter numbers proving claims everyday in the news and as justification for various political policies. That also makes studying statistics a powerful vehicle for interdisciplinary learning.\u003c/p>\n\u003cp>SLA’s statistics and “Science and Society” teachers teamed up to examine the differences between organic and non-organic foods, as well as their cost and prevalence in different parts of the city. Students learned about the science behind different growing methods and how they affect nutritional qualities of food in science, while doing a statistical analysis of food availability in Philadelphia.\u003c/p>\n\u003cp>Students in groups of three to five visited grocery stores, sometimes of the same brand, in different zip codes throughout Philadelphia. No student in the class could go to the same store.\u003c/p>\n\u003cp>“It increased our analysis because we had more data from around the city,” explained Adam, an SLA senior.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'This was taking concepts we've learned, making them more complex or advanced, and seeing real world application for the math.'\u003c/aside>\n\u003cp>They had to look for and note the prices of the organic and non-organic versions of different food items their teacher, Mark Miles, had selected. Students took selfies of themselves in the stores to prove that they’d actually gone. Each student was responsible for calculating and interpreting the 5-number summaries and IQRs, and means and standard deviations. They also had to draw and interpret box plots and histograms for all the group’s prices together, non-organic prices, organic prices and the difference between non-organic and organic prices.\u003c/p>\n\u003cp>“Growing up in Philadelphia, there were a lot more stores with non-organic because it’s cheaper,” Adam said.\u003c/p>\n\u003cp>He went on to note that after learning about the nutritional value of organics he felt it was unfair that poor people in his city didn't even have access to products that might improve their health.\u003c/p>\n\u003cp>Even students who struggled in math were engaged in these social justice-oriented projects because teachers were careful to build in authentic choices that allowed students to investigate an area of interest.\u003c/p>\n\u003cp>“A lot of kids who struggle in math don’t see the relevance or they say they don’t care about that application,” math teacher Erin Giorgio said.\u003c/p>\n\u003cp>She found that even the kids who say they hate math grab onto these projects, and the best part is that their research leads them to ask lots of questions as they grapple with their data.\u003c/p>\n\u003cp>\u003cstrong>OTHER SOCIAL JUSTICE IDEAS\u003c/strong>\u003c/p>\n\u003cp>There are lots of ways to make math applicable to problems in the real world, but it takes creativity on the part of teachers and students. Giorgio will sometimes ask her students to analyze attendance data in Philadelphia based on the kind of school students attend: magnet, charter or neighborhood. As they notice things like the fact that attendance is much higher at magnet schools, they start asking more questions and talk about the reasons why that trend holds true.\u003c/p>\n\u003cp>“The end game is to get kids to recognize that math is important in their life,” Giorgio said.\u003c/p>\n\u003cp>Other ideas might include using physics to engineer a product that helps someone else or using geometry to investigate architecture in different neighborhoods or acreage of vacant lots.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The power of investigating social justice issues by the numbers lies in high school students' passion for changing the world. Adolescents are becoming aware of their place within the wider world and many want to have a positive impact on it. Understanding how math will help them do that only makes them more prepared.\u003c/p>\n\n","blocks":[],"excerpt":"By examining equity issues through a mathematical lens, students are more engaged in learning about math and their communities.","status":"publish","parent":0,"modified":1427978829,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":33,"wordCount":1313},"headData":{"title":"Relevant Math For Students' Lives: Creating Context With Social Justice Issues | KQED","description":"By examining equity issues through a mathematical lens, students are more engaged in learning about math and their communities.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Relevant Math For Students' Lives: Creating Context With Social Justice Issues","datePublished":"2015-04-02T12:45:19.000Z","dateModified":"2015-04-02T12:47:09.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"39169 http://blogs.kqed.org/mindshift/?p=39169","disqusUrl":"https://ww2.kqed.org/mindshift/2015/04/02/relevant-math-for-student-lives-creating-context-with-social-justice-issues/","disqusTitle":"Relevant Math For Students' Lives: Creating Context With Social Justice Issues","path":"/mindshift/39169/relevant-math-for-student-lives-creating-context-with-social-justice-issues","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Perhaps one of the most common questions teachers hear from students who struggle with math is, “When will I ever need this in the real world?” Concepts educators are covering can often feel archaic and remote from the things students care about in their immediate lives. But when educators think creatively about helping students see the applications of math in the real world, it provides a unique point of entry and interest into a subject that many kids may dislike.\u003c/p>\n\u003cp>Teachers at the public magnet school \u003ca href=\"https://www.scienceleadership.org/\" target=\"_blank\">Science Leadership Academy\u003c/a> use a project-based inquiry model of teaching in an effort to connect all subjects to students’ lives. Examining social justice issues by the numbers has proven to be one strong way teachers can connect student passions to math.\u003c/p>\n\u003cp>In one project, groups of three or four students were responsible for a written mathematical analysis of their topic, two visual representations of the data, an engaging public service announcement video explaining the data and a list of recommendations for how the issue could be addressed.\u003c/p>\n\u003cp>“The biggest part of this was finding this information and saying, 'Now what do I do with it?'” said Zack, a junior at Science Leadership Academy who did this project in his sophomore year.\u003c/p>\n\u003cp>Zack’s group examined incarceration rates in the United States, with each group member looking at an aspect of the issue, like educational attainment or geographical location of prisoners. As they each researched their own part, they kept a shared Google doc with information they were finding, sharing relevant research with one another when appropriate.\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>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>One of the hardest parts of the assignment was taking research and framing it in ways that would be useful for their claims, Zack said. Without that step they couldn’t be sure they were accurately comparing different numbers.\u003c/p>\n\u003cp>“It turns out that just five states in the South account for 20 percent of the country's total prisoners,” Zack said, a disproportionately high number for the population of that part of the country. When his research led him to that point, Zack decided to hone in on those five states to make his case.\u003c/p>\n\u003cp>“Simplifying the information made the info more digestible and applicable,” he said.\u003c/p>\n\u003cp>Zack’s group also found that the majority of prisoners are high school dropouts, most are living under the poverty line, and 33 percent of the nation’s black males will be incarcerated during their lifetime. The group recommended the government look at issues of bias within the criminal justice system based on this data.\u003c/p>\n\u003cp>“This was taking concepts we’ve learned, making them more complex or advanced, and seeing real world application for the math,” Zack said. “It’s important for getting students into math because you hear every day kids asking, 'When will we ever use this?'”\u003c/p>\n\u003cp>Demonstrating mathematical concepts, like central tendency or odds, and probability, suddenly felt very real to students.\u003c/p>\n\u003cp>“We wanted to give students a lot of room to have choice,” said math teacher Brad Latimer of a project in his algebra II class.\u003c/p>\n\u003cp>Students chose social justice-themed issues that interested them and then used research and data analysis to prove how the topic connected to social justice.\u003c/p>\n\u003cp>Students had to document specific mathematical concepts laid out by their teachers in the assignment. While this was a group project, the assignment clearly states individuals are responsible for analyzing an aspect of the data in terms of central tendency. The assignments reads, “This should include a focus on mean, median, mode, range, quartiles, and IQR (interquartile range), and should also include at least two original percentage-based statements about your data.”\u003c/p>\n\u003cfigure id=\"attachment_39394\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://spotfire.cloud.tibco.com/spotfire/wp/render/17984223502/analysis?file=/users/dmosenkis/Public/paschools1&waid=QAzEF3uH5kKTQRk2M7lF_-310628dda9wfHe\">\u003cimg class=\"size-large wp-image-39394\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/equity-map-640x424.jpg\" alt=\"The interactive graph plots per-student Pennsylvania state funding as a function of district wealth. This graph sparked a lot of discussion about equity in school funding while reinforcing math concepts in statistics like a best fit linear regression line, as well as how data is used to make arguments to the public. (David Mosenkis)\" width=\"640\" height=\"424\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">\u003ca href=\"https://spotfire.cloud.tibco.com/spotfire/wp/render/17984223502/analysis?file=/users/dmosenkis/Public/paschools1&waid=QAzEF3uH5kKTQRk2M7lF_-310628dda9wfHe\">The interactive graph\u003c/a> plots per-student Pennsylvania state funding as a function of district wealth. This graph sparked a lot of discussion about equity in school funding while reinforcing math concepts in statistics like a best fit regression line, as well as how data is used to make arguments to the public. (David Mosenkis)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>SOCIAL JUSTICE AND STATISTICS\u003c/strong>\u003c/p>\n\u003cp>Statistics is arguably one of the most useful math disciplines, since citizens encounter numbers proving claims everyday in the news and as justification for various political policies. That also makes studying statistics a powerful vehicle for interdisciplinary learning.\u003c/p>\n\u003cp>SLA’s statistics and “Science and Society” teachers teamed up to examine the differences between organic and non-organic foods, as well as their cost and prevalence in different parts of the city. Students learned about the science behind different growing methods and how they affect nutritional qualities of food in science, while doing a statistical analysis of food availability in Philadelphia.\u003c/p>\n\u003cp>Students in groups of three to five visited grocery stores, sometimes of the same brand, in different zip codes throughout Philadelphia. No student in the class could go to the same store.\u003c/p>\n\u003cp>“It increased our analysis because we had more data from around the city,” explained Adam, an SLA senior.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'This was taking concepts we've learned, making them more complex or advanced, and seeing real world application for the math.'\u003c/aside>\n\u003cp>They had to look for and note the prices of the organic and non-organic versions of different food items their teacher, Mark Miles, had selected. Students took selfies of themselves in the stores to prove that they’d actually gone. Each student was responsible for calculating and interpreting the 5-number summaries and IQRs, and means and standard deviations. They also had to draw and interpret box plots and histograms for all the group’s prices together, non-organic prices, organic prices and the difference between non-organic and organic prices.\u003c/p>\n\u003cp>“Growing up in Philadelphia, there were a lot more stores with non-organic because it’s cheaper,” Adam said.\u003c/p>\n\u003cp>He went on to note that after learning about the nutritional value of organics he felt it was unfair that poor people in his city didn't even have access to products that might improve their health.\u003c/p>\n\u003cp>Even students who struggled in math were engaged in these social justice-oriented projects because teachers were careful to build in authentic choices that allowed students to investigate an area of interest.\u003c/p>\n\u003cp>“A lot of kids who struggle in math don’t see the relevance or they say they don’t care about that application,” math teacher Erin Giorgio said.\u003c/p>\n\u003cp>She found that even the kids who say they hate math grab onto these projects, and the best part is that their research leads them to ask lots of questions as they grapple with their data.\u003c/p>\n\u003cp>\u003cstrong>OTHER SOCIAL JUSTICE IDEAS\u003c/strong>\u003c/p>\n\u003cp>There are lots of ways to make math applicable to problems in the real world, but it takes creativity on the part of teachers and students. Giorgio will sometimes ask her students to analyze attendance data in Philadelphia based on the kind of school students attend: magnet, charter or neighborhood. As they notice things like the fact that attendance is much higher at magnet schools, they start asking more questions and talk about the reasons why that trend holds true.\u003c/p>\n\u003cp>“The end game is to get kids to recognize that math is important in their life,” Giorgio said.\u003c/p>\n\u003cp>Other ideas might include using physics to engineer a product that helps someone else or using geometry to investigate architecture in different neighborhoods or acreage of vacant lots.\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>The power of investigating social justice issues by the numbers lies in high school students' passion for changing the world. Adolescents are becoming aware of their place within the wider world and many want to have a positive impact on it. Understanding how math will help them do that only makes them more prepared.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/39169/relevant-math-for-student-lives-creating-context-with-social-justice-issues","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_797","mindshift_392","mindshift_956","mindshift_20839"],"featImg":"mindshift_39992","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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But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. 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://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.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://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.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/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","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. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.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://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","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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One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.","airtime":"MON-FRI 7pm-8pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Fresh-Air-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/fresh-air/","meta":{"site":"radio","source":"npr"},"link":"/radio/program/fresh-air","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Fresh-Air-p17/","rss":"https://feeds.npr.org/381444908/podcast.xml"}},"here-and-now":{"id":"here-and-now","title":"Here & Now","info":"A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. 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