I posted this message yesterday about segmenting the education problem into categories, based on the social/economic and geographic demographics of learners. http://firesidelearning.ning.com/forum/topics/obamas-initiatives?page=1&commentId=1786468%3AComment%3A47566&x=1#1786468Comment47566
At http://mappingforjustice.blogspot.com you can see maps we've created at Chicago, to focus attention, and the distribution of resources, on all of the high poverty neighborhoods. I feel that until maps are used this way we'll have lots of actions, lots of money spent, but still be missing most of the places where kids are needing extra help.…
e like what I am trying to create in a new school. My basic ideas are
the school building will be open as many hours as we can make possible
the door opens both ways - the neighborhood comes in, the students go into the neighborhood
we share our resources (labs, gym, workout room, performance space)
this leads to genuine interactions, apprenticeships (formal, informal)
most work is student chosen, project based
there is an intentional plan for graduates to have engaged in post secondary work during their junior and senior years
I'm going to attach a file to this post to give you a better idea of what we're thinking. I'd love your (or anyone else's) input.
ious schools in different cities and neighborhoods.
He discovered that there is social prejudice among the Japanese populations based on the genetic cultural history of the student. This is essentially a caste system that predisposes a student to a better or lesser school. The students whose last names imply an agricultural heritage are not allowed to attend the better schools that lead to higher education opportunities.
Now, Lets look at a school in a poor European Country's neighborhood. You know, the places wherre you are advised not to visit on vacation.
I'll bet, that the school results acquired from other countries are "SELECT", prime cut so to speak. the "lesser" school's performance are not quite included in the data. "Gee!, Ya know, it was on my desk, but I never got to enter it into the computer"
These are then compared to the results from our open and honest public school system.
Before we compare ourselves to the merits of other countries, we should really take a close look at their data collection methods. Not, just accept it because it makes us look bad....I am suspect of any comparative data that is negative toward the US.
In our country, every child is entitled to an education. Not every school is as good as every other. BUT! We try, we offer an opportunity for everyone to suceed.....not just the cultural elite.
Prejudice exists in all cultures, it is discrete and acccepted, everywhere...except in the United States.
rst hand the way this harms the educational process. It also opens doors for much in-fighting and blaming as well as the "my money is going where?" syndrome.
A national tax is an interesting idea and I look forward to further conversation on this topic.…
anything done within schools. If Knowledge Works begins to focus on the non-school hours, and what businesses, churches, hospitals and universities can do to support youth and families in high poverty neighborhoods, it might shine a light on strategies others can adopt as well.…
rhoods of Chicago. This thinking applied in all big cities. The challenge is engaging adults, particularly leaders who don't yet use the internet much for learning. Hope you'll take a look since this affects kids in your city as much as mine.…