GWPN Forum on Education: Continuing the Conversation
On July 1st, 2020, WFWP USA hosted the second virtual Global Women’s Peace Network forum on the topic “Crisis in Education” (read report). What follows are some questions posed by the live audience that the speakers did not have time to answer during the session, but speaker Dr. Tina D. Pierce kindly took the time to send in written responses as well as links to helpful resources.
1. Can you address safety?
School safety: Health officials are currently taking steps to prevent the spread of COVID-19 ("Coronavirus") in communities across the country. The Department of Education recognizes the importance of equipping states, communities, educators and families with resources and flexibilities that empower students of all ages to continue pursuing their education goals. This includes the ongoing development of guidance and policies related to elementary and secondary education, special education, higher education, and other essential components of lifelong learning. The Centers for Disease Control and Prevention (CDC) also continues to provide updated guidance for school settings.
https://www.ed.gov/coronavirus
2. How can we get better, dependable, affordable internet to underserved communities?
As schools consider restarting in the fall under the COVID-19 pandemic precautions, teachers and students will rely on some forms of online resources to teach and to learn. Children without reliable internet access will be at a notable disadvantage during this time. Fortunately, internet service providers are finding a way to fill the gap to help kids across the United States receive remote education.
https://www.simplemost.com/companies-offering-free-internet-students/
https://www.allconnect.com/blog/low-income-internet-guide
3. How do we value humanity?
Oftentimes, the way we treat one another is conditioned by a number of factors: values, behavioral practices, legal structures, etc. To truly embrace diversity and humanity, it is imperative that we identify the ways in which people are treated differently and work to eliminate policies, practices, and laws that value some people over other people. We must work to advance social justice, ensuring that everyone is treated with respect, love, and equity.
4. Dr. Pierce, I love that you mentioned that schools need to interrogate history. Could you expand a bit about that, since normally parents do not have a role in shaping curriculum?
Parent engagement is key. When parents and teachers work together to establish a thriving classroom, students' grades, attendance, self-esteem, and graduation rates increase. Parents can reinforce learning at home by taking their children on visits to museums, parks, or theaters to connect with lessons. Parents can continue academic learning at home, including helping with homework, goal setting, and other curriculum-related activities. Parents should be aware of what their children are learning and what their children are expected to learn throughout the year. Parents should reach out to their children's teachers if they notice gaps in the curriculum, for example the exclusion of the history of Native Americans, African-American, etc. Parents can also be involved with decision making through school councils or improvement teams, committees, and other organizations.
http://www.nea.org/assets/docs/PB11_ParentInvolvement08.pdf
5. Have parent teacher conferences normally included an understanding of home life and culture? Or are you thinking that this needs to be addressed as parents are guiding education from the home due to the pandemic? This did not happen when I went to parent conferences but perhaps it was considered too personal.
Every parent teacher conference is unique. For example, my husband and I always partner with our childrens' teachers to ensure they understand our home life and culture. We share how important education is and our expectations. We share specific information about our childrens' background to ensure teachers know all the elements that make up their lived experience - our children are African American and Native American, our children come from a working class family that attends church regularly, etc. I strongly encourage all parents to partner with teachers in this way - pandemic or not. You can start with a simple letter/email, introducing your child and family to the teacher.
https://www.edutopia.org/article/5-strategies-successful-parent-teacher-conference
http://www.nea.org/home/60103.htm
6. Bicultural students are extremely smart, they know two cultures, two languages. How can teachers celebrate their knowledge? God makes beauty in differences. The future can be so rich.
Change has to start with educators before it can realistically begin to take place with students. Educators' cultural competence—their ability to form authentic and effective relationships across differences is key, critically important. Culturally Responsive Education emphasizes the use of a curriculum that honors each student's culture and life experience. It aims to teach students to respect and appreciate their own culture and heritage. Minority students can sometimes feel pressured to dispose of their cultural norms, behaviors, and traditions in order to fit in with the prevalent social order. Consistent exposure to positive role models is another excellent way to emphasize respect and admiration for a student's own culture. All too often, students are exposed to ethnic stereotypes on television and in movies. Providing students with role models who demonstrate exceptional leadership qualities and make social contributions in a non-stereotypical way helps students recognize the limitless ways in which they can have a positive impact on society. It's important to avoid teaching students about the same minority role models repeatedly. For example, students often only learn about Dr. Martin Luther King Jr. and Rosa Parks, but not about W.E.B. Du Bois, Booker T. Washington, Madame C.J. Walker, Ronald McNair, etc. Encourage balance when highlighting role models.