We live in a time where we quickly put people in boxes. Maybe we have more in common than what we think? Introducing All That We Share. The English version.
SOURCE – Southbury Patch
Region 15 Hosts Special Presentation for Parents, Students
Presentation preparing students to become culturally competent in a global world.
From Pomperaug Regional School District 15: Pomperaug Regional School District #15 will host guest speaker, Dr. Bill Howe, for a presentation on “Preparing Students to Become Culturally Competent in a Global Economy” on Wednesday, May 9th, 2018, from 6:30-8:30 pm in the All Purpose Room of Pomperaug High School – 234 Judd Road in Southbury, CT. Parents and guardians in Region 15 and the surrounding communities are invited to attend this engaging and interactive session to learn about essential knowledge and skills to help their children succeed in an increasingly diverse global world. For this session, Dr. Howe will specifically address the Seven Critical Social Skills and the Seven Essential Cultural Competence Skills needed by the workers of today.
Dr. Bill Howe is an award-winning educator and author who has given over 500 presentations to over 20,000 people on topics varying from culturally-responsive education, multicultural education, bullying and harassment, and cultural competence. He has been an educator for over 40 years in both Canada and the United States. He is Past President of the National Association for Multicultural Education (NAME), Founding Member of the Asian Pacific American Coalition of CT (APAC) and Past-Chair of the Connecticut Asian Pacific American Commission.
Dr. Howe was recognized by Teachers College / Columbia University as a 2015 Distinguished Alumni Honoree. Currently Dr. Bill Howe is an adjunct professor of education at Albertus Magnus College and Quinnipiac University. Dr. Howe is the co-author of a textbook on multicultural education – “Becoming a Multicultural Educator: Development Awareness, Gaining Skills, and Taking Action,” which won the 2013 Philip C. Chinn Multicultural Book Award from NAME.
The presentation aligns with the Region 15 learner expectations of collaboration, critical thinking, communication, innovation, global citizenship, and character. “We are looking forward to sharing Dr. Howe’s program with the community and to further Region 15’s mission statement to educate every student to be productive, ethical and engaged in a global society,” said Dr. Carrie Chiappetta, Assistant Superintendent for Teaching and Learning in Region 15.
Photo credit: Shutterstock / Mikhail Klyoshev
Nerds come in all colors.
You’ve probably heard it before: Too many black students don’t do well in school because they think being smart means “acting white.”
Just last week, Columbia University English professor John McWhorter mentioned it in a piece for Vox to support his critique of elements of the Black Lives Matter platform. Key to his argument was the assertion that the similar goals of the 1960s “war on poverty failed,”in part, due to black people’s “cultural traits and behaviors.”
While the “acting white” theory used to be pretty popular to bring up in debates about black academic achievement there’s a catch: It’s not true.
At best, it’s a very creative interpretation of inadequate research and anecdotal evidence. At worst, it’s a messy attempt to transform the near-universal stigma attached to adolescent nerdiness into an indictment of black culture, while often ignoring the systemic inequality that contributes to the country’s racial achievement gap.
Yet McWhorter — despite being a scholar of linguistics, not sociology — has become one of the primary defenders of the “acting white” theory and has dismissed those who debunk it as “pundits” who are “uncomfortable with the possibility that a black problem could not be due to racism.” But the people who challenge it are not pundits — they’re academics who’ve dedicated significant time and scientific scrutiny to this theory. Here’s why they say it’s a myth.
Where the “acting white” theory came from
The “acting white” theory — the idea that African-American kids underachieve academically because they and their peers associate being smart with acting white, and because they’re afraid they’ll be shunned — was born in the 1980s. John Ogbu, an anthropology professor at the University of California Berkeley, introduced it in an ethnographic study of one Washington, DC, high school. He found what he dubbed an “oppositional culture” in which, he said, students saw academic achievement as “white.”
The All Pueblo Council of Governors consists of the 19 sovereign Pueblo Nations of New Mexico, with the 20th Pueblo nation, Ysleta del Sur, in Texas. We are the oldest political organization in the country, dating back to the Pueblo Revolt of 1680. We are the primary and official advocacy organization representing the Pueblo Nations on all matters locally and at the state and federal levels.
We are appalled and deeply offended by the recent statements at a charter school conference by Public Education Department Secretary-designate Christopher Ruszkowski regarding Manifest Destiny as the continuing core value of this nation and the state that drives the education agenda. This is utterly disgraceful, lacking any sensitivity, understanding and appreciation of the atrocious impacts of Manifest Destiny upon generations of our people. The principles of Manifest Destiny have inflicted multigenerational trauma. That is the legacy of Manifest Destiny in our history.
Manifest Destiny for tribal nations is aligned with the Doctrine of Discovery that justified the racial hierarchy. The discriminatory principles drawn from these two doctrines made their way into the earliest U.S. Supreme Court decisions that defined policies and laws significantly disadvantageous to Native Americans and their nations that continue to this day.
As a result of the Western expansion, the General Allotment Act of 1887, commonly known as the Dawes Act, formalized and incorporated “Indian Education.” The policy of assimilation was, in their words, to “convert them into American citizens.” These combined policies ushered in the boarding schools. The mantra was “to kill the Indian and save the man. The way you kill the language and culture is to remove the children and deny those children their language and culture.”
In the words of Thomas Jefferson Morgan, commissioner of Indian affairs in 1889, “We must either fight the Indians, feed the Indians or else educate them. To fight them is cruel, to feed them is a waste, while to educate them is humane, economic, and Christian.” This was the justification to transform us, to strip us from our identity and to force us into the “melting pot.” We have resisted, struggling to find a balance and, in many places, created great successes.
The Santa Fe Indian School on Cerrillos Road was one of the earliest schools constructed in 1890 to fulfill Manifest Destiny and to further the assimilation of our children. Since the historic enactment of the Self Determination and Education Assistance Act that we actively worked on and passed into law in 1975, we have taken ownership and transformed the school driven by our vision of education. The Santa Fe Indian School was the first Indian-controlled school recognized by President Ronald Reagan as a School of Education Excellence.
Unfortunately, for many schools out of our control, since the earliest days, study after study documents the failures and the devastation caused by ill-conceived policies and laws. It may have made America great, but it has been at a huge cost to the indigenous peoples of this nation. We are the surviving nations and peoples.
A person in Ruszkowski’s position in 2017 in a state with a population that has been significantly victimized and devastated by these policies he espouses regrettably has no place in a leadership capacity. The least that our children, their parents and our leaders deserve is an apology for those comments.
In the last several months, we have been engaged in protesting proposals by the department’s Bilingual and Multicultural Education Bureau to repeal and replace essential language programs — this, after years of struggle to legitimize indigenous languages to take their rightful place among heritage languages that are in statute. We have argued that our children should have the opportunity to learn their languages as a basic and fundamental right in their education, and we have accomplished that. It is at the heart of our protest to any changes to that framework.
This conflict exemplifies at the most fundamental level our continuing struggle and fight for what our children deserve in maintaining their identity, while having the best education possible. When children were forcibly removed from their families and shipped off to boarding schools, Hopi elders protested against the cruelty of these government policies. For their protests, they were imprisoned at Alcatraz. Our advocacy on behalf of our children continues with the deepest of our love for them and what we feel they deserve. What the man in charge of public education espouses is offensive, given our history and fight for survival.
E. Paul Torres is the chairman of the All Pueblo Council of Governors. He is from Isleta Pueblo.
Here’s what Public Education Department Secretary-designate Christopher Ruszkowski said earlier this month, speaking at the Charter School Coalition’s annual conference in Albuquerque, as reported by the Albuquerque Journal. Ruszkowski was discussing the notion of school choice, which he touted as “quintessentially American,” before going on to say: “This is a country built over the last 250 years on things like freedom, choice, competition, options, going west, Manifest Destiny — these are the fundamental principles of this country. That’s why charter schools make so much sense — high-quality options — in the context of where we are as a country.”