Transformational Leadership Training - Kids is Crisis: When Schools Don't Work

EDUC 0823: Kids in Crisis: When Schools Don't Work

Semester: n/a

Offered: n/a

This course is designed to teach students how to think about race and diversity through the lens of three social problems in schools. Social problems are part of modern society. They represent a gap between what we would like society to be like and the lived reality for individuals in the society. Race and diversity are implicated in the framing of these three issues as social problems and in devising solutions that move us towards a more equitable society. Devising solutions to social problems and participating in their implementation is an important role for citizens in a democracy. In order to do so we need to understand the role of race and diversity in modern American society and in our own lived experience. This General Education course will examine three pressing social problems in American society that play out in our schools--segregation and racial isolation in schools, school violence, and dropout. Questions that will guide our exploration of these social problems include: Can schools "solve" social problems? How do schools and teachers participate in the social construction of race? How does a student's race influence his or her experiences in American schools? Note: A student may not take both Kids in Crisis to fulfill the Race and Diversity requirement AND Kids, Community and Controversy to fulfill the Human Behavior requirement.

Guest Speakers:

Dr. Kanako Uzawa, Ainu Scholar & Associated Researcher at the University of Oslo

Rachel Davidson, the Ivy Academy

Dr. Heena Akbar, Pacific Fijian academic and researcher at the University of Queensland

Dr. He Xinqi, Assistant Professor at Rikkyo University

Dr. Kunisuke Hirano, Assistant Professor at Keio University

Dr. Teng Siao See, Assistant Dean and Research Scientist at NTU

Dr. Heidi Layne, Senior Lecturer at the University of Jyväskylä

Dr. Nina Burridge, Honorary Associate Professor at University of Technology, Sydney

Dr. Jonathan Okamura, Professor at University of Hawaii at Manoa

Dr. Jing Xu, Director of Admission and Strategic Enrollment at Keys School

Dr. Madoka Hammine, Assistant Professor at the University of Denver

Dr. Yuuka Wickstrum, Associate Professor at Mukogawa Women's University

Find below samples of multimedia submission for EDUC 0823: Kids in Crisis

Alyssandra Osborne: alyssandra.osborne@temple.edu

This video uses a metaphorical cooking tutorial for making 'integrational cookies' (combining vanilla and chocolate chip elements) to illustrate the historical process of racial integration in American schools, drawing parallels to the 1957 integration of Little Rock Central High School by nine Black students. It highlights initial resistance from various parties, including metaphorical 'chocolate chip companies' like Hershey's fearing retaliation or loss of identity, and critiques how history romanticizes such changes despite early challenges. The video advocates for ongoing efforts to achieve equality and a 'better world for all cookies', blending humor, education, and social commentary in a light-hearted yet pointed manner.

Key takeaways

The integration of schools in 1957, exemplified by the Little Rock Nine, faced significant resistance despite mandates for inclusion.
Historical narratives often romanticize integration as a great accomplishment, overlooking the initial difficulties and pushback.
Resistance came from multiple sides, including those who preferred maintaining separate identities or simpler alternatives.
Generational, regional, or economic factors can influence preferences and limitations in achieving full integration.
Continuous advocacy is needed to promote equal opportunities and create a more inclusive society for everyone.

Anju Wagner

This short video introduces the concept of implicit bias, explaining how it's shaped by various life experiences and influences our perceptions and behaviors. The speaker also touches upon systemic racism and its role in societal hierarchies and marginalization. The video concludes by prompting viewers to reflect on their own biases.

Key Takeaways

Implicit bias is formed throughout life: Our upbringing, experiences, culture, media, and conversations shape how we perceive the world.
Implicit bias impacts decisions and relationships: It influences how we behave and interact with others.
Systemic racism is deeply rooted: It marginalizes minority groups and creates societal hierarchies.
Stereotypes reflect implicit bias: Examples given include stereotypes about Asians, white people, and Black people. These stereotypes are not inherently true but are reinforced by confirmation bias.
Everyone possesses implicit bias: Acknowledging this is the first step toward addressing it.

Emma McGrath:

@emmanamii

This video explains the difference between racism and systemic racism. The speaker, Emma McGrath, argues that systemic racism is not merely individual prejudice but is embedded within institutions and systems of power, creating inequalities for minority groups.

Key Takeaways

Systemic racism is not just individual prejudice: It's ingrained in institutions and power structures.
Systemic racism affects minority students disproportionately: They face challenges such as underfunded schools, harsher discipline, and implicit bias from teachers.
Even with equal laws, systemic racism persists: Inequalities remain due to power structures shaped by historical oppression and stereotypes.
The video encourages self-reflection: Viewers are prompted to consider their role in perpetuating or challenging systemic racism.

Bria Smith: @inkpond_1229; LinkedIn )

This short video features Bria reflecting on a semester's learning, emphasizing the importance of participating in conversations about race and diversity, particularly those involving issues beyond the United States. Bria highlights the limitations of her previous, primarily US-centric, and African-American focused perspective on these issues.

Key Takeaways

Broadening Perspectives: Bria recognizes the need to engage in discussions about race and diversity that extend beyond her previous, largely US-focused, and African-American-centered experiences.
Global Context of Anti-Blackness: She observes instances of anti-blackness and whiteness in various cultural contexts, highlighting the global nature of these issues.
Empathy and Shared Struggle: Bria stresses the importance of empathy and understanding that these are not solely "black issues" but global concerns.
Stepping Outside of Self: Bria emphasizes the importance of self-reflection and the ability to step outside one's own perspective to understand the experiences of others.

Noah Grassham

This video discusses the persistent issue of racism throughout history, highlighting the limitations of past efforts towards racial integration and the challenges in openly addressing racism. It emphasizes the need for understanding different racial groups before making judgments based on skin color.

Key Takeaways

Despite historical efforts like the Civil Rights Movement, achieving racial equality remains incomplete.
Many white people struggle to discuss racism, often reacting defensively or silently.
The video advocates for learning about diverse racial groups (e.g., Native Americans, Aboriginal Australians, Rohingya) before judging based on appearance.
The video implicitly criticizes superficial judgments based on skin color.

Ekaterina: @katyahulayev; LinkedIn)

This video discusses racial profiling in American schools, highlighting the disproportionate disciplinary actions against Black students compared to their white counterparts. It uses statistics to illustrate this disparity and cites examples of unfair treatment. The video concludes with a call for change to create safer school environments for all students.

Key Takeaways

Black students are disproportionately suspended and expelled from schools compared to their representation in the student population.
The video presents statistics indicating Black students make up a smaller percentage of the student body than their percentage in suspensions and expulsions.
White students' representation in disciplinary actions is proportionally lower compared to their population in schools.
The video cites examples of Black students facing harsher punishments for minor infractions than white students.
The video advocates for school reform to address systemic racism and create safer learning environments for all students.

Jun Ito

This video discusses the Zainichi Korean population in Japan, a minority group largely overlooked despite numbering around 400,000. It challenges the perception of Japan as a homogenous nation by highlighting the history and current situation of this community.

Key Takeaways

Between 1910 and 1945, over 700,000 Koreans were brought to Japan to work, often in difficult conditions.
Many Zainichi Koreans were forced to fight for Imperial Japan during World War II.
Zainichi Koreans face discrimination and lack full political rights in Japan. They cannot vote until they relinquish their special permanent resident status.
Many Zainichi Koreans are giving up their Zainichi status to gain Japanese citizenship due to ongoing discrimination.

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