NAPDS Presentation: Democracy in Peace and Sustainability Inquiry: The Center of our Professional...

7/28/2019 NAPDS Presentation: Democracy in Peace and Sustainability Inquiry: The Center of our Professional Development School

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Democracy in

Peace and Sustainability Inquiry:The Center of our Professional Development School

Leilani Au

University of Hawaii at Mnoa Children's Center

Miki K. Tomita

University Laboratory School PCS

Aaron J. Levine

Institute for Teacher Education

University of Hawaii at Mnoa College of Education


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Aloha! Pleasure to Meet You!

Name, Location, PDS work to date

Furthest from New Orleans

Closest to Orleans

Least established PDS

Most established PDS


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A snapshot of our P-20 PDS today:

Tomato salad as a lesson in peace

and sustainability


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Resource management is central

to local and cultural worldviews


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Climate and Environment


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Hawaii - a little background


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Food and Fuel - Imports


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More shocking facts and figures....


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Population and Education


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our view:

from the mountains to the sea


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Our Individual and Collective

P-20 Histories

University of Hawaii at Mnoa College of Education

University Laboratory School PCS

University of Hawaii at Mnoa Children's Center


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UH Mnoa Children's Center

On-campus preschool program primarily forstudent parents, some faculty/staff.

Run by Office of Student Affairs, near campus

Relationship-based philosophy

Place-based science (ahupua'a study)

Sustainability passion

Re-connecting children to nature


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ITE placements for students w/ ECE focus

Research both by faculty AND action research

by our staff

School garden

PDS partnership for ECE/Elementary cohorts

ITE course this semester

...Lead to gardening, then to the school peace

garden connections, then to PDS!


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ULS becomes part of theCurriculum Research & Development

Group, serving as a laboratory forimproving K12 education

School becomes part of University of Hawaii

Territorial Normal & Training Schoolserves as site for preparing teachers

ULS becomes a charter school and is

renamed The Education Laboratory:

A Hawaii New Century Public Charter School. ULS continues its

partnership with CRDG.


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high quality education for our own students experimentation and innovation in education demonstration site for hundreds of visitors

annually

ULS is the laboratory where our CRDGcurriculum developers conduct their research,in partnership with our teachers and students


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The school enrolls a cross-section of students whotypify the Hawaii school population.

All students participate in the same comprehensiveeducation program

All students are taught in common classes withoutability tracking nor are they be offered courses ofvarying rigor. The ULS belief is that the best

should be available to all.


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All students graduate ready for college, work,and responsible citizenship.

Comprehensive, liberal education Inquiry-, problem-, and project-basedas a result of being discipline-basedRequires active learningExperimentalChallenging


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Grade K-1 Grade 2-3 Grade 4-5

Developmental Approaches inScience, Health & Technology



Language Arts Language Arts Language Arts

Writers Workshop Social Studies Social Studies

Measure Up Math Measure Up Math Measure Up Math

Physical Education Physical Education Physical Education

Music Music Music

Japanese Language Japanese Language Japanese Language

Arts Education Arts Education Arts Education

Drama Drama


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Grade 6 Grade 7 Grade 8

English Dramatic Language &Composition

Comedic Language & Composition Narrative Literature &Composition

Math Reshaping Mathematics forUnderstanding Year 1

Reshaping Mathematics forUnderstanding Year 2

Algebra I

Science The Local Environment

(Foundational Approaches inScience Teaching 1)

Matter and Energy in the Biosphere

(Foundational Approaches inScience Teaching II)

Change Over Time

(Foundational Approaches inScience Teaching III)

Social Studies Pacific Studies & Anthropology World Geography & EarlyCivilizations

Early America & United StatesConstitution

Art Drawing & Painting Sculpture, Drawing & Painting, Ceramics, Fiber Arts

MusicBeginning Band, Choir,

OrchestraIntermediate Band, Choir, Orchestra

PhysicalEducation

Physical Education

Other(required)

Learning Laboratory ComputerLiteracy

Drama


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Grade 9 Grade 10 Grade 11 Grade 12English Speech, Poetry &

Writing*Asian & Pacific Literature

& Writing*Literature of the Americas

& Writing*British/ European

Literature & Writing*

Math Geometry LearningProject*

Integrated Math I/II: Alg II,Geometry, Functions

Integrated Math III:Trigonometry, Discrete Math

Integrated Math IV: Pre-Calc.

Science Marine Science withLab*

Practices in Physics &Technology with Lab*

Chemistry with Lab Biology With Lab

SocialStudies

Modern History ofHawaii*

Modern World History(China*, Japan*, andOthers) & Geography

United States History &Government

Ethics*; ComparativePolitical/Economic Systems

ForeignLanguage

N/A Spanish I, Hawaiian I,Japanese I

Spanish II, French II,Japanese II

Spanish III; French III ;Japanese III

Art Students choose from Sculpture, Fiber Arts, Ceramics, or Drawing & Painting

Music Students participate in Band, Chorus or Orchestra

PhysicalEducation

Phys. Ed., Health P.E. Elective: Weightlifting

Other Seminar- Holomua* College & Career Seminar (two semesters)

Electives N/A Drama; Global Leadership; Hula & Chant; Journalism; Kimono Culture; Multi-Media; Science;Stewardship (Project Pono); Select Choir; Speech; Weightlifting; World Issues; Yearbook.


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College of Education


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HonoluluRoots beginning in 1888: pedagogy classes as

part of Honolulu High School (became ULS)

1,500 students (about 500 seeking initialteaching license, undergrad and grad)

300 faculty and staff

Variety of research projects at UHMCC and ULS

(affiliated with CRDG).

Candidates from some of our elementary and

secondary programs placed at UHMCC and ULS

COE Overview


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Incorporation of place-based concepts into

course work

Occasional graduate courses with place-based/

sustainability emphasis

Occasional graduate courses in peace education

Cohort within our MEdT program with a

Hawaiian culture/values/language emphasis.

Working with some of our local Hawaiian

immersion/cultural-based schools

COE Peace and Sustainability

Education Prior to Establishing PDS


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International School Peace Gardens

A catalyst toward empowerment and peace andsustainability education www.ihtec.org


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School Peace Gardens

International School Peace Garden network Founded by Dame Julia Morton-Marr, 1/1000Women of Peace nominated for the 2005 Nobel

Peace Prize educated 3,500 schools in 34 countries on aspects

of peace, justice and environment so far

Hawaii School Peace Gardens Network 15-20 HSPG schools in Hawaii Peace Gardens can be as simple

as one friendship bench or space

for conflict resolution and onesacred tree or plant

special focus project of State of Hawaiichapter of Phi Delta Kappa


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Key Elements

School-wide

Peace tree

Friendship benches

Annual re dedication


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Dame Julia's Fall 2012 visit to our PDS


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Our P-20 PDS Today

Key Strengths

Peace/sustainabilityfocus

Lighthouse School P-20 Shared campus Students take the lead Laboratory tied to

university

Challenges

Competing interests/curriculum

School-wide buy-in &ownership Candidate experiences in

elementary classrooms

Laboratory tied touniversity


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Looking back to look ahead


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Enabling, Empowering, Co-operative

Children, teacher candidates, faculty, and allstakeholders

Peace and sustainability inquiry: democratic,cooperative, cultural relevancy (place-based),

sustainable economies -- a qualitative shift incurricula.


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Peace & Sustainability Education

at the Center of Our P-20 PDS

Questions an educational system operating from aprimarily capitalist/winner-loser paradigm with

large class discrepancies that favors the

shareholder and wealthy over the Earth and

general public.

Questions an educational system that favors

knowledge as a commodity that is crafted, sold,

and consumed.


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The development of common standards and sharedassessments radically alters the market for innovationin curriculum development, professional development,and formative assessments. Previously, these marketsoperated on a state-by-state basis, and often on adistrict-by-district basis. But the adoption of commonstandards and shared assessments means thateducation entrepreneurs will enjoy national markets

where the best products can be taken to scale.

Joanne Weiss, Chief of Staff to U.S. Secretary of Education Arne Duncan, previouslyled the Obama administration's Race to the Top program and is former CEO of

the New Schools Venture

Education to Serve Corporate Interests:The Dominant Neoliberal Discourse


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Education for Big Profits

Education becoming a $1 trillion industry, 10% ofAmerican's GNP and second in size only to healthcare. Education companies already have $80billion in annual revenues- and growing with

support of policies such as NCLB, RTTT --especially around test development/preparationand data analysis/management, remedial services,

and content area -- specific programming

(examples: DIBELS, RTI products, AIMSweb)


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Beware Corporate Donors

Such gifts "would close the eyes and seal themouths of the teachers, who of all people

should have their eyes open and their mouths

free to state the facts." (Margaret Haley,manager of the Chicago Teacher's Federation,

NEA meeting, 1901).


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Children are not a monoculture to beliberally sprayed with the best

products so they grow to maturity andcan be harvested from their school, allequally ready for college or the work

force.

Comments from Algot Runeman on Diane Ravitchs

blog My View of the Common Core Standards,July 9, 2012 (http://dianeravitch.net/

2012/07/09/my-view-of-the-common-core-

standards/)


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Paths of Peace

Paths of the e/Earth

Paths of minds and hearts

Paths of collaboration and mutual support


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What's around the bend?

Research the impact of P&S education onstudents, candidates, and faculty

How do established standards function(support/detract) if we start with peace and

sustainability as the dominant paradigm

(Common Core, HELDS, etc.)?

What are the strengths of this approach?How can we address the challenges weidentified?

global competition


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Common Core

Smarter Balanced

high stakes tests

high stakes tests

Pearson

ET

S

DIBELS

R

T

I

for profit schools

Schools Inc.

market driven

market focused

shareholder interests

scripted

AIMSweb

global competition

CTB/McGraw-Hill

H

ar

c

ou

r

t

D

FE

R

Gates FoundationRTTT

NCLB

Business Model

Eli Broad

venture philanthropy

1%

NCTQ

TFA

GNP & GDP

Neoliberalism

collaborate with business


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standardized tests

public education

P

e

a

c

e

Sustainability

creativity

i

n

qu

i

r

y

cultural relevance

cooperative

caring for the global commons

education by and for the people

student driven

100%

TFA

research-based

worker managedprofessional standards

collaborate with business

rich assessments

professionalism

ET

S

Pearson

AACTE

collectivebargaining

NAPDS

CTB/McGraw-Hill

philanthropy

Happy Planet Index


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QUESTIONS?


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Organic, just becauseTomato as the profit makerReal goal make poi and paiai as accessible as rice; bowl of

poi in every home is one step to

helping Hawaiians regain pride

and self-determination


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AQUAPONICSan example of a sustainable gardening system

aquaculture+hydroponics

aquaponics

Image from:http://gardening-ideas.org/wp-content/uploads/2011/07/gardening-ideas.org-aquaponics-system-basics1.png

uses significantly less water, spaceraise produce and fish to eatanalogy to loko ia kalo, ahupuaastudents learn to build entire systemstudents learn to harvest all partsdonations go to GIFT and IHSoutdoor activity center cross-age and interdisciplinary study and outreach

F d S i t C f


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Food Sovereignty Conference ina Hola o Milikkahi (Hands Turned to the Soil) annual

conference on Oahu to engage youth in issues related to Food

Sovereignty Food Sovereignty

the right to safe, nutritious, culturally appropriate food, food-producing resources, and the ability to sustain themselves and

their societies

Food Knowledge Food IS political where is it from, who made it and how what resources did it take to make it local cost? global cost? opportunity cost?

Environmental and social justice issue food growing and consumption practices affect our environment,

typically tied to economics

good, nutritious, culturally-important food is a basic humanright

ULS F d & F il D


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ULS Food & Family DaysOhana, ina, Kuleana

Inspired by 7th graders struggle to engagetheir families in better food practicesafter reading The Omnivores Dilemma

Focuses on inviting families to eattogether, learn about/discuss issuesrelated to food, demonstrate homegardening techniques, and show food forthought films

Most food is prepared by students, withingredients harvested, donated, orpurchased from local farmers and

businesses Guest speakers included macrobiotic

chef, local farmer, avid home gardener,

vegan athlete, aquaponics researcher, etc.


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Goal 1:Provide opportunities for students to learn about and engagein practices that promote environmental awareness and

cultural and environmental sustainabilityGoal 2:Promote self-awareness, self-efficacy, and self-determinationin students to promote local and global citizenship

Goal 3:

Facilitate students in teaching themselves and their peers andcommunity members about these topics.Goal 4:

Promote empowerment and deep activism in youth, to createlasting change for Hawaii and beyond.

environmental stewardship and service learning program


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Flags that represent "Hawai'i"

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