(Re) Situating Commonwealth: Educational Leadership at a Time of Demographic Change June 7, 2014
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Transcript of (Re) Situating Commonwealth: Educational Leadership at a Time of Demographic Change June 7, 2014
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(Re) Situating Commonwealth: Educational Leadership
at a Time of Demographic Change
June 7, 2014
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Myth, Fairytale and Educational Equity
Carolyn M. ShieldsWayne State University, Detroit MI
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Challenge your beliefs, values, assumptions, practices
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Education for All?
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Theoretical Perspectives
Oakes & Rogers (2006) –reject technical reforms and call for equity reform
Social justice – almost meaningless Transformative Leadership Origins: Burns 1978 Foster 1986 Quantz, Rogers, Dantley, 1991 Blackmore, 2011 2000s many scholars
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Transformative Leadership
Mandate--deep and equitable change Deconstruct and reconstruct knowledge
frameworks Focus--democracy, equity, and justice Address the inequitable distribution of power Private and public good Interdependence, inter-connectedness, and global
awareness. Balance critique with promise Exhibit moral courage. (Shields, 2011, 2012)
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The Procrustean Bed
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One Size Fits All…
Ignoring a student’s lived reality
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Gabriel
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Adapt the Institution
…not the student
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Deficit Thinking
From Elementary School to University Pervasive
Want a free rideUnmotivatedDon’t care Lazy
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Start From Student
Differentiate between minority and minoritized
Acknowledge lived experience Recognize strengths Develop positive relationships Hold to high standards
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Lessons from Procrustes
One size does not fit all. We must adapt the institution and not the
student We must reject deficit thinking.
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FairyTale: Princess and the Pea
Searched for a real princess
Great storm Bedraggled young
woman Put her to the test Marriage
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Lessons
The prince was looking for perfection.
He made assumptions based on appearance.
Gave a totally inappropriate test. Acted on the results of a misaligned test.
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Looking for Perfection
Performance, appearance, speech, behavior
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Make the rules explicit
Lisa Delpit … Make rules explicit Be explicit about how to ask for help … Do not expect perfection.
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Understand & address …
Misplaced assumptions GabrielInternalized others’ “deficit thinking” Found a persistent advocateHis experience should not be the norm.
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Challenge Assumptions
Reject assumptions based on appearances Reject prejudice and discrimination Overcome institutional racism Engage in dialogue; never ignore
opportunities
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Giving Inappropriate Tests
Admissions and placement tests From primary grades to Higher Education
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Appropriate Assessments
Open/closed book Timed Formal English Acknowledge stereotype threat
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Miller analogies
CUBISM : PICASSO :: (____) : DALI Romanticism, Classicism, Realism ,
Surrealism
(____) is to PUCCINI as SCULPTURE is to OPERA Cellini , Rembrandt, Wagner, Petrarch
MAUNA LOA : ETNA :: HAWAII : (____) Sicily , Alps, Crete, Bosporus
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Acting on Misinformation
• They lived happily ever after • Or did they?
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The Future
Graduation rates Retention rates Employment /unemployment Incarceration Health and Well Being
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The Outcome
Now : Working on
Master’s degree Position in IT Highly
successful
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Remember Procrustes One size does not fit all–
differentiate everything
Adapt the institution not the student
Reject deficit thinking
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Transformative Leadership
Mandate--deep and equitable change Deconstruct and reconstruct knowledge
frameworks Focus--democracy, equity, and justice Address the inequitable distribution of power
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And The Princess and the Pea …Hold high expectations but do
not expect perfectionBuild relationships - do not
make assumptions based on appearance
“Test” appropriately Ensure equity of opportunity
and outcomes – do not misalign data
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Transformative Leadership
Private and public good Interdependence, inter-connectedness, and global
awareness Balance critique with promise Exhibit moral courage. (Shields, 2011, 2012)
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And Finally: Think of Gabriel Become an advocateBuild relationshipsMake learning relevantEncourage SupportHold to high
expectations
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Education represents opportunity. (UNESCO)
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Thank You!
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Differentiate …
Assignments Readings
Timelines Tests
But not expectations or standards.