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Technology is an important tool, but it will take an ecosystem of educators, students, and caregivers to make the most of it.
- The old adage that it "takes a village" has proven true for education in the time of coronavirus. What constitutes a "school" and who is considered an "educator" has changed out of necessity, but important opportunities for the future have come from these unexpected circumstances as communities have and continue to adapt.
- "The greatest human superpower is empathy," says Kaya Henderson, "the ability to deeply connect with other people and to see yourself in them and to see them in you." She argues that "a part of the reason why we are so divided in this world today is because we see people as 'other' and we don't see them as extensions of ourselves."
- While technology has become a big part of the education landscape, community is still the keystone. "I want technology to amplify and to scale excellence," Henderson says. "To amplify knowledge and to scale excellence all at the same time while paying deep attention to the human connections that are integral to education."
From reassessing the way schools are funded to changing the curriculum, there are ways to fix the inequities in education.
- Recognizing when something is overtly racist is easy, but when it comes to education in America there is often subtle and systemic racism at play that can put children at an early disadvantage. Chris Lehman of the Science Leadership Academy says that now is the time to have these important conversations and to design schools to be anti-racist.
- Lehman says that in Philadelphia, the amount of money spent on one child's K-12 education can be $170,000 less than that of another child who lives in the suburb just a block away. These racist systems and structures are in place in cities across the country but are often not addressed.
- Family income directly translates to the amount spent by the public to educate children. "That's one of the most anti-American things I can imagine," Lehman says about the racial and socioeconomic inequity. While funding is a major component, changes must also be made at the curriculum level.
Educators have proven that they can "turn the aircraft carrier" when they need to, but the system needs to match their efforts.
- For many people in the world, the idea that education is not changing at the same rate as the rest of the world became more apparent at the start of the coronavirus pandemic. Grant Lichtman argues that the hierarchical systems that govern education and other organizations (military, political, business, etc.) don't work in times of rapid change, and thus need to be overhauled.
- "What has started to replace that are vastly more distributed systems of leadership," Lichtman says. This results in more timely decision making and a more collaborative environment with more room to try new things, more freedom to fail, and the opportunity to take ownership of and learn from those failures.
- Lichtman stresses that things like civil discourse and empathy should be made a priority in the curriculum. "We as educators and we as parents should be focusing enormous amounts of effort on helping our students to understand things like the nature of truth, objective reality, who to listen to, what is the difference between an expert and a person who just has a large social media feed?"
What are schools for and who is leading the ship?
- There are some aspects of the current education system that are, at best, inefficient and, at worst, actually slowing progress and hindering the learning process. Kevin Bartlett, co-founder and co-director of The Common Ground Collaborative, calls these "energy vampires" and says that now is the time to identify and get rid of them.
- Bartlett argues that the education space is constrained by compliance and that leaders and their teams should take a moment to consider their roles and goals critically and conduct an 'energy audit'.
- By establishing reforms to energy-wasting initiatives, and doing it in collaboration with students and parents, educators and administrators can create a new system that works better.
Researchers are using technology to make visual the complex concepts of racism, as well as its political and social consequences.
- Often thought of first as gaming tech, virtual reality has been increasingly used in research as a tool for mimicking real-life scenarios and experiences in a safe and controlled environment.
- Focusing on issues of oppression and the ripple affect it has throughout America's political, educational, and social systems, Dr. Courtney D. Cogburn of Columbia University School of Social Work and her team developed a VR experience that gives users the opportunity to "walk a mile" in the shoes of a black man as he faces racism at three stages in his life: as a child, during adolescence, and as an adult.
- Cogburn says that the goal is to show how these "interwoven oppressions" continue to shape the world beyond our individual experiences. "I think the most important and powerful human superpower is critical consciousness," she says. "And that is the ability to think, be aware and think critically about the world and people around you...it's not so much about the interpersonal 'Do I feel bad, do I like you?'—it's more 'Do I see the world as it is? Am I thinking critically about it and engaging it?'"
What happens when someone you respect doesn't treat others with dignity?
- Respect and dignity are sometimes conflated, but Cultures of Dignity founder Rosalind Wiseman argues that they are very different.
- Dignity, according to Wiseman, is the essential and inextricable worth of a person. Respect is the admiration for someone's actions, which often involves how they treat others. The rub comes when people in positions of authority and respect (for example, our elders) behave in ways undeserving of that admiration but are seemingly above reprimanding.
- "This is actually one of the biggest problems for young people in education," Wiseman says, adding that when that loss of respect and dignity hits home for students, they tend to disengage from learning. "If I could change something about education, it would be to have dignity be a bedrock of education and that everyone—the teachers, the parents, the students, the staff, everyone, the administrators—has to be treated with dignity."