Shorter discussions on the pathways and purpose of progressive education.
If you are an arts educator whose students have presented work to the public, you have probably heard something like this. On the one hand, it is a lovely sentiment. Someone has consumed the play, art show, concert, dance recital, etc. that your students made, and they have enjoyed it. And the compliment seems meant to extend to you: the students did well, and therefore, so did you.
The fact is, we can’t empower students and we shouldn’t try. Framing it in these terms does a disservice to our goal of helping students discover and use the collective power they already possess.
Deep dives into fundamental shifts in the education system.
Kahoot is many educators’ fan favorite. The flashy graphics and fluid design make learning “fun.” It’s way better than putting a Powerpoint up and asking multiple choice questions. I’ve used Kahoot and similar programs in the classroom, often believing they were engaging review tools. Many students are excited to play Kahoot — after all, it’s breaking the monotony of the standard school day. But as I’ve reflected and analyzed Kahoot, I’ve seen what it really is: a trivia machine.
I believe it is fully possible for every educator to solve the third problem. It isn’t through installing a new app, organizing a schedule differently, embracing meditation, or taking medication.
What I have learned is that the tools, equipment and walls do not make the space, it is the people who direct the space and even more than that are the values that drive the space.
We need to rethink the winners and losers narrative. One of the common threads I have seen over the last few weeks points out the discrepancy between winners and losers in education and the privileged who are disproportionately granted access.
Each month, the Human Restoration Project chooses books that we believe are paramount for progressive educators to read. These are not necessarily categorized or numbered by importance, relevance to a certain topic, or release date. Instead, these are the books we’ve read recently to inform our own practice and publications.
We Got This is a fresh take on critical pedagogy that’s approachable for the everyday educator. Its visuals, accessibility, and narrative-driven framework introduces the concept for educators unfamiliar with equitable democratic classrooms, and offers further support for those who are pushing this line of work. It’s not alienating nor demeaning to those who have lost their way. As a result, this book is just as great a gift for a jaded instructor to an exhausted, but beloved educator. Read this!
After the growth of modern schooling and the standardized practices brought with it, Smith highlights how our definition of “learning” changed.
Whether it be quality of instruction, teacher pay, or changing pedagogy — the systemic inequalities that exist must be lessened for schools to make a substantial change in society at-large.
The Human Restoration Project is always looking to promote new voices in progressive education. Have an idea to share? Contact us at firstname.lastname@example.org.