Teacher Action Group Philadelphia and the Campaign for Nonviolent Schools will hold the 4th annual Education for Liberation Curriculum Fair and Citywide Summit on Saturday, May 4, from 9:30 a.m. to 5 p.m. at Folks Arts and Cultural Treasures charter school.
The theme for this year’s curriculum fair and summit is “Flipping the Script in Philadelphia.”
"AAU! How y'all feelin?" shouted student teacher Wei Chen.
"Fantastic! Terrific! Great! All Day Long!" his students respond.
“Reforming our schools to deliver a world-class education is a shared responsibility – the task cannot be shouldered by our nation's teachers and principals alone…” (U.S. Department of Education, ESA Blueprint for Reform 2010)
Christopher Paslay brings his expertise as a high school English teacher, contributor to the Philadelphia Inquirer and Chalk and Talk blogger to make The Village Proposal a timely and compelling read. The book examines the problems in education by juxtaposing Paslay's personal memoir with solid documented research.
You may not agree with some or all of the arguments, but that is exactly what makes Village Proposal a good read. Paslay argues using a narrative structure not found in many books about education reform. He doesn’t bore the reader with an overly complex or over-simplified problem-and-solution approach to education. He presents a nuanced view of shared responsibility.
Dismayed about budget cuts that have reduced the level of multilingual staff and services districtwide, immigrant parents from South Philadelphia presented ideas for offsetting those cuts at a December meeting with principals and District administrators.
Language access services are diminished this school year as a result of budget cuts, so parents and community groups are strategizing to ensure English language learners (ELLs) get needed supports.
The District has eliminated one language access coordinator position, 16 ESOL (English for Speakers of Other Languages) teachers, and 38 bilingual counseling assistants.
I concede that my previous pitch for making media literacy relevant for K-12 educators has failed. And my call for making media and digital technologies essential for teaching and learning does not seem to be making traction in my hometown of Philadelphia in particular.
Last week I participated in NAMLE’s (National Association of Media Literacy Education), conference held at the Sheraton Hotel in Old City Philadelphia. The conference theme, Global Vision, Local Connections: Voices in Media Literacy Education, was put on display during the opening reception with a special presentation by “TSOP” – The Sound of Philadelphia; “people all over the world/ join hands/ start a love train, love train".
I was impressed with the presence of educators from China, and other parts of the world who were among the over 350 attendees. However, as someone who participated in the local committee for the conference, I was disappointed with the low turnout of local educators.
To match the broad perspectives presented in the anthology Rethinking Popular Culture and Media, this review was collaboratively authored by three diverse educators: Eoin Dempsey writer, media and computer technology teacher; Amanda Wesolek, media-savvy first-year English teacher; and blogger Samuel Reed.
And we thought we had our work cut out for us as teachers of pre-pubescent tweens and teens.
After reading Rethinking Popular Culture and Media, we discovered just how much media saturation and corporate influences have stacked the cards against us. This anthology co-edited by media literacy scholars Elizabeth Marshall and Özlem Sensoy includes over 40 articles divided into six sections written by elementary and secondary public school teachers, scholars, and activists who examine how and what popular toys, books, films, music, and other media “teach”.
Continuing to campaign for more immigrant-friendly schools in the District, parents from two community organizations, SEAMAAC and JUNTOS, traveled to Baltimore in May to see a multicultural school in action.
Six Southeast Asian and Latino parents made the trip to Wellwood International School, a public school serving students from over 30 countries, hoping to get ideas of what can be replicated in the District.
By many indicators, Imhotep Institute Charter High School is one of Philadelphia’s most successful high schools.
Imhotep sends more of its graduates – 66 percent – to college than any other charter school in the city.
Duong Ly, student: “We remember December 3rd but we will not be defined by it.”
A year ago today, more than 50 Asian immigrant students boycotted South Philadelphia High School and demanded the attention of the city.