Education Week - August 31, 2016 - 20

Q&A With Christopher Emdin Making Students of Color a Priority Following multiple reports of racial violence and unrest this summer, research conducted by educator and author Christopher Emdin on race, culture, and inequality in urban America may provide guidance for teachers and school leaders seeking to reach a greater understanding with their students at the start of the new school year. Emdin knows how it feels to be an undervalued student of color in an urban school. As a young man, he attended the specialized Brooklyn Technical High School in New York City, where he felt misunderstood by his teachers and, as a result, he disengaged from academics. Now an associate professor in the department of mathematics, science, and technology at Teachers College, Columbia University, Emdin published his second book this spring. For White Folks Who Teach in the Hood ... and the Rest of Y'all Too (Beacon Press, 2016) is part how-to guide for classroom teachers and part critical analysis of the dynamics of race in certain school settings. As the title suggests, Emdin argues that teachers, especially white teachers, should re-examine their practice to understand the impact it can have on students whose backgrounds differ from their own. Through the use of "reality pedagogy"-his teaching philosophy grounded in the idea that empathy and respect play a critical role in student learning-Emdin believes that teacher and student can navigate their differences on an equal footing. Commentary Intern Alex Lenkei recently spoke to Emdin by phone to discuss how urban school communities can better serve marginalized youths. " EW: You note that urban students are more disengaged in science than other subjects. To help reverse this trend, you created Science Genius B.A.T.T.L.E.S., an initiative that uses hip-hop and rap to engage urban students in science classrooms. Why are these students disengaged, and does it point to larger problems in science, technology, engineering, and math education? EMDIN: In K-12 STEM education, science, in particular, is viewed as being only for the "best and brightest," for those who have the resilience to be able to overcome challenging academic subjects. We are attaching a perception that only particular populations can do well, and then there's a general, writ-large consensus that urban youths of color are not part of the best and brightest. So when you put those two things together, there's a perception that certain populations just can't do well in those disciplines. When a young person who listens to hip-hop daily-or who can write a rhyme or perform a rhyme or memorize a rap album in three or four hours-starts realizing that they can actually be scientific using hip-hop, then you start changing the perceptions they may have about themselves in relation to disciplines like STEM. EW: In one section of the book, you note the aesthetic similarities between a Detroit school and a neighboring correctional facility. To counteract the feeling of imprisonment urban youths may feel in school, you suggest teachers decorate their classrooms with artwork and quotes. Why is the classroom environment so overlooked, and how can educators apply the same principles to other spaces in the school? Photo by Ryan Lash If our classrooms look like prisons, students feel incarcerated. If students feel incarcerated, they don't feel free enough to learn." EW: I'd love for you to define the word "urban," which you use in many contexts throughout the book to refer to students, schools, and communities. Can you help us unpack this word, because it is often used synonymously with the geographical identifier "inner city" as code for "nonwhite"? EMDIN: "[T]he hood," in many ways, is what has been described as urban and sort of used interchangeably with inner city. I use that term and expression purposely because when folks say "urban," they actually mean "the hood" or "inner city." "Urban" becomes a way through which they can describe schools that have very particular characteristics-schools where the population is low-income, where youths are socioeconomically disadvantaged as a result of being low-income-and communities that have high incarceration rates and low graduation rates, where students are traditionally underperforming based on particular forms of assessments. The Principal As Advocate CONTINUED FROM PAGE 24 ties, but not in today's schools. In response to such reasonable questions, I direct my attention to the work of educational historian Vanessa Siddle Walker. Walker documented how black principals in Georgia during the 1950s managed to act both publicly and privately to challenge inequitable school funding and segregation. In the era of Jim Crow, they managed to create safe, inclusive, and high-quality public schools that prepared black children to be successful professionals, as well as to fulfill their civic responsibilities. The contents of the Justice Department's recent reports on the Baltimore and Ferguson, Mo., police departments document how unjust conditions remain intact in many communities. Teenage boys are stripsearched in public without cause, harassed and arrested for legally standing in a public space, or beaten and called the "n-word" and other slurs-all by police officers. Such conditions require any caring individual to organize and act, but particularly require the full attention of principals, because such injustices are intricately tied to student emotional and academic wellbeing. 20 | EDUCATION WEEK | August 31, 2016 | www.edweek.org/go/commentary EMDIN: The classroom environment is overlooked because we have educators who are so deeply connected to this notion that academic rigor or academic success for young people only requires a hyperfocus on testing. I went to a school, and I went into a correctional facility, and they looked the same. The walls were bare. There were bars on windows, and beyond that the teachers were acting or teaching like wardens. They were yelling at students. They were so deeply involved in zero-tolerance policies and "don't smile until November" and all these foolish things that they inherited from the schooling they received. The key to transforming schooling requires young people to feel as though they are learners, to feel as though they are welcome, to feel as though this place is about learning, and learning is a fun activity. There are messages that we send to young people simply by how our classrooms look, and if our classrooms look like prisons, students feel incarcerated. If students feel incarcerated, they don't feel free enough to learn. EW: Early in your book, you talk about the trauma some urban students face both in their communities and in the simple act of going to school. In addition to teachers' practicing reality pedagogy, how can school counselors and administrators-the whole school community, in fact-work to reduce these traumatic experiences that touch school campuses in order to better serve urban students? EMDIN: When we talk about trauma, we cannot identify the trauma somebody is experiencing unless we (a) bear witness to that trauma, meaning we see it ourselves; or (b) we create the spaces that allow them to feel comfortable enough to let go of that trauma. In an era where we're so hyperfocused on reading and math skills, we don't invest enough in the social-emotional spaces for young people, which means investing in school counselors. I was in a school the other day in Arizona, and they were telling me the statistics of school counselors to students. It was like 812-to-1. How can you say you value young people when you only invest in testing them and you don't invest in their social-emotional well-being? I don't need a $5 million grant. I just need people who are fully invested in young people and are willing to take on new tools for teaching and learning. That will transform schools. ■ The interview has been edited for length and clarity. To read a longer version and to listen to the full conversation, go to www.edweek.org/go/emdin. Students must be prepared not only to survive in such an inequitable society, but also to change that society. They must be prepared to address previous generations' shortcomings both in regards to policing and creating a democracy that is proactive in addressing injustices. I recognize asking principals to engage in advocacy is potentially threatening to their employment and adds to a stack of demands, but who else is positioned to engage in such leadership? While other important community stakeholders are stepping up in response to police violence, I hope urban principals recognize they are among the few individuals well-positioned within their communities to make a change. ■ Jared Boggess for Education Week http://www.edweek.org/go/emdin http://www.edweek.org/go/commentary

Table of Contents for the Digital Edition of Education Week - August 31, 2016

Education Week - August 31, 2016
Contents
Calls to Halt Charters Stir Friction
Head Start Benefits Underscored
Efforts to Boost Teacher Diversity Seen Falling Short
Digital Directions: 1-to-1 Computing Under Microscope in Maine Schools
News in Brief
Report Roundup
Back to School: Taking the Public’s Pulse
U.S. State Department Tackles Gender Gap in Stem Participation
Act Scores Dip as Participation Swells
Are Poor Students More Ready for Kindergarten?
Teacher-Tenure Battles Continue After Vergara
Judge Blocks Guidance on Transgender Rights
Reading the Tea Leaves in Advance of Essa Funding Rules
Q&A: With Christopher Emdin
Q&A: Talking K-12 With a Force in the House Gop
Howard Fuller: The Naacp Has It Wrong
Milton Chen & Jonathan B. Jarvis: 100 Years Old, Our National Parks Are the Best Outdoor Classrooms
Letters
Topschooljobs Recruitment Marketplace
David E. Dematthews: The Principal as Community Advocate
Education Week - August 31, 2016 - Digital Directions: 1-to-1 Computing Under Microscope in Maine Schools
Education Week - August 31, 2016 - 2
Education Week - August 31, 2016 - 3
Education Week - August 31, 2016 - News in Brief
Education Week - August 31, 2016 - Report Roundup
Education Week - August 31, 2016 - Back to School: Taking the Public’s Pulse
Education Week - August 31, 2016 - U.S. State Department Tackles Gender Gap in Stem Participation
Education Week - August 31, 2016 - Are Poor Students More Ready for Kindergarten?
Education Week - August 31, 2016 - Teacher-Tenure Battles Continue After Vergara
Education Week - August 31, 2016 - 10
Education Week - August 31, 2016 - 11
Education Week - August 31, 2016 - 12
Education Week - August 31, 2016 - 13
Education Week - August 31, 2016 - 14
Education Week - August 31, 2016 - 15
Education Week - August 31, 2016 - Reading the Tea Leaves in Advance of Essa Funding Rules
Education Week - August 31, 2016 - Q&A: Talking K-12 With a Force in the House Gop
Education Week - August 31, 2016 - Howard Fuller: The Naacp Has It Wrong
Education Week - August 31, 2016 - Milton Chen & Jonathan B. Jarvis: 100 Years Old, Our National Parks Are the Best Outdoor Classrooms
Education Week - August 31, 2016 - 20
Education Week - August 31, 2016 - Letters
Education Week - August 31, 2016 - Topschooljobs Recruitment Marketplace
Education Week - August 31, 2016 - 23
Education Week - August 31, 2016 - David E. Dematthews: The Principal as Community Advocate
Education Week - August 31, 2016 - CT1
Education Week - August 31, 2016 - CT2
Education Week - August 31, 2016 - CT3
Education Week - August 31, 2016 - CT4
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