Education Week - October 12, 2016 - 22

COMMENTARY By Paul Reville I n the late 1980s and early 1990s, top business and government leaders in the United States rallied together around school reform. Their vision stemmed from a belief that transforming education was a necessary economic-development strategy to improve global competitiveness. The strategies of that era-including high academic standards for all students, measuring academic progress, improving teaching, and introducing school choice to a monopoly system-found reinforcement in federal law with the passage of the No Child Left Behind Act in 2001. For the past Getty A Call to Action For K-12 Leaders quarter-century, the nation has embraced these reforms by investing billions of dollars and lots of hard work. Yet, school reform investments of these past decades were insufficient and, unfortunately, alienated a number of constituents along the way. Our education system made only modest progress in closing achievement gaps and preparing greater numbers of students for success in college and 21st-century careers. In spite of the aspirations of private- and publicsector leaders, achievement gaps continue to correlate closely with socioeconomic status, ethnicity, race, language-learning status, and disabilities. This is especially disturbing given that more than 50 percent of U.S. public school students are children of color and from lowincome backgrounds. A profound change will require bold, visionary leadership for reforms that allow schools to more successfully educate disadvantaged students. But the current reform climate is one of disillusionment and intense pushback against the improvement strategies of recent decades. Anti-standards and anti-testing activism is at an all-time high, while wars over strategies such as the common-core standards, teacher evaluation, English-language learning, and charter schools deeply divide the education community. As a longtime education reformer and a former secretary of education in Massachusetts, I lament the distraction these battles cause and would much rather see our nation focus on where education should go from here, rather than where it has been. This requires a renewed focus on strong leadership. In this period of dissonance, many education and political leaders are weary of the very concept of transforming our school system. Change-makers lack the consensus vision that brought governors and CEOs together in the 1990s. We need look no further than the current presidential campaign to witness the absence of vision and the avoidance of education as a public-policy topic. This A Field Guide to Girl Empowerment By Lyn Mikel Brown I f ever there was a time to unpack the complexities of gender and power with K-12 students-girls in particular-this is it. In the past few months, public attention in the United States has moved seamlessly from sexist commentary in the Olympic Games, to a major news-channel executive's resignation over sexualharassment allegations, to a presidential campaign that offers up daily helpings of misogyny. Clearly, the way educators prepare girls to be leaders isn't enough if those girls land a seat at a table with the likes of former Fox News CEO and chairman Roger Ailes. They need more from us than cheerleading and talk of grit. They need encouragement to think critically about the world around them, the opportunities available to them, and the struggles and exclusion they may face. As a professor of education who has worked for decades to empower girls of all ages, I co-founded three "girl fueled" activist organizations: Hardy Girls Healthy Women, based in Waterville, Maine, and the online sites SPARK Movement and Powered By Girl. This work has left me no doubt that K-12 girls benefit enormously from opportunities to make their environments more just and caring places. I work with elementary school girls who map their schools for safe and unsafe spaces; middle school girls who protest dress codes; and high school girls who advocate for gender-neutral bathrooms. Schools benefit in many ways from visible student engagement, but whether or not such activism yields tangible results, simply participating has a powerful and positive impact on students. Here are eight reasons why educators should help engage girls in activism: 1. Activism moves girls from passive consumers to active citizens. Media and marketers sell girls a pop-culture version of power in which their primary project is to fix themselves. Inherent in activism is the challenge to look beneath the surface of outside messages and no longer accept them at face value. Girls who question the justifications of media and policies laced with sexism, racism, and homophobia are psychologically healthier. 2. Activism invites girls to voice their thoughts and feelings. Plugging girls into prefabricated civic-engagement programs and encouraging them to succeed on someone else's terms fails to give them what they need most: practice developing and voicing their own solutions to problems, trusting their own perspectives, and experiencing what it means to stay true to themselves even as they risk dissent. 3. Activism makes schools safer for all girls. Participating in girl-led activism helps to create a school climate where gender diversity is visible and valued. When more girls challenge qualities traditionally associated with girlhood (such as compliance) with assertiveness and agency, they make schools safer for all girls to do the same. When more girls publicly say what they think, it opens up space for others-especially for those who, because of race and social class, are more likely to be discounted or disciplined for outspokenness or resistance. 4. Activism affirms the power of diversity. Effective change requires a coalition of people from different backgrounds, experiences, and skills who share passion for a common cause. Girls engaged in activist work see how differences in social class, race and ethnicity, disability, and gender expression alter their individual experiences with sexism. They come to recognize how, together, they can create more effective and inclusive solutions. 5. Activism helps girls negotiate a "culture of power." To advocate for change successfully, girls must think 22 | EDUCATION WEEK | October 12, 2016 | www.edweek.org/go/commentary about how their school system operates and who has the power to make change. When girls are aware of existing networks of power, it enables them to communicate effectively and makes space for their opinions in school and beyond. 6. Activism invites belonging and creates trusting relationships. Engaging in activism gives girls a sense of community and brings them together for a shared cause. This can help dissolve what is often a culture of distrust between girls, as well as subsequent bullying. Activism decreases girls' feelings of alienation by offering them connections that help counter all the justified reasons they can feel numb, angry, alienated, and powerless. 7. Activism is an important form of supplementary education. Activist work can offer students on the margins educational opportunities that are often readily available to more-privileged students. Students can identify a problem they care about and study it deeply, brainstorm solutions, and engage in student-led discussions and exploration of solutions. 8. Activism is the most effective form of leadership training. Through activist work, girls learn to lead by actually leading and fully participating in what matters from the ground up. There are opportunities to think critically, speak up, and take risks-all leadership skills. They aren't learning skills to take advantage of some future possibility, but rather practicing leadership in the present tense. Supporting student activism is not easy work. It disrupts assumptions of how students-especially girl students-should behave. It asks adults to see youths as experts on their own experience and to recognize the http://www.edweek.org/go/commentary

Table of Contents for the Digital Edition of Education Week - October 12, 2016

Bilingual Education Poised for a Comeback in California Schools
Cultural Literacy Creator Carries On Campaign
New Teachers Turn to Web for Mentoring
DIGITAL DIRECTIONS: Modern E-Rate Puts Telephones On Hold in K-12
Sides Seek to Avert Chicago Teachers’ Strike
Labor Dispute Simmering In Buffalo, N.Y.
Shooting Reignites Safety Concerns
Kan. Governor: Tax Hike Needed If State Loses Funding Case
Court to Weigh Level of Benefits for Special Ed. Students
Literacy Program Reflects Clinton Policy Agenda
Snapshot: School Finance A Judge Gets Tough
News in Brief
Report Roundup
Letters
TopSchoolJobs Recruitment Marketplace
PAUL REVILLE: A Call to Action For K-12 Leaders
LYN MIKEL BROWN: A Field Guide to Girl Empowerment
JOHN URSCHEL: The Winning Equation In Math Education
Education Week - October 12, 2016 - DIGITAL DIRECTIONS: Modern E-Rate Puts Telephones On Hold in K-12
Education Week - October 12, 2016 - 2
Education Week - October 12, 2016 - 3
Education Week - October 12, 2016 - News in Brief
Education Week - October 12, 2016 - Report Roundup
Education Week - October 12, 2016 - Labor Dispute Simmering In Buffalo, N.Y.
Education Week - October 12, 2016 - Shooting Reignites Safety Concerns
Education Week - October 12, 2016 - Kan. Governor: Tax Hike Needed If State Loses Funding Case
Education Week - October 12, 2016 - 9
Education Week - October 12, 2016 - 10
Education Week - October 12, 2016 - 11
Education Week - October 12, 2016 - 12
Education Week - October 12, 2016 - 13
Education Week - October 12, 2016 - 14
Education Week - October 12, 2016 - 15
Education Week - October 12, 2016 - Literacy Program Reflects Clinton Policy Agenda
Education Week - October 12, 2016 - 17
Education Week - October 12, 2016 - Snapshot: School Finance A Judge Gets Tough
Education Week - October 12, 2016 - 19
Education Week - October 12, 2016 - 20
Education Week - October 12, 2016 - 21
Education Week - October 12, 2016 - LYN MIKEL BROWN: A Field Guide to Girl Empowerment
Education Week - October 12, 2016 - JOHN URSCHEL: The Winning Equation In Math Education
Education Week - October 12, 2016 - Letters
Education Week - October 12, 2016 - 25
Education Week - October 12, 2016 - TopSchoolJobs Recruitment Marketplace
Education Week - October 12, 2016 - 27
Education Week - October 12, 2016 - 28
Education Week - October 12, 2016 - 29
Education Week - October 12, 2016 - 30
Education Week - October 12, 2016 - 31
Education Week - October 12, 2016 - 32
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