American public schools have entered a new demographic era. Today more than half of all children enrolled in K-12 public schools are students of color. Schools, both urban and suburban, are becoming increasingly diverse. But diversity alone does not lead to integration.
To create truly integrated schools, educators need to embrace new and innovative ways to engage students and prepare them for a global society. We need to reimagine teaching and learning.
Designed for educators, policy makers, parents, and all stakeholders in K-12 schools, the Reimagining Education Summer Institute will explore the opportunities and challenges of creating and sustaining racially, ethnically and socio-economically integrated schools. The institute will feature presentations and panels, interactive workshops, and deep dialogue sessions led by curriculum and pedagogy experts from Teachers College and around the nation.
In a supportive environment of the Institute, you will connect with people from across the country and the world who are committed to integrated schools and classrooms. And you can come away with strategies and resources for implementation in your local schools and context.
Gloria Ladson-Billings is Professor Emerita and former Kellner Family Distinguished Professor in Urban Education in the Department of Curriculum & Instruction and was Faculty Affiliate in the Departments of Educational Policy Studies, Educational Leadership & Policy Analysis and Afro American Studies at the University of Wisconsin-Madison. She is the current President of the National Academy of Education. She was the 2005-2006 president of the American Educational Research Association. Dr. Ladson-Billings’ research examines the pedagogical practices of teachers who are successful with African American students. She also investigates Critical Race Theory applications to education.
Would recommend the Institute to a friend or colleague
Agreed that the Institute content was both beneficial to them personally and professionally and would be helpful to people in their school or district.
Agreed that the themes of the Institute were insightful and connected in a helpful way.
I appreciated the practical examples of work that is being done in age levels younger than high school. I teach middle school and I feel like I am sometimes receive pushback from other teachers about bringing race discussions into the classroom -- that we might be introducing ideas of racism into our students lives -- causing more harm than good. I feel like seeing the anti-racist work being done in classrooms from K on up encourages me that my inclination to bring racial literacy into my classroom is not misplaced or premature.
The most memorable part of the institute was the student presentations with Dr. Emdin. This was a demonstration of student learning stimulated by their cultural and social interest in an nontraditional manner. This was most memorable because it helped us to re-imagine how students can be assessed and the power of student voice which strongly contributes to their learning.
I absolutely loved the involvement of youth in the institute and I am encouraged by the level of advocacy and the maturity and presentation skills that the students possessed. I was also again encouraged to work to build relationship and connection with the students I teach.
The pool party was the most memorable. It gave me the opportunity to connect personally with other participants and to process the enormous amount of information I was receiving. The Octopus facilitators did an outstanding job of creating a safe climate where educators from many different races and regions could learn from one another. The only problem was that these sessions where never long enough!