“Going to School in the World”

O N T H E F U T U R E O F P U B L I C - P R I VAT E PA R T N E R S H I P S

C H R I S T H I N N E S

D I V E R S I T Y I N S T I T U T E D E S I G N R E T R E A TJ O H N B U R R O U G H S S C H O O L - S T . L O U I S – J U L Y 3 1 , 2 0 1 4

Social dynamics produce cultural realities that have global impacts…

- Daniel Harris

Social dynamics produce cultural realities that have global impacts…

- Daniel Harris

We must not forget how closelythe school is connected to the society in which it is situated…

- Carlina Rinaldi

What the best and wisest parent wants for his child, that must we want for all the children of the community…

- John Dewey

… Anything less … is unlovely, and unchecked, destroys our democracy.

- John Dewey

We want to see democracy, not capitalism, survive as the root, stem, leaves, and fruit of American education…

- Peter Gow

Tensions

Teaching and Learning

Cultural 'Sensitivity'

College & Career Readiness

‘Excellence’

Cognition

21st Century Skills

Social Mobility

Diversity and Inclusion

Cultural Competency

Citizenship in Democracy

Equity

Culture

Cultural Competency

Social Justice

Partnership

1.0

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I feel like I’m finally going to school in the world…

- D.T.

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FRIENDALLY

CITIZEN

FRIENDALLY

CITIZEN

CROSS-CULTURAL COMPETENCY & "THE FOUR Cs" OF "21st CENTURY SKILLS"

CCCCritical

Thought

Collaboration

Communication

Creativity

* Partnership for 21st Century Skills, 2009

*

The declaration is this: school... is a place where we educate and are educated; a place where values and knowledge are transmitted; and above all a place where values and knowledge are constructed...

We see school not as the place of instruction or the place of formation (in the vocational/professional sense), but as the place of education. But what do we mean by this?

CARLINA RINALDIMaking Learning Visible: Children as Individual and Group Learners

(Reggio Emilia & Project Zero Collaboration)

'To educate' also means -- and in certain respects primarily means -- to educate the intrinsic values of each individual and each culture, in order to make these values extrinsic, visible, conscious, and shareable.…

The relationship between subjectivity and intersubjectivity is fundamental not only on the cognitive (and psychological) level, but above all on the political and cultural level…

The recurring question is whether the school is limited to transmitting culture or can be... a place where culture is constructed and democracy is put into practice….

CARLINA RINALDIMaking Learning Visible:

Children as Individual and Group Learners

School as a Place of Culture

Because we are now in a phase of increasing globalization, we are inundated with information and kept abreast of events across the entire planet in real time. We are spectators, more than authors, of an extraordinary technical-scientific revolution that is changing the quality of human relationships, the definition of personal identity, and the construction of cognitive processes…

We will find the new and the future in those places where new forms of human coexistence, participation, and co-participation are tried out, along with the hybridization of codes and emotions…

CARLINA RINALDIMaking Learning Visible:

Children as Individual and Group Learners

New Forms of Coexistence & Participation

Today’s youth are already doing this. Young people are the great precursors and authors of these hybridizations: in music, in fashion, in design, creating new forms and new freedoms. Young people are extremely capable and sensitive in finding these common roots in different universes of thought.

It is necessary for us to learn this unity in diversity, and this diversity in unity. We need the involvement of each diversity in the ‘pluriverse’ of our planet: a cultural and linguistic pluriverse.

CARLINA RINALDIMaking Learning Visible:

Children as Individual and Group Learners

Unity in Diversity, Diversity in Unity

More and more, the individual will express an intercultural, intersubjective identity. So the quantity and quality of his or her encounters and experiences will become increasingly important. Intercultural education thus represents one of the essential guidelines for defining the quality of our future, to the extent that the interaction between cultures is not only a political issue, but above all a cultural and cognitive issue…

CARLINA RINALDIMaking Learning Visible:

Children as Individual and Group Learners

What Kind of Culture Should We Build?

'Cultural education' is not a separate discipline, nor is it simply the illustration of the customs and religions of a country, though these are certainly important. It is more than this: it is primarily a style of educational-relational thinking ... a way of thinking that is open to others, that is open to doubt and to the awareness and acceptance of error and uncertainty. It is the interweaving of multiple cultural codes, multiple languages, 'contagion,' hybridization. It plays on boundaries, not as marginal zones ... but as places that generate the new that is born of contagion and interchange. The new thus seems to lie in promoting an educational process based on the values of human dignity, participation, and freedom.

CARLINA RINALDIMaking Learning Visible:

Children as Individual and Group Learners

'Educational-Relational Thinking'

Partnership

2.0

An Exercise in Radical EmpathyETHICAL CULTURE FIELDSTON SCHOOL & UNIVERSITY HEIGHTS HIGHSCHOOL

A Day in the Life of a SchoolCURTIS SCHOOL & PARTHENIA STREET ELEMENTARY SCHOOL

#StuVoice on ‘The Education System’CURTIS SCHOOL & CORTEZ MIDDLE SCHOOL

Covenant of Shared Principles (C.H.I.L.D.)

#PSP2012 AT CFED / CFEE

#EdLeader21

#PubPriBridge

Partnership

2.0

( Principles of Partnership 2.0 )Resources RELATIONSHIP People

Isolated events RECURRENCE Ongoing connections

Philanthropy, service RECIPROCITY Shared voice

Scripted agendas RELEVANCE Problem-posing & problem-solving

Unexamined assumptions REFLECTION Exploring misconceptions

LEARNINGACROSS BOUNDARIESEducational-Relational Thinking

• Centers on the “Helper” and not the “Helped”• Centers on making the “Helper” feel good about themselves• Assumes that the “Helper” knows what is best for the “Helped,” often

without even hearing from the direct experiences of the “Helped”• Doesn’t acknowledge deep injustices, where the “Helper” is privileged and

the “Helped” are oppressed• Doesn’t do anything to give power to the “Helped”• Does not create sustainable change – once the “Helper” stops doing what

they are doing, so does the positive change

Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

Savior Complex

Allyship and Solidarity

• Centers on the “Helped” and not the “Helper”• Centers on the “Helper” fulfilling a societal responsibility as the privileged• Assumes that the “Helped” knows what is best for the “Helped,” and that

the job of the “Helper” is to assist the “Helped” in meeting those needs• Acknowledges deep societal injustices, where the “Helper” and “Helped”

are equal in dignity and unequal in access through no fault or earning of each party

• Results in the “Helped” becoming more powerful• Creates sustainable change where the “Helper” becomes obsolete because

the positive change continues with or without them

Rosetta Eun Ryong Lee (http://tiny.cc/rosettalee)

Independent schools have the opportunity—and, I believe, the obligation—to do more than educate 1.5 percent of our nation’s children exceptionally well…

- Al Adams