Framing Equity Efforts:

1
Framing Equity Efforts

• Mirrors Windows

2

• A story creates us at the very moment it is
  being created.
• (Morrison)

3

• to pay attention is to stretch toward a subject
  in a kind of aspiration.
• (Berry)

4

• Agenda
• Legacies in school stories
• Frameworks in school stories
• Implications in school stories

5

• Legacies in school stories

6
A student ofRoland Graves
7

• We will explore
• Stories from our own careers as students
• Stories from our own careers as educators
• Stories our schools tell

8

• Ernests first day of school

9

• Think back to 2 stories from your career as a
  student, and 2 student stories from your career
  as an educator.
• For each, list a key phrase and/or a few
  thoughts to jog your memory.
• Then talk briefly with a colleague about one of
  your stories.

10

• What the best and wisest parent wants for his
  own child, that must be the community want for
  all its children.
• (Dewey, 1900)

11

• Equity -- the work of
• Eliminating systemic barriers to learning
• Eliminating the predictability of success or
  failures that currently correlates with any
  social or cultural factor, especially race,
  class, and primary language.
• Discovering cultivating the unique gifts,
  talents, interests that every human being
  possesses.
• (Bay Area Coalition for Equitable Schools)

12

• Frameworks in school stories

13

• Look over your stories.
• What do they have in common?
• 1. Role or characteristics of the student
• 2. Role or characteristics of the educator
• What do you see when you look at your stories?
  Jot a few notes, then talk briefly with a
  colleague.

14

• Features of Equity Practice
• (Providing equitable opportunities for students)
• Intellectual richness
• Connectedness
• Recognition of differences
• Substantive support
• Environment of inquiry

15

• Naomis Story

16

• Implications of school stories

17

• Hildas Story

18

• Write a list of 5 characteristics or descriptors
  of your school or district (e.g. urban, magnet,
  elementary).

19

• For one of these characteristics note
• What is enabled or made possible by this
  characteristic?
• What is constrained or limited by this
  characteristic?
• What do you notice?

20

• Equity -- the work of
• Eliminating systemic barriers to learning
• Eliminating the predictability of success or
  failures that currently correlates with any
  social or cultural factor, especially race,
  class, and primary language.
• Discovering and cultivating the unique gifts,
  talents, and interests that every human being
  possesses.
• (Bay Area Coalition for Equitable Schools)

21

• Peer Gynts Story

22

• Who would have thought the stories
• would cling to him so?
• (Ibsen)

23

• Whats the impact of
• stories that cling to us?

24

• I promised to show you a map
• you say but this is a mural
• Where do you see it from
• is the question.
• (Rich)

25

• What kind of aspirations
• do our structures and practices
• invite students to stretch toward?

26

• What stories
• does our educational environment
• enable students to build?

27

• Thank you.
• linda.shadiow_at_nau.edu