We continue our conversation with Grace Alli Brandstein, a school improvement and instructional coach supporting struggling high schools in the Bronx. This week, Ms. Brandstein focuses on humane, antiracist education, and explains Dr. Gholdy Muhammad’s construct of literacy as identity, skills, intellect, criticality, and joy. She also speaks about the conditions for successful adult learning, giving teachers the training they need to lead one another and the space to coalesce around a shared vision, expectations, and protocols.
Overview
00:00-00:58 Intros
00:58:-03:59 Coaching: whom, theory of action, teachers’ feelings
03:59-09:56 Key elements of school improvement
09:56-13:12 Adult learning
13:12-15:04 Self-reflection and culturally-responsive teaching: importance of knowing the “why”
15:04-21:30 Culturally responsive education in practice; Dr. Gholdy Muhammad
21:30-29:36 Examples: a biology lesson on testosterone; Project Soapbox; Facing History; 1619 Project; NY Times writing curriculum
29:36-34:00 Bettina L. Love: We Want to Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom
34:00-35:35 Culturally responsive education: Adult learning, classroom level work, systemic change
35:35-37:45 Outro
Transcript
Click here to see the full transcript of this episode.
References
Soundtrack by Poddington Bear
Dr. Gerardo Mancilla, associate professor in the School of Education at Edgewood College and host of Educators and Immigration podcast, reflects on his experiences...
We speak with Ahenewa El-Amin, who teaches AP African American Studies in Kentucky, a state with a law restricting teaching about the legacy of...
We speak with Swarthmore’s Dr. Edwin Mayorga, who explains how abolitionist classrooms and schools create “freedom as a place” in contrast to racial capitalism. ...
