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Going to School in the World: On the Future of Public-Private Partnerships

Presentation at the Diversity Institute Design Retreat
John Burroughs School - St. Louis - July 31, 2014

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Going to School in the World: On the Future of Public-Private Partnerships

  1. 1. “Going to School in the World” ON THE FUTURE OF PUBLIC-PRIVATE PARTNERSHIPS 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 T J 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
  2. 2. Social dynamics produce cultural realities that have global impacts… - Daniel Harris
  3. 3. Social dynamics produce cultural realities that have global impacts… - Daniel Harris
  4. 4. We must not forget how closely the school is connected to the society in which it is situated… - Carlina Rinaldi
  5. 5. What the best and wisest parent wants for his child, that must we want for all the children of the community… - John Dewey
  6. 6. … Anything less … is unlovely, and unchecked, destroys our democracy. - John Dewey
  7. 7. We want to see democracy, not capitalism, survive as the root, stem, leaves, and fruit of American education… - Peter Gow
  8. 8. 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
  9. 9. Partnership 1.0
  10. 10. 1%
  11. 11. <D slide?>
  12. 12. I feel like I’m finally going to school in the world… - D.T.
  13. 13. 64 82 13 11
  14. 14. FRL SOC ELL DIS 64 82 13 11
  15. 15. 64 FRL NBFA 8 82 SOC SOC 28
  16. 16. FRIEND ALLY CITIZEN
  17. 17. FRIEND ALLY CITIZEN
  18. 18. CROSS-CULTURAL COMPETENCY & "THE FOUR Cs" OF "21st CENTURY SKILLS" CCC Critical Thought Collaboration Communication Creativity * Partnership for 21st Century Skills, 2009 *
  19. 19. 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 RINALDI Making Learning Visible: Children as Individual and Group Learners (Reggio Emilia & Project Zero Collaboration)
  20. 20. '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 RINALDI Making Learning Visible: Children as Individual and Group Learners School as a Place of Culture
  21. 21. 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 RINALDI Making Learning Visible: Children as Individual and Group Learners New Forms of Coexistence & Participation
  22. 22. 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 RINALDI Making Learning Visible: Children as Individual and Group Learners Unity in Diversity, Diversity in Unity
  23. 23. 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 RINALDI Making Learning Visible: Children as Individual and Group Learners What Kind of Culture Should We Build?
  24. 24. '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 RINALDI Making Learning Visible: Children as Individual and Group Learners 'Educational-Relational Thinking'
  25. 25. Partnership 2.0
  26. 26. An Exercise in Radical Empathy ETHICAL CULTURE FIELDSTON SCHOOL & UNIVERSITY HEIGHTS HIGHSCHOOL
  27. 27. A Day in the Life of a School CURTIS SCHOOL & PARTHENIA STREET ELEMENTARY SCHOOL
  28. 28. #StuVoice on ‘The Education System’ CURTIS SCHOOL & CORTEZ MIDDLE SCHOOL
  29. 29. Covenant of Shared Principles (C.H.I.L.D.) #PSP2012 AT CFED / CFEE
  30. 30. #EdLeader21
  31. 31. #PubPriBridge
  32. 32. Partnership 2.0
  33. 33. ( 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 LEARNING ACROSS BOUNDARIES Educational-Relational Thinking
  34. 34. • 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
  35. 35. 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)
  36. 36. 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

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