Education summit, askoy
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Presentation delivered by Cormac Russell at the Askoy Education and Community Summit, Norway.
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Education summit, askoy
- 1. Discovering; Connecting & Mobilizing Educational Resources Askoy Summit, 2020. Cormac Russell (ABCD Institute at DePaul University, Chicago): It Takes A Village.
- 4. Six Building Block of Education •Gifts, Skills and Passions of local residents •The power of local associations •The resources of institutions •The environmental assets • The economic & other exchange resources •The cultural assets (stories of the place and heritage(s)
- 6. Deficit Thinking ©CormacRussell ABCD Institute, 2013 Speciality Diagnosis Reaction Education Social Work Corrections Behaviourism Medicine Psychopatholog y Disruptive Dysfunctional Delinquent Disordered Diseased Disturbed Reprimand, suspend, expel Intake, manage, discharge Adjudicate, punish, incarcerate Assess, conditioning, time out Diagnose, drug, hospitalise Test, treat, restrain
- 7. Gaeton Ruest, Mayor of Amqui, Quebec.
- 8. The magic ingredients Listening carefully to the problem definition and solutions put forth by citizens.
- 9. The magic ingredients Convening residents to develop a plan of action involving themselves and their ideas.
- 10. The magic ingredients Offering to supply support for resident initiatives rather than assuming the City or School was the problem solver in the community.
- 11. The magic ingredients Making residents into official actors with responsibility and authority over their initiative.
- 12. The magic ingredients Creating an experience that will lead residents to feel they have ownership in the community.
- 13. ©CopyrightNurtureDevelopment,2015 Columbus Elementary School, Appleton, Wisconsin
- 14. ©CopyrightNurtureDevelopment,2015 Step 1: Set up a “Partners in Education” group Step 2: Make the invisible educational Assets visible: a) residents, b) Associations c) Institutions
- 16. Learning Conversations •What do you care about enough to act on? •What local resources can you tap into? •Who else can you invite in?
- 18. Functions Added to Public Schools (Excerpt from: Schools Cannot Do It Alone, by Jamie Vollmer, Enlightenment Press, 2010) From 1900 to 1910, we shifted to our public schools responsibilities related to: •Nutrition •Immunization •Health (Activities in the health arena multiply every year.)
- 19. 1.From 1910-1930, we added: • Physical education (including organized athletics) • The Practical Arts/Domestic Science/Home economics (including sewing and • cooking) • Vocational education (including industrial agricultural education) • Mandated school transportation
- 20. 1.In the 1940’s, we added: • Business education (including typing, shorthand, and bookkeeping) • Art and music • Speech and drama • Half-day kindergarten • School lunch programs (We take this for granted today, but it was a huge step to • shift to the schools the job of feeding America’s children one third of their daily meals.)
- 21. 1.In the 1950’s, we added: • Expanded science and math education • Safety education • Driver’s education • Expanded music and art education • Stronger foreign language requirements • Sex education (Topics continue to escalate.)
- 22. 1.In the 1960’s, we added: • Advanced Placement programs • Head Start • Title I • Adult education • Consumer education (resources, rights and responsibilities) • Career education (options and entry level skill requirements) • Peace, leisure, and recreation education [Loved those sixties.]
- 23. 1.In the first decade of the twenty-first century, we have added: • No Child Left Behind (Republican) • Bully prevention • Anti-harassment policies (gender, race, religion, or national origin) • Expanded early childcare and wrap around programs • Elevator and escalator safety instruction • Body Mass Index evaluation (obesity monitoring) • Organ donor education and awareness programs • Personal financial literacy • Entrepreneurial and innovation skills development • Media literacy development • Contextual learning skill development • Health and wellness programs • Race to the Top (Democrat)
- 25. The sequence: 3 Principles First, determine with residents whether problems/opportunities can be resolved/addressed by the citizens acting together using their own community resources.
- 26. Second Principle Second, have the school enhance the collective citizen resources by providing supportive institutional assets.
- 27. Third Principle Third, acknowledge there will be some problems that cannot be resolved with citizen resources, even if supported by school/government assistance. In these cases, the school/government must take full responsibility.
- 30. Group Exercise
- 31. Where do you spend most of your time? What courage do we need to grow the “by” space in 2020?