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

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. Social dynamics produce cultural realities that
have global impacts…
- Daniel Harris

3. Social dynamics produce cultural realities that
have global impacts…
- Daniel Harris

4. We must not forget how closely
the school is connected to the society
in which it is situated…
- Carlina Rinaldi

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

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

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. Partnership
1.0

10. 1%

12. <D slide?>

13. I feel like I’m finally going to school
in the world…
- D.T.

14. 64 82 13 11

15. FRL SOC ELL DIS
64 82 13 11

16. 64 FRL NBFA
8
82 SOC SOC
28

17. FRIEND
ALLY
CITIZEN

18. FRIEND
ALLY
CITIZEN

19. CROSS-CULTURAL COMPETENCY
& "THE FOUR Cs" OF "21st CENTURY SKILLS"
CCC
Critical Thought
Collaboration
Communication
Creativity
* Partnership for 21st Century Skills, 2009
*

20. 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)

21. '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

22. 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

23. 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

24. 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?

25. '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'

26. Partnership
2.0

27. An Exercise in Radical Empathy
ETHICAL CULTURE FIELDSTON SCHOOL & UNIVERSITY HEIGHTS HIGHSCHOOL

28. A Day in the Life of a School
CURTIS SCHOOL & PARTHENIA STREET ELEMENTARY SCHOOL

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

30. Covenant of Shared Principles (C.H.I.L.D.)
#PSP2012 AT CFED / CFEE

31. #EdLeader21

32. #PubPriBridge

33. Partnership
2.0

34. ( 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

35. • 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

36. 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)

37. 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