- Jun 2018
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www.nydailynews.com www.nydailynews.com
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racial slurs to bully black students, and faculty members ignoring a black student’s complaints after he was called the N-word and “monkey” by his peers.
I cannot begin to imagine how the layers of microaggression just wear down a person's soul.
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These same classmates then often complained that black and Latino students were able to get into elite colleges without “working hard.”
I think about the unjustified reinforcement of Impostor syndrome
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inst-fs-iad-prod.inscloudgate.net inst-fs-iad-prod.inscloudgate.net
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I offer the term and stance of culturally sustaining pedagogy as an alter-native that, I believe, embodies some of the best research and prac-tice in the resource pedagogy tradition and as a term that supports the value of our multiethnic and multilingual present and futur
The term culturally sustainable pedagogy speaks to me and reminds me of the language that is often used in grants to allocate funding. For every grant I have ever written, it has required a sustainability plan. After the money is gone, how are you going to continue the proposed work? How do you embed the work as common practice? Sustainability implies long term commitment
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www.nytimes.com www.nytimes.com
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It just allows more kids a shot at one of those seats — kids whose families can’t afford years of test prep classes and tutors, who live in under-resourced districts, and yet who still manage to excel in their own schools.
I really worry about how many brilliant students are missed simple because of access. I will make an argument for the rest of my life...most of the students I see that are expelled or at-risk are highly gifted (maybe not in the conventional test taking way) but the type of kiddo that is a self-taught musician, artist, poet and/or empath. Many of my kiddos do math in their head but not on paper, and when they were five could put a Lego set together that was meant for a 15 year old. These are the students we are losing.
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Under his plan, even though the elite high schools would get a bigger range of students, the number of children getting access to this public resource will remain about the same — minuscule
Not a perfect solution, but the beginning of a conversation that needs to address the inequity of a single test exclusionary policy.
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This is a public resource, something all New York City families contribute to with their taxes. Only about 5 percent of all New York City high school students are enrolled in a specialized high school and last year half of these kids came from just 21 middle schools.
I really appreciate the breakdown of percentages given the fact the public dollars are being spent on a very small population of students who are able to get access to this resource
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Mr. Weinstein is a graduate of Stuyvesant High School and is on the board of its alumni association.
I really struggle with private agenda's driven by personal bias that is clearly not in the interest of all students.
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