“We are just broken”: The fate of education for girls in Afghanistan after the Taliban takeover

This week, nearly 6 months after the US forces left Afghanistan, Naila Shahid shares some of the news and links since August of 2021 describing the impact of the Taliban takeover on girls’ education there. 

 With the Taliban takeover of the Afghan government last August, many expressed fears that the substantial gains made in girls education in the past 20 years might be lost.  Although an estimated 3.7 million children remain out-of-school in Afghanistan – 60% of them girls, according to World Bank reports, girls’ secondary school attendance increased 32% from 2003 to 2017. By 2018, girls made up almost 38 percent — 3.8 million — of students in the country; by comparison only 5,000 Afghan girls were enrolled in schools in 2001. Over the same period, the presence of women in higher education also rose, and the  gender disparity in higher education enrollment decreased over time in favor of female students entering Afghan universities. For example, there were only 1,000 female participants in the Kankor exam (the University entrance exam) in 2003, while this number jumped to an all-time high – 78,000 – in 2013. In 2020, Shamsia Alizada, the daughter of a coal miner from Kabul, received the highest score out of 170,000 students on the entrance exam.

When the US troops pulled out, however, and the Taliban seized control of the country in 2021,  many businesses and institutions, including schools, shut down. Since that time, public elementary schools have reopened again and in September 2021 the Taliban government announced the reopening of government high schools but only for boys, saying only that “a safe learning environment” was needed before older girls could return to school.  Private schools, including girls secondary schools and universities, only started operating again in 10 out of 34 provinces, after they negotiated with local Taliban leadership.  

 In  October 2021, Afghan officials announced that girls would be able to resume attendance in government secondary schools, but only after the development of a new educational framework. That statement did not give a time frame for reopening and made thousands of girls fearful about their exams, their plans to graduate, their university applications and their academic future in general. In November 2021, the Afghan government added a statement about reopening secondary schools for girls, simply stating“good news coming soon”. As of January of 2022, the  Taliban are pledging/promising to open all girls schools after the Afghan New Year in late March, offering a deadline for the first time. According to the Taliban’s Deputy Minister of Culture and Information, the major barriers for reopening the secondary schools for girls have been the “capacity” as they plan to completely segregate girls and boys schools. 

Depriving girls of their educational rights has contributed to continuing unrest. Reports have shared the stories of  women and girls in some areas of Afghanistan (mostly urban) who are raising their voices against the closure of girls’ secondary schools and taking action. Among those voices: 

Roya, 18,  who was supposed to graduate from high school and was preparing for the university entrance exam, declared: 

“I always dreamed of being a lawyer and had been preparing to get into law school, but now with the Taliban taking over I don’t think I have a future.”

Rahela Nussrat, 17,in her final year of high school and and unable to attend classes since the takeover, lamented:

 “When the Afghan government fell, I lost my right to education, this was the first time I cried specifically because of my gender.” 

Zakia Menhas, a medical student at Kabul university waiting for her college to reopen, told NPR’s Lulu Garcia-Navarro: 

“We really – just fed up – and it is really devastating for us. Like, we had hopes. We had dreams to chase. And now it is just a dark place. And we cannot find that light. And we are just broken.” 

Despite the challenges, some are managing to persevere. 

 Shabana Basij- Rasikh whogrew up in Kabul in the 1990s, has been operating Afghanistan’s only private boarding school for girls – the School of Leadership, Afghanistan (SOLA), explained 

“Education transforms lives and societies. It’s transformed my life and it’s transformed my Afghan society these past 20 years.”

Angela Ghayour, who witnessed the civil war in Afghanistan in 1992 as well, could not bear to see girl’s deprived of education once again. After three months with little progress from the Taliban, she used social media to bring together 400 volunteers and started the Online Herat school to provide educational resources to women and girls. As she put it: 

“I feel this school is the result of all of my pain, my agonies and experiences. Our motto is, the pen instead of the gun.”

In the western province of Herat, the teachers’ union, 40 school principals and parents pushed back and reopened the schools in October. However, they had to negotiate with the local Taliban officials to have completely segregated classes and only female teachers. The parents are determined. Mastoura who now escorts her two daughters to school every day is resolute.

“We had concerns, and we have them still, But daughters must get an education. Without education, your life is held back.”

A timeline of the reported events: 

September 20, 2021- Afghanistan’s new government is likely to impose severe restrictions on girls’ education, The New York Times

September 24, 2021- Deputy UN chief urges girls’ education is a must for Afghanistan, Thompson Reuters Foundation News

October 11, 2021- What will happen to girl’s education under Taliban rule?, Thompson Reuters Foundation News

October 13, 2021- Amnesty International published testimonies from teachers and students in Afghanistan, Amnesty International

October 18, 2021- Taliban stops school for girls over 12, CBS News

October 22- 2021- Afghan girls determined to return to school, CBS News

October 29, 2021- Online learning (secretly) continues for girls in Afghanistan, Global Citizen

October 31, 2021- Afghan girls think their education doesn’t have a future, The New York Times

October 31, 2021- Afghan women’s education in limbo, Deadline

November 02, 2021- Afghanistan’s government says it will soon announce  “good news” about girl’s education, Reuters

— Naila Shahid

Leading new, deeper forms of collaborative cultures: Commentary from Cecilia Azorín and Michael Fullan

“How can schools be transformed into collaborative learning cultures? What are the first steps to be taken to initiate the shift towards collaboration? How can collaboration within and across schools be developed and extended?” Those are some of the questions that Cecilia Azorín and Michael Fullan ask in the fourth commentary in a series launched by Corrie Stone-Johnson and the Journal of Educational Change. In a 2021 editorial, Stone-Johnson introduced the series called Back to School in which she invited authors to “explore how and in what ways Covid-19 has shaped—and is shaping—schools and schooling around the world. This week’s post provides an excerpt from the commentary that brings together the ideas and insights of Azorín and Fullan from their work on collaboration and networking. Previous commentaries in this series include: Yong Zhao and Jim Watterston’s “The changes we need post-Covid,” “What can change in schools after the pandemic?”from Thomas Hatch; and “Owning educational change in Korean schools” by  Taeyeon KimMinseok Yang, and Sunbin Lim.

As Azorín and Fullan summarize their argument: 

“From its origin as teaching as a lonely profession (‘behind the classroom door’), collaboration since the 1960s has made halting progress. Some strong collaborative school cultures were established over the decades, but they were limited in three ways: they were in the minority; were mostly intra-school with a smattering of school districts; and they did not become an established part of a new culture. Over the past decade we have begun to see examples of networks of schools, but these too did not represent system change. Recently (mostly in the past two or three years) there is a new and powerful surge in collaboration arising from the combination two forces: first, the growing evidence that traditional school systems have been seen as ineffective for the majority of students having lost their sense of purpose (see Fullan, 2021), and second, that the pandemic has exposed the weakness of the school system, and serendipitously increased the interest in innovation and system reform as we enter thepost-pandemic period (Fullan & Edwards, 2022).

Prior to COVID-19, there was consensus on the need to prepare future generations in environments of collaboration (Azorín, 2022), but it did not materialize in practice. The pandemic has accelerated networking in education as a powerful tool for innovation. Collaboration is needed and the pandemic made this need greater. “Teaching today is a collaborative and social profession” which implies “moving ideas, knowledge, and teaching practices around in professional communities and networks of shared professional learning” (Hargreaves, 2021, p. 142). We see these developments emerging (and, indeed are part of networks ourselves working on this very agenda). We predict that this recent trend will take off in the coming years.”

In response, they describe what they call the “pulsar model of educational change:” 

Azorín (2020a) used the term ‘supernova’ to describe the impact that COVID-19 has had on education and argued that “like the lifecycle of a star, the educational journey of the previous decades has come to an end” (p. 381)

The ‘supernova effect’  has brought with it the potential for an unprecedented pedagogical  renewal and  change that could give rise to the real-time rapid development of new approaches to education.

The initial supernova drive has given way to what we call the pulsar model, where the change forces connect and interact thereby fostering processes of experimentation and innovation in education. Figure 1 shows the Pulsar Model of Educational Change, represented by a lighthouse (light beam) that illuminates the new educational pathways. In short, the Copernican axis represent the centrality of students; the light beam places collaboration at the center of action, and the innovation field concerns the pedagogical and collaborative developments essential for success.”

To learn more, the full commentary, “Leading new, deeper forms of collaborative cultures: Questions and pathways” can be found in the February 2022 issue of the Journal of Educational Change.

Five Paths of Student Engagement: An Interview with Dennis Shirley

…now is the time to re-engage our youth in their learning, and to find our own justly-earned portion of joy and fulfillment in doing so.

This week’s post features an interview with Dennis Shirley, author with Andy Hargreaves of Five Paths of Student Engagement:  Blazing the Trail to Learning and Success and Well-Being in Schools: Three Forces That Will Uplift Your Students in a Volatile World. Shirley is Professor of Education at the Lynch School of Education and Human Development at Boston College, and author of The New Imperatives of Educational Change: Achievement with Integrity. 

IEN: Why this book focusing student engagement now? 

Dennis Shirley: One challenge with schooling is that teachers want students to focus on the curriculum they’ve chosen, and students have other interests and concerns that lead them to daydream or disrupt instruction. In the US, Gallup polls tell us that about half of our students in grades 5-12 are engaged with their learning.  About a quarter are passively disengaged, and another quarter are actively disengaged. What can we do to help those students who are disconnected with their schools to feel more motivated to learn?  This is the question that motivated Andy Hargreaves and me to write this book.

In the US, about half of our students in grades 5-12 are engaged with their learning.  About a quarter are passively disengaged, and another quarter are actively disengaged. What can we do to help those students who are disconnected with their schools to feel more motivated to learn?

Since the book has come out in June of last year, I’ve been privileged to present its key ideas to educators all over the world in webinars and interactive workshops. One might think that with COVID-19 causing so many disruptions that educators would be preoccupied with simply managing the pandemic, but I’ve been pleased to find that they are more determined than ever to make sure that their students are deeply engaged with their learning. Every presentation that I’ve done has been followed by spirited discussions about how our young people have changed as a result of the pandemic and how our educational systems should adjust as a consequence.

IEN: What did you learn in working on this book that you didn’t know before?

DS: In Five Paths of Student Engagement, we challenge three big myths of student engagement.  The first myth is that all learning has to be socially relevant.  We tend to hear this a lot from many colleagues and especially from those who are involved with social justice agendas that they want their students to promote.  These concerns speak to legitimate aspirations for students to receive educations that help them to be active citizens in the future. What some educators tend to forget, however, is that children and young people have interests of their own.  Sometimes these interests concern outlandish things like dinosaurs, unicorns, hobbits, and muggles that could be powerful levers for promoting their engagement with learning. The young adult sections of our book stores are packed with best-selling books that cater to these cravings of today’s youth for adventure and fantasy.

The second myth is that all learning has to be facilitated with technology. Old-fashioned, “brick and mortar” schools are out, it is said; digital learning is in.  Of course, there are technological tools that promote student engagement; I use them myself in online courses that I teach in a new Master’s degree program we’ve started in global perspectives on educational change.. But all we have to do is venture into a school where students are riffing in a jazz quartet or are conducting experiments with chemicals that they have just learned about to know that first-hand, three-dimensional experiences still have an important place in education.  Especially when it comes to the restorative power of nature, we can do much more to get our students outside of their school buildings and exploring their local ecosystems, even in the most densely populated communities. Andy and I discuss this more in our new ASCD book entitled Well-being in Schools:  Three Forces to Uplift Your Students in a Volatile World.

The third myth is that all learning has to be fun. Happiness, exuberance, and excitement are delightful parts of learning when we can get them, but should these be the only emotions our students experience in their schools? If you think about it, there’s not much fun to be found in learning about racism or climate change, but these contemporary challenges are important parts of any credible social studies or science curriculum. Let’s not limit ourselves to the superficial pursuit of superficial forms of emotional gratification when we could and should be going for genuine gravitas instead.

Let’s not limit ourselves to the superficial pursuit of superficial forms of emotional gratification when we could and should be going for genuine gravitas instead.

IEN: What’s happened since you completed the book? 

DS: We gathered most of the data for our book by working cheek-by-jowl with educators in a network of rural educators in the Pacific Northwest of the US. It was a very different world when we began this work all the way back in 2013. At the time few people seriously imagined that the United Kingdom would actually break away from the European Union or that Donald Trump could become president of the United States. We had no idea that the COVID-19 pandemic would be coming our way and that it would so profoundly disrupt schools and learning around the globe. 

These transformations meant that we had to write a very different kind of book than that which we initially imagined. While the on-the-ground work of teaching and learning in schools continued without interruption up until the spring of 2020, we found that we had to rework many passages of the manuscript and revise some of our interpretations in light of the new circumstances. 

In our introduction we write about the transition from an outmoded Age of Achievement and Effort to a new Age of Engagement, Well-being, and Identity. This change was evident before the arrival of the pandemic and has now become obvious to all of us. I’ve argued elsewhere that anyone who thinks that the way that we are going to get young people more engaged with learning when the pandemic winds down will be by giving them more test preparatory activities is seriously disconnected from our world today. 

…anyone who thinks that the way that we are going to get young people more engaged with learning when the pandemic winds down will be by giving them more test preparatory activities is seriously disconnected from our world today

IEN: What’s next — what are you working on now?

DS: The persistence of COVID-19 means that in the short term, Andy and I are presenting a lot of webinars and online workshops related to the theme of student engagement.  Engagement is the kind of topic that can change your life, really: I often find myself noticing if my attention has lapsed when dealing with something, and then I go back and try to ascertain why it did so.  In that way the book has been helpful and transformative in my personal life, and not just in my professional pursuits.

Five Paths of Student Engagement and Well-being in Schools were initially part of a single book manuscript, along with a third section on identity and belonging. As that original manuscript kept growing larger and larger, however, Andy and I eventually agreed that it needed to be divided up into three shorter books. We’re currently more than half-way done with the book on identity and belonging and are aiming to have it completed and published by Corwin Press in 2022. 

IEN: What’s your hope for the future and what do you hope this book will contribute to it? 

DS: In spite of some missteps, on the whole I’m delighted with how agile our educators and schools have been in responding to COVID-19. We’ve seen a resurgence of long-suppressed creativity that should give us all great hope for the future. The new visibility of the ethos of care that brings people into our profession has been uplifting, too.  I love learning about teachers who have done things like convert their home dining room into a Hogwarts library to engage their students with online learning, or who transform their backyard tree house into a classroom to excite their students’ imagination and to increase their motivation. Even the simplest things, like when a principal tells teachers to let the kids go outside and play more frequently than was done in the past, can be very significant in the lives of the young.

Last year a survey of young Americans conducted by Harvard University revealed widespread optimism about the future in spite of many contemporary challenges. The hopefulness of African-American young people was especially striking, from a dismal 18% who were optimistic in 2017 to 72% who were hopeful in 2021. That young people can look towards the future with determination and commitment when the “bad news bias” of the media is so prevalent across the political spectrum should chasten those pundits who indulge in fashionable pessimism so relentlessly. 

That young people can look towards the future with determination and commitment when the “bad news bias” of the media is so prevalent across the political spectrum should chasten those pundits who indulge in fashionable pessimism so relentlessly.

The schools that Andy and I conducted our research in in the Pacific Northwest were often dreadfully underfunded, and the communities frequently were struggling economically. In one discussion with a classroom of students in a small town in Idaho, not one single student saw a plausible future for themselves in their hometown. Yet their resilience, and their determination to make the most of themselves, remains indelibly printed in my memory. So in spite of all of our obstacles and worries, now is the time to re-engage our youth in their learning, and to find our own justly-earned portion of joy and fulfillment in doing so.

A focus on future generations: A Conversation with Carrie Sampson on school boards, research, and educational change

This month’s Lead the Change (LtC) interview features Carrie Sampson’s discussion of her work on equity, research, school boards, and educational changeSampson is an assistant professor in the Division of Educational Leadership and Innovation at Arizona State University. The LtC series is produced by the Educational Change Special Interest Group of the American Educational Research AssociationJennie Weiner, Chair; Olga O. Fellus, Program Chair; Corinne Brion, Secretary/Treasurer; Alexandra Lamb, Series Editor; Cynthia Wise, Social Media Coordinator. A pdf of the fully formatted interview is available on the LtC website.

Lead the Change: The 2022 AERA theme is Cultivating Equitable Education Systems for the 21st Century and charges researchers and practitioners with dismantling oppressive education systems and replacing them with anti-racist, equity, and justice-oriented systems. To achieve these goals, researchers must engage in new methodologies, cross-disciplinary thinking, global perspectives, and community partnerships to respond to the challenges of the 21st century including the COVID-19 Pandemic and systemic racism among other persistent inequities. Given the dire need for all of us to do more to dismantle oppressive systems and reimagine new ways of thinking and doing in our own institutions and education more broadly, what specific responsibility do educational change scholars have in this space? What steps are you taking to heed this call?

Carrie Sampson: Many scholars come into the field of education because we hope to make a positive contribution. We have dedicated decades of our lives to learning and teaching. We read, listen, reflect, formulate questions, seek answers, write, and share knowledge. Trained to think critically about our field, most of us are excellent at finding flaws, issuing critiques, and pointing fingers. In doing this, we come to understand just how complex our educational system is, and we recognize that even if we fix one part, there’s still hundreds of moving parts that make it nearly impossible to fix an entire system. Sometimes we become disillusioned. At times, I have become disillusioned. Yet, as education researchers we have not come this far to sit in our disillusionment. It’s our responsibility to continue to find the best possible solutions to the many problems in our systems. It’s our responsibility to fight the good fight.

In building my good fight, I have focused on three major areas as a scholar. First, I constantly return to my “why” for the work I do. While it has always been rooted in the notion of “the personal is political,” my “why” has changed over the years. It has shifted from my own experiences as a mixed race, Black and Chicana, woman who grew up in poverty in both rural and urban communities. My success in education was too reliant on luck and cultural capital rather than a system that offered ample opportunities, a system that failed many of my peers and family members. 

These days my “why” centers on what I have experienced and witnessed as a mother-scholar of two school-aged children—one who is 8 years old and skipped the first grade and one who completed his kindergarten year online due to COVID. Since the time they entered preschool, my kids have faced racism and gender discrimination. Navigating these isms when they happen to me is one thing, but when they happened to my babies, it lit a fire in my soul like no other. The urgency and clarity of my “why” both shifted and soared. In an article about coalition politics, we cited Bernice Johnson Reagon, a Black feminist and activist (Sampson, Demps, & Rodriguez-Martinez, 2020). Her emphasis on the importance of doing what we do for future generations resonated with my “why.” Reagon (1983) said, “…most of the things you do, if you do them right, are for the people who live long after you are long forgotten” (p. 365). This work is not about us. Just like our ancestors before us, we will likely not reap the benefits of our labor directly. Instead, my children, our children, and those children who are not yet born have the chance to be impacted by our work. I believe this must always be the center of our “why.”

My other two areas of focus are simple. I hold on to the notion that “all politics are local.” This means I try to engage in my local community as much as I can. These communities are my home. I seek to understand the history and context of where I live. I am on advisory councils, I engage in political campaigning, and I meet with local officials to advocate for change. Relatedly, and more recently, the final area of focus for me has been gaining the skills to translate my research for a broader audience. As school boards are increasingly part of the broader conversation among the media, decision makers, families, and even youth, I have been increasingly called on to offer a research-based perspective on school board governance. I pursued this career largely because I liked research. And like most of us, I spent many years learning to do research, not translate it. Sadly, we don’t often teach our future academics to talk about their research in a non-academic context. Yet, it’s our responsibility as education researchers to bring our research to broader audiences and that must begin with learning the skills to translate our scholarship in ways that all groups of people can understand and apply what we learn.

In sum, the three areas of responsibility that ground my work and I believe should ground our field’s work are a) a focus on future generations as a major part of our “why”; b) engaging in our local community; and c) translating our research to those outside of the academy.

“It’s our responsibility as education researchers to bring our research to broader audiences.”

LtC: Given some of your work using critical lenses to examine political coalitions, district reform, and equity (or a lack thereof), what are some of the major lessons the field of Educational Change can learn from your work and experience?

CS: I’ll share six things I’ve learned from my work and experience.

(1) The notion I mentioned above about “all politics is local” is from the fact that I’ve seen time and time again that local politics matter. Democracy and justice happen locally first. Without political players and policies that make sense at the local level, educational change for the better will never happen.

(2) We need to work on being more proactive. From my dissertation research that explored school board policymaking for English learners, two of the school board members I interviewed said that they, as board members, were always putting out fires and never got a chance to work ahead of the fires to prevent them (Sampson, 2016). While reacting to the inequitable experiences voiced by minoritized communities is critical as a school board member, the idea of being proactive about ensuring that our children have equitable educational opportunities (and not just reactive) always stuck with me. Consequently, I carefully consider what it means to be proactive in terms of my research implications toward educational equity.

(3) Building critically conscious coalitions is needed to sustain the work. As someone with several minoritized identities, I have come to realize that groups are too often in competition mode. Moreover, as one of my research findings illustrates (Sampson, Demps, & Rodriguez-Martinez, 2020), competition can water down the end result for all groups. Instead, coalitions that are rooted in the unique needs of the communities these coalitions intend to serve have a better chance of achieving more relevant and adequate outcomes.

(4) While I center race in much of my work, knowing and acknowledging how race intersects with other identities is critical to how I shape my scholarship. Aligned with Crenshaw’s (2017) concept of intersectionality, I gained significant insight on why this concept and reality matter from my studies in feminist theory and research. While pursuing my graduate certificate in Women’s Studies, I was assisting on a study examining the history of school desegregation in Southern Nevada (Horsford, Sampson, & Forletta, 2013). As I learned about feminism, I began to ask deeper questions aimed at exploring why a group of mostly White women from The League of Women Voters became one of the leading organizations to advocate for racially desegregated schools (Sampson, 2017). I learned that their efforts were often largely informed and shaped by their racialized, gendered, and classed experiences, and more importantly, their efforts influenced the outcome for Black children who were bussed from their neighborhood schools for nearly two decades.

(5) As frustrating as it might be, change is often incremental. Maybe it was my economics degree that trained me to believe that when systems change quickly and drastically (for good and bad), these systems often experience push back aiming to disrupt those changes creating little to no real change. My studies on school boards taught me the same thing (e.g., Sampson, 2019; Sampson, 2019b).

(6) Specific to my research on school boards, I have learned that school governance matters to educational change, and yet, many states and localities have fallen short when it comes to electing and training strong candidates for these positions. Nonetheless, district leaders (i.e., superintendents, other board members) who can help create a heathy foundation on which a school board can grow and develop cohesively can contribute to setting a vision for positive change. I’ve seen board members who clearly don’t understand issues of race and racism shift their thinking and be willing to compromise once they understand the stakes of their decisions, and that usually happens through both training and developing a trust among district leadership. We must do a better job at creating pathways and training for board members so they are equipped to govern toward positive change (Sampson, 2019a, 2019c).

“As frustrating as it might be, change is often incremental.”

LtC: In some of your recent work examining district reorganization in Nevada using a critical lens, you find that marginalized communities are excluded from the policy process, resulting in anti-democratic and inequitable processes and outcomes. You explain that other efforts to decentralize districts in Chicago, New York City, and Houston, seem to have similar results. Is there a way for districts to restructure in an equitable and democratic fashion given the current political climate?

SC: This is a tough question. Our political climate is highly divisive. Perhaps I’m overly optimistic, but I still think many local communities, when given the opportunity to really engage in open and honest dialogue, can agree on some fundamental areas of education that can move school districts in the right direction to improve educational opportunities for all children. The problem in these districts mentioned is that the push to reorganize typically came from outside

of the district, often from the state-level, not from within or at the local level (Sampson & Diem, 2020). While it might take longer to make change from within, informed by those most impacted by the change, I think it’s the only way to prompt the change necessary particularly with the aim of improving educational equity.

LtC: Educational Change expects those engaged in and with schools, schooling, and school systems to spearhead deep and often difficult transformation. How might those in the field of Educational Change best support these individuals and groups through these processes?

SC: We must be in conversation not only with those directly in schools but also those connected to schooling. One thing I hope we all learned from COVID-19 is that schooling happens beyond the walls of classrooms. Not only do teachers, staff, and school leaders matter but without the families and youth they serve, schooling is nothing. And yet, as my coauthors and I noted in a blog we wrote during the beginning of COVID (later published in a book), school systems often overlook and dismiss families (Sampson, Wong, Cervantes-Soon, Estrella, & Demps, 2020).

Moreover, as researchers, being in conversation with communities impacted by schooling can make our scholarship better. This shapes our research methods, including the questions we ask and how we make sense of the problem we are studying. As an example, one recent study I co-conducted was heavily influenced because my colleague and I were in conversation with a

community-based organization advocating for change. We began by thinking that maybe we could help them. But more so, they helped us develop a keenly relevant study by offering us deeper context and helping shape our overarching research questions and the purpose of this specific study on school board meetings (Bertrand & Sampson, 2020; Sampson & Bertrand, 2020, 2021). Without these conversations, our work can miss the mark of being applicable toward any positive change.

“Being in conversation with communities impacted by schooling can make our scholarship better.”

LtC: Where do you perceive the field of Educational Change is going? What excites you about Educational Change now and in the future?

SC: I think we are at a crossroads. COVID-19 and the many uprisings prompted by racism and white supremacy have brought to the surface several deep-seated problems in education. To sit in optimism and hope that educational change can offer improvements to these problems keep many of us motivated to fight the good fight. Yet, those of us whose work is rooted in critical theory and who have lived in marginalized spaces, know that the systems holding these problems hostage are too complex and unjust to adequately change without being completely dismantled. I think what the future holds is much of what the author Octavia Butler wrote about in Parable of the Sower and Parable of the Talents. After the world as they knew it fell apart, she envisioned change as the opportunity to plant new seeds, using their talents to create a community rooted in a collective vision of liberation. Although these texts paint a bleak picture in some ways, I think they also show that change is inevitable. Our crossroads is figuring out how change can offer us the opportunity to collectively envision and engage in efforts that result in an educational system or systems that can support future generations to solve our most pressing problems, such as racism and climate change, that will continue to haunt us for years to come.

References

Bertrand, M., & Sampson, C. (2020). Challenging systemic racism in school board meetings through intertextual co-optation. Critical Studies in Education, 00(00), 1–17. https://doi.org/10.1080/17508487.2020.1765823

Butler, O. E. (1995). Parable of the sower. New York: Warner Books. Butler, O.E. (1998). Parable of the talents: A novel. New York: Seven Stories Press.

Crenshaw, K. W. (2017). On intersectionality: Essential writings. The New Press.

Horsford, S.D. Sampson, C., & Forletta, F.M. (2013). School resegregation in the Mississippi of the West: Community counternarratives on the return to neighborhood schools in Las Vegas, 1968-1994. Teachers College Record, 115 (11). 1-28.

Reagon, B. (1983). “Coalition politics: Turning the century.” in Smith, B. (Ed.) Home girls (p. 356-368). New York: Kitchen Table: Women of Color Press.

Sampson, C. (2016). The role of school boards in addressing opportunity and equity for English

learners in the U.S. Mountain West (Dissertation). University of Nevada Las Vegas.

Sampson, C. (2017). So it ‘‘became White activists fighting for integration?’’ Community

organizations, intersectional identities, and education reform. The Urban Review, 49(1), 72-

95.

Sampson, C. (2019a). (Im)Possibilities of Latinx school board members’ educational leadership toward equity. Educational Administration Quarterly, 55(2), 296–327. https://doi.org/10.1177/0013161X18799482

Sampson, C. (2019b). From a lighthouse to a foghorn: A school board’ s navigation toward equity for English learners. American Journal of Education, 125(4), 521–546.

Sampson, C. (2019c, August 26). In school boards we trust? The potential for educational equity in public education. Equity Alliance Blog. Retrieved from https://equityalliance.stanford.edu/content/school-boards-we-trust-potential-educational-equity-

public-education

Sampson, C., & Bertrand, M. (2020). “This is civil disobedience. I’ll continue.”: The racialization of school board meeting rules. Journal of Education Policy. https://doi.org/10.1080/02680939.2020.1778795

Sampson, C., & Bertrand, M. (2021). Counter-storytelling, metaphors, and rhetorical questioning: Discursive strategies of advocacy toward racial equity in school board meetings. Discourse: Studies in the Cultural Politics of Education, 0(0), 1–13. https://doi.org/10.1080/01596306.2021.2002268

Sampson, C. & Diem, S. (online first, 2020). Democratic (dis)engagement in school district decentralization: A critical analysis of actors and coalitions. Leadership and Policy in Schools.

Sampson, C., Demps, D., & Rodriguez-Martinez, S. (2020). Engaging (or not) in coalition politics: A case study of Black and Latinx community advocacy toward educational equity. Race Ethnicity and Education, 00(00), 1–21. https://doi.org/10.1080/13613324.2020.1842346

Sampson, C., Wong, L.-S., Cervantes-Soon, C. G., Estrella, A., & Demps, D. (2020, May 13). A Call from Black and Brown mothers for true family engagement. Medium. Retrieved from https://medium.com/a-call-from-black-and-brown-mothers-for-true/a-call-from-black-and-brown-mothers-for-true-family-engagement-bbfda3e7f72d

No surprise? Predictions for education in 2022 include hopes for attention to student engagement, well-being, and climate change

Following last week’s scan of education stories that look back at 2021, this week, Thomas Hatch pulls together some of the articles that make predictions for education in 2022.

Echoing the hope and despair in the stories reflecting on 2021, many of the predictions for education in 2022 highlight continuing concerns about learning loss, stress and anxiety, as well as hopes for addressing student engagement, well-being, and climate change.  Thomas Arnett captured the conflicting sentiments, writing: 

In most places, fighting the current fires in conventional schools will suck up most of the oxygen in the room. Nonetheless, my hope for 2022 is that among the roughly 13,000 school systems in our country, there will be a substantial subset that launch new versions of schooling that five to ten years from now will prove that they offer exactly what many students need. — From How will 2022 reshape K-12 education?

The US & Around the World

61 predictions about edtech, equity, and learning in 2022World News Era

61 predictions about edtech, equity, and learning in 2022

Top education predictions for 2022: ‘Need for trained teachers to increase’, say expertsIndia Today

8 K-12 trends to watch in 2022: Fallout from the COVID-19 pandemic, ongoing policy pingpong, curricular controversy and more are set to impact schools this year,  K-12 Dive

3 Big Education Wishes for 2022 (focusing on personalization, grace, and renewing the Every Student Succeeds Act), Michael Horn & Diane Tavener, Class Disrupted (podcast)

What’s in store for K-12 schools in 2022?

Could we see a mass exodus of teachers fed up with educating through a pandemic? How might two years of learning in a pandemic impact test scores? Will Universal Pre-K ever become a reality?

What’s in store for K-12 schools in 2022? Class Dismissed

9 mostly pessimistic 2022 education predictions for 2022 – From a teacher, Larry Ferlazzo, Answer Sheet (Washington Post)

4 educator trends going into 2022, Abbas Manjee, SmartBrief

Five 2021 education stories that will continue to matter in 2022, Yasmine Askari,  MinnPost

 Trends Shaping Education in 2022, Tom Vander Ark, Getting Smart

Education Technology 

13 Predictions for K–12 and Technology in 2022THEJournal

Five Ed Tech Trends To Look Out For In 2022, Nick Morrison, Forbes

Pandemic Gave Teachers New Insight into Ed Tech. Now, it May Be the Next Big Thing in 2022 — and Beyond,

[W]hile some districts are still spending stimulus money just to spend it instead of taking the time to research and evaluate their options, most have a better understanding of technology than they did before COVID-19 struck and are demanding information about the tools students use. 

Pandemic Gave Teachers New Insight into Ed Tech, Tim Newcomb, The74

Special Education

Two key predictions around special education for 2022The Hill

Higher Education

7 higher education trends to watch in 2022Higher Ed Dive

US Education Policy

What education policy experts are watching for in 2022Brookings

Albany 101: Here are the big NYC education issues to watch in the new legislative sessionChalkbeat

California education issues to watch in 2022 — and predictions of what will happenEdSource

Hope and Despair? Scanning Education Stories that look back at 2021

This week, Thomas Hatch pulls together some of the blog posts and news stories that look back at 2021. Next week: A roundup of predictions for 2022.

Schools Week in the UK summed up what many may have been feeling, declaring “The year a return to normal only got further away” while US News & World Report looked for a silver lining, exploring “How 2021 set the the stage for a seismic overhaul of education.” For my own part, I tried to both look back and look ahead in a commentary for the Journal of Educational Change on what can change in schools (“We will now resume our regular programming”):

“What if this is a moment when we can re-imagine education?” But “What if it isn’t? What if, despite the changes wrought by the pandemic, the conditions that sustain conventional schooling remain in place?”

Here, in no particular order, are a few more headlines from the “reviews” of 2021 from some of our regular sources.

Around the World

From learning recovery to the futures of education, UNESCO

Grave violations of children’s rights in conflict on the rise around the world, UNICEF

Meet Gen Covid: Growing up under the shadow of Covid-19, the young in Asia talk about loss, gain and hope, Straits Times

2021 in education: a year in review (UK), Twinkl Digest

The year a return to normal only got further away (UK), Schools Week

2021 in Review, FreshEd Podcast (Will Brehm with Susan Robertson & Mario Novelli)

In the US

Education in 2021: 10 Photos That Capture a Chaotic Year, Education Week

Protesters against a COVID-19 mandate gesture as they are escorted out of the Clark County School Board meeting at the Clark County Government Center, on Aug. 12, 2021, in Las Vegas.
Bizuayehu Tesfaye/Las Vegas Review-Journal via AP

2021 in pictures: Images that captured the tragedy and resilience that marked 2021, Hechinger Report

16 charts that changed the way we looked at America’s schools in 2021, The 74

Education data legislation review 2021: State activity, Data Quality Campaign

Top 2021 education legislative trends, Education Commission of the States

Survival Mode: Educators Reflect on a Tough 2021 and Brace for the Future, EdSurge

After A Year Of Uncertainty, College Presidents Reflect On COVID-19’s Impact, EdSurge

2021 education year in review, The Report Card with Nat Malkus (in conversation with and Erica GreenLaura Meckler, and Eesha Pendharkar)

Proof Points 2021 Year in Review: A reading mystery, test-optional admissions and the problem with small classes, Hechinger Report

Philanthropy Awards, 2021, Inside Philanthropy

IEN’s Top Stories from 2021

IEN will return later this week with our annual look back/look ahead, rounding up some of the stories and blogs summarizing major developments in education last year and predicting what we might be talking about this year. In the meantime, you can revisit some of our top tweets and most visited blog posts from 2021.

Top tweets

The ARC Education Project: Rethinking Secondary Examinations and Credentials buff.ly/3DGSAbV from @arceducation1

A Beginner’s Mind: #RememberingRichardElmore from @SRinconGallardo via @intl_ed_news @hgse buff.ly/3uuybU8 Richard left a huge question for us to tackle: Will schools & school systems figure out a way to move away from #schooling & cultivate powerful #learning instead?

In the #Netherlands: The collateral damage to children’s education during lockdown buff.ly/3pbOja9 from @pengzell @ArunFrey @MarkDVerhagen via @voxeu

What are professional learning networks? What do we know about them? Find out more in The Power of Professional Learning Networks from @ChrisBrown1475 & Cindy Poortman buff.ly/34IyGhs via @intl_ed_news & @JPCCJournal

Evidence from #Germany that #schoolclosures did not mitigate infections among young people or adults in the summer of 2020 – when infection rates were low – or during the #pandemic’s autumn resurgence buff.ly/3uHUNjL from @claravobi @borusyak @UtaSchoenberg via @voxeu

IEN will return next week with our annual look back/look ahead, rounding up some of the stories and blogs summarizing major developments in education last year and predicting what we might be talking about this year. In the meantime, you can return to some of our most visited blog posts from 2021 and review previous end-of-year/New-Year roundups.

Top Blog Posts from 2021:

Surprise, Controversy, and the “Double Reduction Policy” in China

The central government determined that the academic stress and pressure in education is having an irreversible, harmful influence on the next generation of the country and concluded that it must take harsh action to change the situation by administrative force.

What has remote learning looked like in Finland? School closures, equity, stress, and well-being

From Learning Loss to Learning to Read: High Leverage Strategies for School Improvement

Beyond Fear & Everyone is a Volcano: Yinuo Li On What It Takes To Create New Schools

Ways with Learning: Conversations with Shirley Brice Heath About Nonformal Education

Rethinking where and when education happens and how learning contributes to building a more equitable world

Yearly Reviews & Predictions:

Looking Ahead at Education Policy in the US in 2021

Looking Back to Look Ahead – Rounding up Key Education Stories From 2020

New year, new predictions (for 2020)?

Rounding up the issues of 2019 and the 2010’s – Part 1 Part 2 

Roundup of Education Reflections and Predictions 2018

International Education News: 2017 in Review

Happy New Year!

IEN will return next week with our annual look back/look ahead, rounding up some of the stories and blogs summarizing major developments in education last year and predicting what we might be talking about this year. In the meantime, you can return to some of our most visited blog posts from 2021 and review previous end-of-year/New-Year roundups.

Top Blog Posts from 2021:

Surprise, Controversy, and the “Double Reduction Policy” in China

The central government determined that the academic stress and pressure in education is having an irreversible, harmful influence on the next generation of the country and concluded that it must take harsh action to change the situation by administrative force.

What has remote learning looked like in Finland? School closures, equity, stress, and well-being

From Learning Loss to Learning to Read: High Leverage Strategies for School Improvement

Beyond Fear & Everyone is a Volcano: Yinuo Li On What It Takes To Create New Schools

Ways with Learning: Conversations with Shirley Brice Heath About Nonformal Education

Rethinking where and when education happens and how learning contributes to building a more equitable world

Yearly Reviews & Predictions:

Looking Ahead at Education Policy in the US in 2021

Looking Back to Look Ahead – Rounding up Key Education Stories From 2020

New year, new predictions (for 2020)?

Rounding up the issues of 2019 and the 2010’s – Part 1 Part 2 

Roundup of Education Reflections and Predictions 2018

International Education News: 2017 in Review

Equity, Inclusion and Educational Change: The Lead the Change Interview with Patricia Virella

This week, Patricia Virella discusses her work on equity, inclusion and educational change in the December Lead the Change (LtC) interview. Virella is an Assistant Professor at Montclair State University who focuses on urban educational leadership. The LtC series is produced by the Educational Change Special Interest Group of the American Educational Research AssociationJennie Weiner, Chair; Olga O. Fellus, Program Chair; Corinne Brion, Secretary/Treasurer; Alexandra Lamb, Series Editor; Cynthia Wise, Social Media Coordinator. A pdf of the fully formatted interview is available on the LtC website.

Lead the Change: The 2022 AERA theme is Cultivating Equitable Education Systems for the 21st Century and charges researchers and practitioners with dismantling oppressive education systems and replacing them with antiracist, equity, and justice-oriented systems. To achieve these goals, researchers must engage in new methodologies, cross-disciplinary thinking, global perspectives, and community partnerships to respond to the challenges of the 21st century including the COVID-19 Pandemic and systemic racism among other persistent inequities. Given the dire need for all of us to do more to dismantle oppressive systems and reimagine new ways of thinking and doing in our own institutions and education more broadly, what specific responsibility do educational change scholars have in this space? What steps are you taking to heed this call? 

Patricia Virella: I think, for me, the idea of dismantling oppressive systems comes with a collective agreement that the systems in place ARE, in fact, oppressive in nature. I’ve observed, in some of the research I’ve read, researchers ignoring this important and blatant fact in their work. For me, when I am writing or teaching, I always try to embed something that addresses oppressive systems and include how equity, diversity, and inclusion should be part of school leadership or research implementation to encourage change. I draw on a variety of texts such as the canon of critical education work as well as Courageous Conversations by Singleton (2014), bell hooks, Toni Morrison and Paulo Friere. I also talk a lot with my dear friend Jonathan Foy who is on the ground continuously challenging what equity and inclusion looks like in the NYC Public Schools. He always tells me that I have to enter into the conversations around equity with a genuine curiosity and understanding that this work is progressive and demands careful attention to how we move the needle. As a collective group of scholars, we have to all agree that educational change happens through risks and bold actions. Audre Lorde (2018) said “the master’s tools will never dismantle the master’s house.” Change cannot happen if we continue to do the same things as a field. Meaning, if we are seeking true social justice and liberation, we must liberate and open up the ways we research, where we research, and admit to the white supremacist nature of academe. I recently read an article about how a librarian developed citation templates for Indigenous oral teachings (Kornei, 2021). This is the change and inclusion we need to move the field along, inclusion of the diverse ways people make meaning of the world to capture it authentically in our research. Furthermore, there is no change if scholars use methodologies that maintain the status-quo of our inequitable society. One example is when I work with other scholars and they may say “but I’m not a critical scholar,” my response to them is “but are you here to transform this system?” Criticality is one element, and equity is much bigger than one element, and they are not mutually exclusive. But also, isn’t our job as scholars to always be critical and examine the world so we can make dutiful change? Equity is necessary because some population will always be excluded, thus you cannot rest on one identification or classification as a researcher (i.e.: a critical scholar). We must always fight to bring the oppressed as Freire (1970) said and stoke the fires of liberation. Otherwise, as a scholar, you are helping to maintain the systems of oppression designed for exclusion. Change takes bold risks and equity and inclusion must be at the heart of the work researchers, policymakers, and leaders do.

Change takes bold risks and equity and inclusion must be at the heart of the work researchers, policymakers, and leaders do.

LtC: Given some of your work examining educational policymaking in Puerto Rico, what are some of the major lessons the field of Educational Change can learn from your work and experience?

PV: I love researching Puerto Rico because there is so much happening on the island that needs to be highlighted, and there is a huge gap in the literature that uses Puerto Rico as the setting. Most people have no idea that Puerto Rico is the 3rd biggest US school district if you add the territories to the continental rankings. Puerto Rico is a geopolitically and socio-politically complex space given its political status with the United States as an unincorporated territory. This complexity makes Puerto Rico appear to be a very different context than any stateside school district, but there are many similarities to New York, Chicago and L.A. school districts. Thus, the field can learn from Puerto Rico’s education system. Specifically, we need to understand the challenges, the oppression, the bountiful culture and the fight for authenticity in the face of neoliberalism – which I believe many urban districts are constantly battling.
One thing I think educational change as a field can learn from my work is how policies implemented in Puerto Rico affect a population in an unincorporated territory that is clearly delineated as a “postcolonial” space, and yet still has many of the functions of being under colonial rule. That complexity, in and of itself, is something we can learn from. As a field, we’re narrowing our scope in deleterious ways by not looking at where these policies are taking place and where there are spaces of experimentation that can further educational change. Finally, the rich traditions, history, and orgullo (pride in Spanish – but we always say orgullo in PR) of Puerto Rico should be seen as strengths, and researchers should consider how these strengths support students in Puerto Rico. There’s a lot we can learn from Puerto Rico and by not studying it, it leaves a blind spot in understanding educational change across the entirety of the United States and its territories as well as globally.

LtC: In some of your recent work examining equity- oriented principal leadership during a crisis, you highlight the importance of an equity-orientation from both individuals and systems in order to fully support students. In the current political climate, how might districts support the development of equity-oriented leaders?

PV: I think this is a very interesting question because what I find is that districts generally have a very clear sense, at least on paper, of what they want as far as equity in their districts. They have a mission statement that talks about equity oriented pedagogical practices or disability services for their students, or they may have diverse curricula that includes lgbtqia+ perspectives as well as diverse racial and cultural perspectives. But where I don’t see districts going far enough is in how they help their leaders to enact equity-oriented leadership practices. That really comes down to the individual leaders and what their values are and how those values come out in their leadership. For example, I found in my research that school leaders act equitably based on their values and beliefs about social justice in schools. The data suggested that the equity-oriented responses were not driven from district initiatives or even what the principals learned in their preparation programs. This is inherently problematic because, in my mind, equity should always be part of a leader’s lens. So, what you see is a disconnect between an espoused theory of equity and a theory in action or use – of principals who lead equitably. This disconnect explains a little of why I saw so much variance in how leaders responded to a crisis in equity-oriented ways. I argue that again, as a field, we need to prepare leaders through an equity-oriented lens and develop their ability to execute equity-oriented leadership in concretized actions and activities.

“Equity should always be part of a leader’s lens.”

If school leaders don’t believe in equity- oriented leadership, that’s not a viable option because our children live in a diverse world and deserve an equity-oriented learning experience and setting. Thus, one thing I’m currently working on, and I’m very excited about, is how we train leaders in an equity-oriented leadership model that moves away from simply focusing on their personal values. Equity situated transformation is about the district getting clear about what an equity-oriented leader does, how they respond to crises, and how they respond to the day-to-day challenges of leading a school. Also, it’s important for districts to give leaders, who are equity-oriented and doing the work in this space, trust to continue on the path they are on and perhaps even become models of what equity-oriented leadership concretely looks like. In one study (Virella & Woulfin, 2021), I found the highest level of equity orientation was this idea of modeling equity so the leader is showing the faculty and the district what equity looks
like. This framing is based in Galloway and Ishimaru’s (2017) work. One participant was incredibly bold and challenged the district’s equity orientation calling attention to the fact that the mission statement in her district said that they are an equity-oriented mission-driven school; however, when the participant looked at, and peeled back, the layers of what that looks like in their schools it was just lip service. And so, instead of being chastised by the district for questioning the status quo, this leader was bolstered by the district and ended up leading an entirely new school under this equity-oriented model.

LtC: Educational Change expects those engaged in and with schools, schooling, and school systems to spearhead deep and often difficult transformation. How might those in the field of Educational Change best support these individuals and groups through these processes?

PV: I think about this a lot because the work that I do specifically, researching how equity-oriented leadership intersects with crisis leadership in schools, is incredibly difficult. I think oftentimes scholars walk into schools to encourage diversity, equity, inclusion, and access and yet this may be the first time these difficult conversations are happening for those schools. And so, how do researchers and leaders, as a collective, debrief and share best practices and really think about both the impact we’re having on the schools and the emotional and cognitive toll this work has on us? As a Black woman who is an Afro-Latina doing this type of equity work and having these difficult conversations, I’m confronting racism right at the head. It is not always blatant racism, but rather passive aggressive racism because the participants are disengaged from learning about the nuance of POC, or they don’t find value in the culture of POC, or they have a Eurocentric notion of what intellectual curiosity looks like and how that appears in students. There are times where as a group of scholars we have to find a way for us to unpack what’s happening so that we can keep marshaling change in schools. It’s particularly important for scholars to support the next generation as they navigate the academy. One way I’ve found to do this is to create an authentic community. I have been very fortunate to work with professors such as Dr. Sarah Woulfin, Dr. Ramon Goings, Dr. Monica Byrne-Jimenez, Dr. Roman Liera, Dr. Jennie Weiner, and Dr. Blanca Vega to name a few who help me develop my writing so I can be my authentic self. To pay this forward, I have developed http://myacademicwritingroutine.com/ to support future scholars who are championing to make the world more equitable and bring out voices of the subaltern. It is also a space to learn how to develop writing routines with academia in mind and break down the Ivory Tower (Freire, 1970) where so many of us are held back or kept away. I want this space to be a place where scholars can converge, learn from one another and feel they can do the work that they feel will transform and liberate their field.

LtC: Where do you perceive the field of Educational Change is going? What excites you about Educational Change now and in the future?

PV: Right now, I think there’s a lot of opportunity for educational change and there are some discourses around racial and social justice, equity, and inclusion across scholars and school communities. There is great work discussing decolonizing educational research from Leigh Patel in her book Decolonizing Educational Research: From Ownership to Answerability (Patel, 2015) and from Venus Evans-Winters
(2020), and Introduction to Intersectional Qualitative Research (Esposito & Evans-Winters, 2021. These are important because we must challenge white, Eurocentric research methods. We also need to bolster voices like Rosa L. River-McCutchen who wrote Radical Care: Leading for Justice in Urban Schools (2021). So, this path of research excites me, but what I worry about is the way that education, as
a field, has ebbs and flows. When I look at the research and I see how much large urban districts are surveyed, researched, and quantified, I worry that, as scholars, we are researching for our benefit and not researching for the greater good of the children in urban communities, for the families who have to go through so much to get a fair shake because of the rampant racism in our country. What I hope to see in the future is scholars en masse asking, how does this research help to dismantle these oppressive systems? I want that to be on the minds of all researchers, not just critical scholars, not just ed change
scholars. We need to be really thinking, not necessarily about the scholarly metrics of our work, but of the possibility of transformation and liberation of schools and children as Paulo Freire would see it. Researchers, leaders, and policy makers must help to liberate oppressed communities and honor their inherent value.

References

Esposito, J., & Evans-Winters, V. E. (2022). Introduction to intersectional qualitative research. Sage. 

Freire, P. (1970). Pedagogy of the oppressed. Continuum. 

Galloway, M. K., & Ishimaru, A. M. (2017). Equitable leadership on the ground: Converging on high-leverage practices. Education Policy Analysis Archives, 25 (2). https://doi.org/10.14507/epaa.25.2205

Kornei, K. (2021, November 10). Academic Citations Evolve to Include Indigenous Oral Teachings. Retrieved from https://eos.org/articles/academic-citations-evolve-to-include-indigenous-oral-teachings 

Lorde, A. (2018). The Master’s Tools Will Never Dismantle the Master’s House. Penguin Classics.

Patel, L. (2016). Decolonizing educational research: From ownership to answerability. Routledge.

Rivera-McCutchen, R. L. (2021). Radical care: Leading for justice in urban schools. Teachers

College Press.

Singleton, G. E. (2014). Courageous conversations about race: A field guide for achieving equity in schools. Corwin Press.

Virella, P. M., & Woulfin, S. (2021). Leading after the storm: New York City principal’s deployment of equity-oriented leadership post-Hurricane Maria. Educational Management Administration & Leadership. https://doi.org/10.1177/17411432211022778.

Education and Innovation 2021: The WISE Education Summit

The 2021 WISE Summit hosted thousands of education stakeholders and innovators from around the globe for a discussion of the current state and the future of education. Featured sessions included the importance of STEM for the next generation (Gitanjali Rao), the role of philanthropy (Naza Alakija) and girl empowerment through media (Jessica Posner Odede).

The 3-day WISE summit has been held every 2 years since 2009 as part of an effort to revitalize education and provide a global platform for the development of new ideas and solutions. Under the theme: “Generation Unmute: Reclaiming Our Future Through Education,” sessions were built around five thematic tracks: 

  1. Leading for the Future: Transforming Education to Thrive in a World of Uncertainty
  2. Mute/Unmute: Edtech and the Promise of Personalized Learning
  3. Learning to Be Well: Putting Social and Emotional Learning at the Heart of Education
  4. Learning for Life: Bridging the Education to Employment Gap through Equity and Inclusion
  5. From Globalization to Glocalization: Leveraging the Creative Potential of Local Learning Ecosystems

This year’s 2021 WISE Prize for Education Laureate Wendy Kopp was recognized by WISE for her contribution to quality education through creating Teach For All, a diverse global network building collective leadership in classrooms and communities and sharing solutions across borders to ensure all children can fulfil their promise.

Additionally, each year, the WISE Awards recognize and promote six successful and innovative projects that are addressing global educational challenges. These projects represent a growing resource of expertise and sound educational practice, such as:

https://www.wise-qatar.org/project/the-happiness-curriculum/

The Delhi Government’s Happiness Curriculum, India

Dream and Dream partnered with the Delhi government to include social emotional learning in the school curricula. The Happiness Curriculum aims to address the well-being and happiness of students with a strong emphasis on mindfulness, self-awareness, critical thinking, reflection & other social-emotional skills.

https://www.wise-qatar.org/project/lets-all-learn-to-read/

Let’s All Learn to Read, Colombia

The Luker Foundation is a comprehensive and innovative model for learning literacy for elementary school students. Using face-to-face and digital strategies such as:

https://www.wise-qatar.org/project/onebillion/

onebillion, United Kingdom

onebillion children delivers a comprehensive numeracy and literacy software, known as onecourse, to adapt to the level of any child, providing personalized learning sessions with no need for login.

https://www.wise-qatar.org/project/profuturo-digital-education-program/

ProFuturo Digital Education Program, Spain

The Telefonica Foundation and “la Caixa” Foundation focuses on teacher training and support, to help them strengthen their teaching practice, their capacity to manage the classroom, and their digital skills so they can integrate technology in the classroom and offer the best education to their students.

https://www.wise-qatar.org/project/taleemabad/

Taleemabad, Pakistan

The Orenda Project offers a highly localized and contextualized animated series aligned with the National Curriculum of Pakistan that teaches children English, Urdu, Maths and Science across the K-6 spectrum.

https://www.wise-qatar.org/project/trauma-informed-schools/

Trauma Informed Schools, Turkey

The Maya Vaikh Foundation aims to promote trauma-informed education within Turkish public schools and transform these schools into a safe space for children suffering from traumatic experiences. The intervention applies a multi-pronged approach targeting the children and the entire community surrounding them, including their caregivers, teachers, school administrators and school counsellors.

Related links:

Everyone speaks the language of football, Street Child United CEO says at 2021 WISE Summit, The Peninsula

2021 WISE Prize for Education is presented to Wendy Kopp, CEO of Teach For All, Yahoo Finance

‘Generation Unmute’: WISE education summit convenes in Doha, Aljazeera

WISE calls for innovative solutions for education, The Peninsula

‘Education needs to be changed in design and delivery’, Gulf Times

Academic experts discuss future of education in post-Covid-19 scenario, Gulf Times