Advocacy in education must be a product of passion and knowledge. Passion for righteous provision of transformative opportunities and outcomes for young people and communities, some historically underserved by this promise. Research leads to knowledge of systems, practices, and purposes that drive the often critiqued, but main bastion of hope for so many, schooling. This recipe sounds like a tall order. At first glance, one might think that passion is only possible with time for reflection and naivete to believe in possibilities, and that likewise, knowledge is a luxury commodity reserved for those with time and resources. This couldn't be further from the truth. The knowledge of education systems and the view of the cracks of inequity and injustice are most visible as the experience is garnered. The experts are children and youth in classrooms with too many desks and inadequate levels of care and expertise to promote and provide experiences for growth. Young people can feel an empty promise and for many it results in disengagement, disenfranchisement and even dropping out. Together we must invite these young people to leadership, to advocacy to tell their stories and take back the promise with the impassioned motivation that the promised future is theirs. The Students at the Center Framework, created through a partnership between the Nellie Mae Education Foundation and Jobs for the Future now updated and maintained by KnowledgeWorks offers models for providing opportunity and spaces for young people to lead inquiry, search for solutions and engage fully as stakeholders in education. The model of this approach reminds us as educators, parents and community members to include students, invite students, and stand back and let them lead. The call for student led advocacy, does not diminish or dismiss the advocacy and purview of educators, parents, and activists who would step forward to speak for the children, but it reminds us to use our own passion and knowledge in collaboration with children and youth. Our advocacy and penchant for educational justice must include listening to the and recognizing youth expertise as advocates for righteous change and transformative possibilities.
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The Action for Equity Pledge has been created as a symbol and testament of a commitment to action in the name of justice and equitable life outcomes for all people. The voices of those who commit to that pledge are invited to share stories, extend the mission, and bring life to a collaborative push to promote equity in our community. Dr. Patrick Jean-Pierre of Schenectady City School District, has been collaborator in our community and both an educator and a voice for equity. Dr. Jean-Pierre calls on us all to extend the pledge by...
Advancing diversity and inclusivity in our Economic, Political and Social Capital decision-making in your personal and professional communities. "Economically this goal is best executed with fidelity when individuals from all walks of life make a commitment to spending, investing and buying in establishments that support diversity and inclusion. For example, spending money in a restaurant that hires diverse employees, in terms of race, ethnicity and language. Politically this goal is best executed when people from all walks of life take political positions that refute the status quo and support candidates, policies and legislation that ensure the longevity of diversity and inclusion. For example, voting for Black and Brown candidates and supporting affirmative action policies. Socially this goal is best executed when we make every interaction, everything we do and every place we visit an opportunity to engage, embrace and expand learning related to diversity and inclusion. For example, we stop saying we are the choir when it comes to diversity and inclusion and strive for continuous growth in order to make opportunity and access an option for all, forever. Ultimately at minimum, you, we and I must not separate our personal and professional experiences, in terms of diversity and inclusion, in order make this goal achievable. To separate the two will diminish your ability to fully engage in the work of diversity and inclusion authentically. Any separation of the two will result in your efforts being superficial and potentially harmful to you and those around you." Dr. Jean-Pierre is the Assistant District Director for Diversity Recruitment and Retention in Schenectady City Schools. He has made his career about education for every child. He has worked with school districts across the state and the country on equity, diversity and inclusion. From the standpoint of an educator, "equitable outcomes" seems to refer to access and inclusion, resources and programming, academic standards, and academic supports. These affect the focus of ideas like culturally responsive pedagogy, special education, gifted education and other programs that aim to serve the needs of diverse groups of students. This is the standpoint from which I first considered the need to pledge to take action. As a faculty member in an educator preparation program, instilling this in the preservice teachers I work with, is a clear part of my responsibility and path to promote equitable outcomes.
However, when I step back to view the possibilities of how outcomes can be defined, measured, and actualized, I am reminded that it is not for me to define what is "equitable" or even acceptable for another. What outcomes are sought? What opportunities? Let each of us determine the definition of equity. The voices of those I try to speak for, are best served when they define their own goals, hopes, needs, trials and successes. Creating spaces and places... and listening and, as I was reminded today by Wayétu Moore, getting out of the way when a story is not mine to tell and leaving space for those to whom it belongs, to tell it. Through a series of meetings and collaborative conversations the past two years have included a new journey to gather and engage local educators and community members on a quest to promote equity of outcomes and experiences across contexts. This is an ongoing process that has been characterized by a desire to institutionalize practices that promote equity. We have gathered momentum to invite action and action steps. We began our discussions looking broadly at the goal of equity and communicating the experiences evident in our frames of reference. These frames of reference include urban, rural, and suburban schools and school districts, classrooms, community agencies, homes and workplaces throughout the Capital Region of New York.
Everyone is welcome and many have offered their expertise, perspectives vulnerability and passion to make a difference for members of our communities who have been marginalized on the basis of a variety of socio-cultural factors including race, ethnicity, ability, gender, sexual orientation, and socio-economic status. We continue to build and broaden our efforts and invite others to join our cause and focus on providing spaces for the voices of all members of our communities to be heard, seen, and encouraged to prosper. In that spirit, the Capital Region Equity For Action Collaborative, a grassroots collective of stakeholders to which you too are invited, are launching the Capital Region Initiative enSuring Equity for Action to include an Equity Pledge. #ACTionforEquity518#CapRegionActionforEquity#518ActforEquity #518RISE4Action We invite you to take, share, and promote this pledge as a community commitment to going beyond conversation and taking action for equity. The Action for Equity Pledge
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