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Tag: 180 Days
New interactive game puts you in the shoes of today’s educators
In conjunction with the PBS film 180 Days: Hartsville, Black Public Media is sharing an interactive game in which players can become either a teacher, a parent or a principal, and assume responsibility for a class full of 5th graders (or their own child), via ten different scenarios that unfold over the course of a year.
As you’ll see — click here to play the game yourself — the purpose of the game is not to suggest that it’s possible to “win” or “lose” in the traditional sense. Rather, the goal is to help people better understand the sorts of choices educators and parents must make every day, and evaluate the extent to which our current system is putting them in the best position to meet the developmental needs of kids.
I should add that the educator scenarios were not dreamt up by me; they were provided by a select group of some of our country’s finest teachers, principals, and education advocates. So special thanks to Margaret Angell, Pierre Brown, Lydia Carlis, Kim Carter, James Comer, Camille Cooper, Ben Daley, Carlita Davis, Dwight Davis, Scott Edwards, Cristina Encinas, Jamal Fields, Nancy Flanagan, Wanda Govan-Augustus, Judy Hall, Cosby Hunt, Edward Ingram, Tara King, Gloria Ladson-Billings, Rebecca Lebowitz, Chris Lehmann, Christian Long, Bobbi MacDonald, Marlene Magrino, Julie Mahn, Scott Nine, Kate Quarfordt, Cyn Savo, Rebecca Schmidt, Maya Soetoro-Ng, Joshua Starr, Laura Thomas, Marla Ucelli-Kashyap, Amy Valens, and Autumn Wilson.
And please — play the game, share your thoughts, and spread the word. If you want to play online casino games in Italy, we recommend that you visit the online gaming resource Stranieri.com to find casino games without AAMS.
New PBS documentary tells a story about education we don’t ever hear
In the small town of Hartsville, South Carolina, which sits just about two hours from anywhere you’ve ever heard of, Monay Parran and her two young sons – eight-year-old Ja’quez, and eleven-year-old Rashon – begin each day in the darkness of the pre-dawn hours.
Parran, a single parent who works two minimum-wage jobs in two towns that are almost an hour apart, must drop her boys off at the bus stop early enough to make it to her first job on time. By the time she sees her sons again, after her second shift wraps up, it will be almost midnight.
This is the daily cycle for scores of families, who must make ends meet while living below the poverty line. It’s a cycle that results in young people who are often overtired and undernourished. It’s also a widespread reality that is largely invisible to most Americans, and made more complex by the distances rural families must traverse to access foundational resources like a school, a hospital – or even a minimum-wage job.
Beginning March 17, the particular struggles – and successes – of families like Ms. Parran’s will be given close attention via a new PBS documentary film, 180 Days: Hartsville (I am one of its producers), a project that was funded by the Corporation for Public Broadcasting’s American Graduate: Let’s Make it Happen initiative. Viewers will experience a year in the life of one small Southern town, two schools that work primarily with low-income children, and one family’s efforts to break the generational cycle of poverty.
What the film will also make visible, albeit indirectly, is our national preoccupation with the needs of cities, and the extent to which many of our most hotly debated national strategies for school reform – from charter schools to online learning – simply aren’t viable in towns like Hartsville, where transportation costs alone circumscribe the choices many rural families can make, and where many residents still have no Internet access. In places like these, if you want to transform the schools, you are going to have to do it from within the traditional systems and structures – from neighborhood schools to school boards to local politicians angling for re-election — no matter how change-averse those actors and institutions tend to be.
At this moment of intense national interest in public education, you would think that figuring out how to improve the systems we already have would matter a lot more than it does, if for no other reason than because renovating a house is more cost-efficient than razing it and starting from scratch. But the particular challenges and opportunities associated with reform in rural schools matter for another reason – those schools house nearly ten million American students, or slightly more than 20% of the nation’s total enrollment. And yet, as a recent report of the Rural School and Community Trust made clear, “the invisibility of rural education persists in many states. Many rural students are largely invisible to state policy makers because they live in states where education policy is dominated by highly visible urban problems.”
Consequently, it’s my hope that films like 180 Days: Hartsville can elevate the particular circumstances and needs of rural communities, poor families, and public school educators. After all, we can’t begin to reimagine American schools for the modern era if we remain fixed on merely one type of American school. And we can’t identify solutions that will work in the majority of American communities if we continue to disproportionately share the success stories of individual schools of choice.
The questions before us have wide-ranging implications: can a community like Hartsville really change the fortunes of a generation by doubling down on its neighborhood schools? Does the stark reality of the 21st century global economy outweigh the impact of one rural town’s efforts to prepare its children to compete in that economy?
On March 17, I hope you’ll tune in to find out, and help us all widen the lens through which we see American public education.
(This article originally appeared in the Washington Post.)
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