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TEACHERS 4 SOCIAL JUSTICE
"About:

Who We Are.
Teachers 4 Social Justice is a grassroots non-profit teacher support and development organization in San Francisco. T4SJ is project of the Community Initiative Fund.

Our Mission.
Our mission is to provide opportunities for self-transformation, leadership, and community building to educators in order to affect meaningful change in the classroom, school, community and society. See more about our goals, principles, and vision in the next pages.

What We Do.
T4SJ organizes teachers and community-based educators and implements programs and projects that develop empowering learning environments, more equitable access to resources and power, and realizing a just and caring culture.

Join us!
If you want to join us and you live in the area, come to one of our general meetings or any of the events to get plugged in and connect!"



"Mission:

Teachers 4 Social Justice is a grassroots non-profit teacher support and development organization. Our mission is to provide opportunities for self-transformation, leadership, and community building to educators in order to affect meaningful change in the classroom, school, community and society.

T4SJ organizes teachers and community-based educators and implements programs and projects that develop empowering learning environments, more equitable access to resources and power, and realizing a just and caring culture."



"Goals:

1. Maintain a network of progressive educators to develop an environment of support and professional development.

2. Sustain a membership that is engaged in a continuing process of critical self-reflection and growth.

3. Evolve an education system that is responsive to the needs of the communities it serves and promotes equitable access to resources and power.

4. A membership with a level of competency in creating empowering learning environments."



"Principles:

1. Involvement of teachers of color in all aspects of the organization is crucial.

2. Democratic decision-making processes need to be upheld, ensuring the meaningful participation of every member in systems and structures.

3. Shared accountability for our actions as individuals and as an organization.

4. Learning and collective action is a partnership between the students, teachers, parents, and community.

5. Our actions address root causes of systems of oppression at individual, group, and societal levels (racism, sexism, homophobia, age-ism, able-ism, etc.)

6. The development of our organization is based on the evolution of our individual and collective processes."



"We have established the following platform to offer a different vision for what is possible in American Public Schools:

Our Platform

1. Democratic School Governance:

TAG supports efforts to strengthen schools and communities by ensuring and protecting local parent, educator and student leadership of school governance at all levels. We believe in diverse, democratically elected local school boards and councils. We support the creation of structures that enable meaningful and informed inclusive participation.

2. School and Community-Based Solutions to School Transformation:

TAG believes that local communities and those affected by school reform should be looked to for the wisdom and knowledge to transform their local schools. This process should be bottom-up, participatory and highly democratic to engage schools and communities in school improvement and transformation. There should be mutual responsibility and accountability among educators, families, youth, and communities. This process must secure the voice, participation and self-determination of communities and individuals who have been historically marginalized.

3. Free, Public and Equitable Educational Opportunities for All Students:

TAG supports measures that ensure every student access to a fully funded, equitable public education that is not threatened by market-based reforms such as vouchers, charter schools, or turnarounds by entities that divert public funds to private enterprise. We demand increased funding to end inequities in the current segregated and unequal system that favors those with race or class privilege. We believe that resources should be distributed according to need, and particularly to those historically under-resourced by the impact of structural, racial and economic discrimination and disinvestment. Public schools should be responsive to the community, not the marketplace.

4. Curricula and Pedagogies that Promote Creative, Critical and Challenging Education:

TAG supports transformative curricula and pedagogies that promote critical thinking and creativity in our students. Curricular themes that are grounded in the lived experiences of students are built from and extend community cultural wealth and histories. We promote a pedagogy that leads to the development of people who can work collaboratively, solve problems creatively, and live as full participants in their communities. We promote a vision of education that counters the multiple forms of oppression, promotes democratic forms of participation (community activism) in our society and that generates spaces of love and hope.

5. Multiple, High-quality, Comprehensive Assessments:

TAG supports creation of assessments that identify school and student needs in order to strengthen, not punish, schools. We call for ending the reliance on standardized tests as the single measure of student and school progress and performance. Comprehensive assessment should include work sampling and performance-based assessment and should be an outgrowth of student-centered curriculum and instruction.

High stakes tests have historically perpetuated existing inequality; in contrast, fair assessments should be used to provide teachers with the information they need to meet the needs of all of their students. High-stakes tests should not be used to determine teacher and school performance. Instead, teacher evaluation should be an on-going, practice with the goal of improving teachers’ pedagogical, content, and cultural knowledge and should be based on authentic standards for the teaching profession, not student test scores.

6. Teacher Professional Development that Serves the Collective Interests of Teachers, Students, and Communities:

TAG believes that teacher professional development must support teachers to become effective partners with students and parents, and to be responsive to community needs. The form and content should be determined by teachers themselves with advice from parents and students and should work to develop social justice teaching practices.

7. Protect the Right to Organize:

TAG believes teachers have the right to organize to protect their rights as professionals and workers. Unions should be a place where teachers have a voice in creating and protecting an educational system that is set up in the best interests of students, families, and teachers. We support truly democratic governance of teacher unions and believe that they should champion policies that ultimately serve their communities.

8. School Climate that Empowers and Liberates Students:

TAG believes in working for school discipline policies and a school climate where students and teachers can thrive. Schools must be institutions that support the holistic social and emotional needs of all students, help equip young people with empathy and conflict resolution skills, and work to interrupt and transform oppressive dynamics that threaten the safety of the whole school community.

We support ending the practice of and reliance on punitive discipline strategies that push students out of school and into the military or prisons. Schools should remove zero tolerance policies, institute restorative practices and restorative justice models, and create time in the curriculum for community-building practices and social/emotional supports."
conferences  education  teaching  teachers  socialjustice  sanfrancisco  sfsh  community  society  schoolclimate  professionaldevelopment  inequality  pedagogy  curriculum  governance  democracy  equity  equality  race  racism  sexism  gender  homophobia  age  ageism  ableism  disability  disabilities 
november 2016 by robertogreco
Eyeo 2014 - Leah Buechley on Vimeo
"Thinking About Making – An examination of what we mean by making (MAKEing) these days. What gets made? Who makes? Why does making matter?"



[uninscusive covers of Make Magazine and composition of Google employment]

“Meet the new boss, same as the old boss”

"I'm really tired of setting up structures where we tell young women and young brown and black kids that they should aspire to be like rich white guys."

[RTd these back than, but never watched the video. Thanks, Sara for bringing it back up.

https://twitter.com/arikan/status/477546169329938432
https://twitter.com/arikan/status/477549826498764801 ]

[Talk with some of the same content from Leah Buechley (and a lot of defensive comments from the crowd that Buechleya addresses well):
http://edstream.stanford.edu/Video/Play/883b61dd951d4d3f90abeec65eead2911d
https://www.edsurge.com/n/2013-10-29-make-ing-more-diverse-makers ]
leahbuechley  making  makermovement  critique  equality  gender  race  2014  via:ablerism  privilege  wealth  glvo  openstudioproject  lcproject  democratization  inequality  makemagazine  money  age  education  electronics  robots  robotics  rockets  technology  compsci  computerscience  computing  computers  canon  language  work  inclusivity  funding  google  intel  macarthurfoundation  opportunity  power  influence  movements  engineering  lowriders  pottery  craft  culture  universality  marketing  inclusion 
may 2015 by robertogreco

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