This guest blog, by National Board-Certified educator Julie Hutcheson-Downwind, walks readers through an understanding of the role and history of tribal sovereignty that should be common knowledge for all Americans. Additionally, Ms. Hutcheson-Downwind concludes with an example of what this can and should mean for our students. The Albert Shanker Institute, whose offices reside in the ancestral land of the Anacostans (also documented as Nacotchtank), and the neighboring Piscataway and Pamunkey peoples, is committed to strengthening our collective understanding of and respect for historic and contemporary tribal sovereignty.
Our guest author today is Dr. Courtney Hattan. Dr. Hattan is an Assistant Professor of Elementary Literacy Education in the School of Teaching and Learning at Illinois State University.
Knowledge is inarguably crucial for reading comprehension. What students know, including their academic knowledge and personal experiences, will influence what they understand and remember from texts. Therefore, recent efforts that call for building students’ knowledge base during elementary literacy instruction are important. Attention to knowledge-building enriches the conversation about reading science and helps bridge the research-to-practice gap. However, what’s missing from some of these conversations is a consideration of whose knowledge matters and what perspectives should be centered in the texts that students read.
In 1990, Dr. Rudine Sims Bishop stated that students need to read texts that serve as windows, mirrors, and sliding glass doors. Windows expose students to new ways of thinking and seeing the world, while the sliding glass doors provide opportunities for students to be immersed in those new worlds and perspectives. Mirrors allow students to see their language practices, histories, and values represented in the characters and experiences that are communicated through texts. Providing students with multiple perspectives allows them to consider various points of view, grapple with potentially conflicting information, and draw conclusions about what they believe to be true.
I would therefore encourage educators to consider whose knowledge is valued in school settings. Are students only exposed to books that are designed to maintain dominant authorities or power structures? Or are they also exposed to the voices of people who come from historically minoritized communities? These questions are especially important in light of a recent study by Rigell and colleagues, which found that one knowledge-building curriculum centers whiteness in its text selections and instructional supports. Given the value of providing all students with both windows and mirrors, educators would do well to interrogate the texts and curricula they put in front of students. This can help ensure that all students have opportunities to read texts that amplify the experiences, joy, and valued knowledge of people who come from historically minoritized communities. We can shift the canon of texts and ideas that are typically shared with students.
A special issue of the New England Journal of Public Policy (Vol. 34, Issue 1, Spring/Summer 2022) featured essays on the topic of the Future of Work which were solicited by the American Federation of Teachers for a conference on the subject it jointly hosted with the Massachusetts Institute of Technology and the Albert Shanker Institute. In the ninth of these essays, guest authors Amanda Ballantyne et al explore how labor unions help workers navigate economic turmoil and play a crucial role in shaping sweeping societal and workplace technological changes.
The digital transformation of the economy is disrupting workplaces, daily life and the social fabric. Workers face new challenges from advanced robotics, big data, artificial intelligence, and social media that exacerbate economic and racial inequality. Big business and Big Tech companies, supercharged by taxpayer-funded research, are imposing these changes on workers without their consent or input. This has minted a host of tech billionaires, but workers have not gotten a fair share of the economic benefits. Labor unions have long helped workers navigate economic turmoil and have a crucial role to play in shaping the technological changes that are sweeping society and the workplace.
Read the full article.
Collective Bargaining and Digitalization: A Global Survey of Union Use of Collective Bargaining to Increase Worker Control over Digitalization
A special issue of the New England Journal of Public Policy (Vol. 34, Issue 1, Spring/Summer 2022) featured essays on the topic of the Future of Work which were solicited by the American Federation of Teachers for a conference on the subject it jointly hosted with the Massachusetts Institute of Technology and the Albert Shanker Institute. In the eighth of these essays, guest authors Eckhard Voss and Daniel Bertossa discuss the future of collective bargaining in the face of increasing digitalization.
In “Collective Bargaining and Digitalization: A Global Survey of Union Use of Collective Bargaining to Increase Worker Control over Digitalization,” WMP consultant Eckhard Voss and PSI expert Daniel Bertossa discuss what the future of collective bargaining looks like in the face of increasing levels of digitalization. Through an in-depth evaluation of seven key areas affected by digitalization, the authors discuss the deficits in collective bargaining, before approaching the herculean task of confronting them.
Early childhood classrooms are a surprising yet ideal site for introducing meaningful civic engagement. Schools, particularly preschools, are often the first institutions where children must work alongside others, beyond the members of their families and their immediate circles. With the somewhat shocking change that entering a school environment brings, there is also the opportunity to introduce and practice good civic skills. Think about it, at the blocks center, children begin to develop their negotiating and compromising skills for a limited set of resources. At dramatic play, children navigate competing interests, advocate for themselves and their ideas, and navigate big emotions as they are experienced when they don't get their way. Do these skills sound like they should be applicable outside the classroom? I hope they do, because they are the foundational skills for engaging in civil discourse and participating in the democratic process. This is more than just voting on what to name the classroom pet fish—democracy, in its purest and most beautiful form, is woven deep within the seemingly mundane play interactions children engage in and teacher-supported instruction. Too often, we observe children developing these skills without giving the experience the acknowledgment it deserves: lived experiences that cultivate civic capabilities and a developmentally appropriate understanding of equity. These skills, and the acknowledgment of these skills, are more critical now than ever.
“We have a long history of showing up. Showing up for freedom, showing up for democracy, showing up for education, both here and abroad.”
This is what American Federation of Teachers President Randi Weingarten told Nicole Wallace of MSNBC News about why she led a delegation to Lviv, Ukraine this month to meet with Ukrainian educators, trade unionists, medical workers and others engaged in the life and death struggle for Ukraine’s survival against Russian aggression.
The AFT’s history of showing up is longstanding in Central and Eastern Europe. It dates to efforts before, during and after World War II to save trade unionists from fascist and communist tyranny in the region. As well, the AFT was the most active international union among AFL-CIO and international trade secretariat affiliates supporting the Solidarity trade union movement in Poland, both during the decade of martial law repression as well as the country’s dramatic transition from Soviet-imposed communism to democracy in 1988-89.