The Politics of Respectability and Student Empowerment

Who controls the right to determine what is respectable?  And, what is the process (cultural or political) by which such determination is made? 

My student empowerment framework requires power to be shared with learners which ultimately, by way of the 2^nd principle (Dye, 2012), activates their “voice, choice, and dominion”  (p.  57).   While there is a growing appreciation for student power, such appreciation remains philosophical as the application of such power is stilted when adults come face to face with students’ “Innate Power” (the 2^nd principle)… students engaging in their natural drive to use voice, choice, and dominion. 

When the ideals of student empowerment come into conflict with adults who try to restrict this power to their level of personal comfort (especially when students sometimes act in a way that causes them discomfort), it often falls under the umbrella of politics... or, the politics of respectability.   Adults then begin to use their authority to define what is respectable (or not) and restrict the humanity of the children in which they seek to empower.  

In a democratic (not autocratic) space, the power to define respectable behavior is ...


To read the complete post, please access it from http://www.pbsdevelopment.com/blog/?p=121

A Question of Masculinity… Can a Man Wear a Pink Shoe?

A Question of Masculinity… Can a Man Wear a Pink Shoe?

In response to Jomo W. Mutegi’s initial book review of “How to be a Good Black Woman to a Strong Black Man”

 

"Now before you start looking at me funny, let me be clear. I am a man. I do not wear a pink shoe, nor do I advocate the wearing of pink shoes" (Jomo W. Mutegi ). 

I wonder why there is this constant need to qualify one's self as a "man".  Want to talk about healing our children?  Let's talk about healing our sense of self!  Healthy individuals= healthy parents= healthy families= healthy children! 

Culturally, are we on the right side of the discussion/ acceptance of what it means to be "masculine" (or even "feminine" for that matter).  While I appreciate the spirit of the blog (not sure if I yet fully appreciate the book), I question the relevance of the above insertion on masculinity.  It appears as though the only way a man can be credible or give a worthy analysis is if the topic aligns with a specific perception of manhood.  If not, then the contributor must first qualify his manliness! 

Jomo, I would have appreciated your point of view on the book and its value even if you were wearing a "pink shoe".   Of course, I respond to you in respect of your position even if we disagree.  It is simply my desire for us to be mindful of the subtext to our discourse. 

 

To see Jomo W. Mutegi’s full initial book review, please go to his blog:  http://sankoreinstitute.blogspot.com/2013/03/how-to-be-good-black-woman-to-strong.html

 Special Note for Empowerment Starts Here:  The 6^th principle of the Dye’s (2012) Empowerment Framework deals with developing a healthy sense of self.   For more information on this principle or the other 6 (total of 7), please see the book or the website.   www.pbsdevelopment.com

We Are One

On the March 4, 2013, a family experienced a great loss where the great aunt (73), and two cousins (54 and 51) were all shot and killed by the aunt's grandsond (28) who suffers from a mental illness.  In preparation for the funeral, I was asked to write a word of inspiration for the family to be included in the obiturary.

As I woke up this morning, I found myself somehow reciting the following poem that has never been written until now. In my spiritual obedience, I rolled over, put my feet on the floor, and committed to putting these words on paper.  As part of my own healing process and my prayer for other families dealing with mental illness, gun violence, and sudden/multiple deaths, I share this poem with the world.

"We Are One"
Written by: Angela Dye
March 8, 2013


Sometimes…
A moment comes a long with no earthly reason
No logical explanation
And no real definable course of action.
And in that single moment,
In all of the vibrations that have been set into motion,
We each look inside of ourselves
Individually unable able to find the single answer.
We then look outward
Tapping into the collective force that surrounds us

And we say…
We are family… we are one.

In that moment,
The world stands still,
Frozen,
Waiting
To understand how it... this single moment
Will leave finger prints on the human soul.
On friends
Neighbors
And even strangers.
That is when spirit,
With a light that has never been fully seen
Comes to the surface
Bringing us even closer together

And we say…
We are family… we are one.

To the four souls who have started a new journey,
Three only to be accessed in our minds
And one that waits to be touched by our embrace,
We are reminded how great we are
To stand together,
With no real words of explanation
But no real divisions either
With a full heart and pure love

We say…
We are family… we are one.

To God Almighty,
Our Heavenly Father
We submit to Your sovereignty
We embrace Your permissive will
We trust in Your omniscience
And we tap into Your grace.

United together in our faith
We worship You.
We secretly ask for forgiveness
For that which we have yet to release unto You
And thank You for the opportunity
To say to ourselves
To the world
To each other
And to You…

We are family… we are one.

Empowerment Starts Here

Book Proposal
By: Angela Dye, M.Ed.
(Publishing Pending)

Empowerment Starts Here: Seven Techniques to Social Change in Urban Classrooms


Description: This book is about an instructional framework for student empowerment and the small charter school that launched the model as a school-wide program.


Subject Matter: Instructional Methods for Student Empowerment.

Scope: The scope of this book covers an experimental approach to social change within urban communities by way of a seven distinct principles for student empowerment. Turning classroom methods (based on these seven principles into a school-wide model), Preparatory School for Global Leadership was the first school to take empowerment beyond the individual clssroom. For schools looking to increase the efficacy and achievement of at-risk learners, this book provides insight on how this mission can be successfully accomplished. Not only are instructional methodologies discussed, but stories are shared to help the reader develop the capacity (and an appreciation) to combat the psychological, social, and political challenges associated with real school reform.

Intended Purpose: The intention of the book is to inspire a movement for student empowerment, especially within disadvantaged urban communities and to add personal insight into the world’s discussion on school reform and urban education.

Anticipated Length: The length of the book is 9 chapters (plus a prologue and an epilogue), equating to roughly 270 pages.

Intended Audience: This book will speak to individuals who serve in a leadership capacity within the urban community. Whether they serve as a principal, teacher, parent, community leader, or politician, this book will provide a theoretical and a practical approach to empowering those who have held historical positions of powerlessness.


A Detailed Table of Contents

Prologue: A Childhood Vision
This first chapter is personal in nature in that it profiles my journey as an educator. By explaining my own experiences as an urban, at-risk youth to my successful work as an urban classroom teacher, the chapter describes the birth of a curriculum model (SBC) and a school (PSGL) that employed seven distinct principles of student empowerment.
34 Pages

Chapter 1: The Construct of Empowerment
This chapter presents empowerment as a philosophy as well as an instructional framework. In addition, this chapter describes the phenomenon of learned helplessness and how empowerment directly combats it. Finally, the seven principles and tenets of empowerment (profiled in chapters 2 through 7) are introduced.
34 Pages

Chapter 2: Project Based Learning and Empowerment
This chapter profiles the specific way SBC program connects urban, at-risk learners with project based learning. While most students suffering from learned helplessness are not able to work independently, PSGL’s use of this curriculum truly built autonomy as well as global awareness among its students.
22 Pages

Chapter 3: Service Learning and Empowerment
This chapter examines SBC’s approach to service learning as a way to empower students. In it, the unique way power was shared and transferred to students is discussed. In addition, a rational is provided in how this new approach to student relations (via student power) can serve as leverage to engage typically disenfranchised students into the learning process.
30 Pages

Chapter 4: The Mission and Additional Programming
Chapter 4 serves as a transitional chapter between the central aspects of the SBC program (the project based learning program and the service learning program). In this chapter, the need for curricular supports is championed in order to enhance school-wide learning.
6 Pages

Chapter 5: Direct Instruction and Empowerment
This chapter looks at how the SBC program builds basic skills as a foundational aspect of empowerment. This chapter outlines specific techniques used to teach student mastery and retention within core subjects such as reading, writing, and math.
22 Pages

Chapter 6: Assessments and Empowerment
This chapter digests how the SBC empowerment program measures growth and looks at how the program deals with district testing both as a mandate and as a resource. In this chapter, I explore the empowerment of testing and the empowerment of growth that cannot be measured by tests.
22 Pages

Chapter 7: Accountability and Empowerment
This chapter looks at the role of student accountability as it relates to their achievement and their empowerment. While behavior management is discussed, chapter eight makes a case for student accountability that extends beyond management. In it, there are specific methods of the SBC empowerment program that deal with student relations that centers on student self-awareness and student ownership of their choices and outcomes.
34 Pages

Chapter 8: The Results of Empowerment
This chapter examines the results of empowerment as it relates to the scholarship, citizenship and personal ownership of students. In this chapter, quantitative data and qualitative experiences are presented that proves the impact that empowerment can have on student achievement.
20 Pages

Chapter 9: The Politics of Empowerment
This chapter presents the behind the scenes work with empowerment. While most of the chapters deal with the principles and methodologies of empowerment, chapter 9 looks at the paradigms and social constructs of public education and social change (as it relates to empowerment).
38 Pages

Epilogue: Falling Forward
I have ended the book with a poem, “Falling Forward,” that I wrote in 2005 and a description of my work since I have closed the school. Through this section, I want my readers to understand my continued commitment for empowerment. Through strides and set back, I believe it is my personal assignment to promote empowerment as a mission for social change.
10 Pages (estimate)

School Reform and the "I Can" Learner

While we work aggressively as a nation to close the achievement gap, at some point we are going to have to acknowledge that student empowerment must serve as the primary catalyst to generating the much sought after results.

Regardless to the amount of accountability sanctions that are levied on teachers, schools and districts, and regardless to the instructional creativity that is employed in the classroom, we have to activate the spirit and the know-how of “I can” in each learner.

Because only through the efforts of each student (as they ultimately hold the key to their own achievement), will we transform the outcomes of America’s education system.

This is an excerpt from my book Empowerment Starts Here" Chapter 9 (publishing in progress). I have decided to share my work through this medium until the book is released.