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alike but we expect them to conform to the same material, the same level of accountability and the same assessments. Maybe this was more effective in a homogeneous society, (and I even question that) but in today’s classroom, student needs are more complex and diverse.
We need a curriculum that is designed to be guided by learning rather than teaching, for example a curriculum on animals should include the following: regional, vocabulary, language, culture, reading comprehension and student experience to name a few. This is all student perspective based. Basically we are understanding that this topic will mean different things to different students with multiple correct answers. We must teach with students, not to students. What the students bring to the classroom is an integral part of the learning process. You cannot build a curriculum, unit, or lesson plan without knowing who you’re writing it for. Some may still ask, how can we create a lesson for every type of student? You don’t have to. The lesson plan should be created to have opened avenues to fit the needs of all students
We live in a capitalist society; there is no doubt that this level of reform would increase the education budget exponentially, but so does infrastructure, war, space exploration and government debt. Educationdata.org states: “The nation puts 11.6% of public funding toward education, well below the international standard 15%.” However, the lack of priority does not fall solely on the government. Marketwatch. com stated that Americans spent $100 billion annually on sports alone. We have a great deal of work to do if we want to address our education problem with authenticity and earnestness. Keep in mind this article is not for teachers; it’s for policy makers that affect teaching, and a reminder that we must include teachers and students in the decisionmaking process, and just maybe we can start to have conversations on the how in education.
Clarence Williams Jr. is a retired assistant superintendent in the New York City public school system. He holds a doctorate in educational leadership, a master’s in education administration, a masters in multicultural education. He has a k-12 license in special education and educational leadership, has worked as an educator and leader in the public school system for over 30 years and is an adjunct professor.
G.L.O.W.
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that undermine their overall well-being, Black girls seemingly remain invisible within the White House’s signature gender- and race-targeted initiatives.”
Also, not only may girls of color experience some of the same challenges that affect the life chances of boys of color, but they face unique challenges, “Black Girls Matter: Pushed Out, Overpoliced, and Underprotected,” the study released by the AAPF and the Center for Intersectionality and Social Policy Studies, said.
“For example, when it comes to disciplinary measures such as suspension and expulsion, Black girls face a higher level of racial disparity than their male counterparts,” Crenshaw said the study revealed.
Girls are G.L.O.W.’s target audience. Men are welcomed to participate, when applicable, for advocacy days. However, Freeman said women and girls are marginalized in different ways, so it’s important to G.L.O.W. that girls have a safe space to learn and share in their program.
Herrera grew up in Harlem. She said she can identify with and relate to the students she’s connecting with. As a native New Yorker, Freeman can identify with the students too.
“Growing up in Harlem it wasn’t easy. I remember a lot of violence and drugs. I remember a lot of things that weren’t the best, so when I went into teaching, I wanted to make sure that regardless of teaching in an urban area, there would be support,” Herrera said.
Global G.L.O.W. is an international nonprofit that was founded in 2012. It currently operates in about 27 countries. The organization creates and operates programs to mentor girls. G.L.O.W. received special consultative status by the United Nations Economic and Social Council in 2020.
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