hello everyone it is 3:30 so we are gonna get started welcome to PBS Wisconsin's bimonthly educator connection live program where we offer high quality relevant professional development for educators and all learning environments my name is Luna al-ghaith II and I am the education engagement specialist with PBS Wisconsin and I'm honored to be facilitating this webinar today with our special guests dr. Gloria ladson-billings several of my colleagues are also with me today and they will be helping moderate the chat box as with any conversation where critical topics are being discussed I'd like to begin by setting community guidelines first to all practice and abide by today during this time we ask you to notice which emotions come up into practice empathy Brene back Binet Brown and emotions research professor said empathy has no script there is no right way or wrong way to do it it's simply listening holding space withholding judgment emotionally connecting and communicating that incredibly healing message of you're not alone we ask that you Center your own learning and if you choose to speak about your personal experiences please use I statements and avoid generalizing entire communities of people lastly I encourage you to be open to new ideas public media hero Mister Rogers said there's no normal life that is free of pain it's the very wrestling with our problems that can be the impetus for our growth courageous and difficult conversations where we recognize our own biases and shortcomings and strive to become better it's that accountability and vulnerability that can lead to growth and collective change and so I encourage you to ask yourself if something doesn't sit right with you explore that a little more also for our comments or connections that are being made or questions that are specifically for PBS Wisconsin please use the chat box which should be in the lower bar on the bottom zooom and four questions for the speaker please use the Q&A box so just briefly let's practice utilizing and embracing some of those Community Guidelines and test out the chat box like I saw many of you already were by introducing yourselves I invite you if you're comfortable to respond to either of these questions in the chat box what comes to your mind when you hear culturally relevant pedagogy and what hopes do you have for creating equitable racially inclusive learning environments take a moment to reflect on those I see somebody hopes your facilitator learning hope to not only grow in her knowledge of the classroom but as an institution a lot of hopes for changing curriculum for creating equitable and just experiences for all making the classroom a place where children can feel safe making sure all students feel comfortable dr. ladson-billings I'm wondering if you're trying to read these two and seeing how quickly they're flying by I create understanding access decolonizing our schools improve academic outcomes for students of color celebrating and not policing culture these are amazing responses we could probably launch an entire separate webinar to acknowledge each and every one of your responses but just know that we as a public media station as content creators we are listening we care about what you have to say and webinars just like this one or how we respond to what it is that educators are asking for so thank you all so much for being willing to share now before I pass the mic to dr. ladson-billings I must acknowledge that PBS Wisconsin believes that there is no place for racism in our society we recognize that we have a responsibility to use our voice and privilege to act against racism and anti blackness we have a responsibility to educate ourselves and our communities of the injustice --is that occur against black and brown students we have a responsibility to acknowledge and face our own bias we have a responsibility to keep this conversation learning and action moving forward and we invite you to join us and share in on this responsibility in our statement to the we serve we emphasize that we will use education and stories to offer new perspectives to connect communities to promote civic dialogue in order to explore our most challenging issues and one of the many ways we do so is by using our reach and resources to foster discussion and change thank you for being here today as we collectively work towards a just society where equity and inclusion and culturally relevant pedagogy are truly manifested in all learning spaces speaking of culturally relevant pedagogy and the inspiration for much of what we produce out of PBS Wisconsin education it's time to hear from the woman who created the term dr. Gloria ladson-billings is a professor emerita a former Keller family distinguished professor in urban education in the Department of curriculum and instruction and was faculty affiliate in the department's of Education Policy Studies educational leadership and Policy Analysis and afro-american studies at the University of wisconsin-madison she is the president of the National Academy of Education a fellow in the American Academy of Arts and Sciences dr. ladson-billings research examines the pedagogical practices of teachers who are successful with African American students she also investigates critical race Theory applications to education that was only a very brief summary of the incredible work that she has done and all of her accomplishments dr. ladson-billings thank you for joining us we are eager and honored to learn from you today I will pass the mic to you Thank You Mona and thank you for all your help moon is gonna help advance my slides when I need them to be advanced so there's a little bit of a lag that's because it's two of us trying to do this together I'm delighted to be here I am situated right now in Madison Wisconsin which is the land of the ho-chunk the state of Wisconsin is home to twelve tribes bands and Federation's and so we actually think I thank the ho-chunk for permission on their lands to share with you today I've lived all over the country I grew up on the East Coast in Philadelphia I raised my family on the west coast in the San Francisco Bay Area I've attended school in the near South in Maryland and I have attended school also in the Pacific Northwest so I have a broad range of experiences across the country and in my culture it's appropriate also not only to acknowledge duel and acknowledgement but also to ask an elder for permission to speak but since I bet out of these fourteen hundred and sixty-eight people in the zoone I'm the elder I'm not gonna ask anybody else for permission to speak so but thank you for having me here I want to talk today about the post pandemic civil unrest and culturally relevant pedagogy I've been doing this work for 30-plus years and now we've had something occur in our society a dual pandemic if you will of covet 19 or the novel coral coronavirus and the pandemic of racism which we have lived with for 401 years and so now we're actually looking really carefully at how these two things have come together to challenge us in the classroom so I'm going to ask Mona to UM go to the first slide and many of you know culturally relevant pedagogy either from the book the dream keepers you may have read the first edition which came out in 1994 or you may have read a second edition that we put out in 2009 with some study guides and discussions or you may have read a research article in the American educational research journal that really kind of talks about the academic side of this notion of culturally relevant pedagogy okay so I wanted next slide I want to go to a very brief overview of what culturally relevant pedagogy is all about because what happens is often I have experiences where people say oh I'm doing culturally relevant pedagogy and when I try to make sense of what they say they're doing it's missing I think some really central ideas so these three ideas are the bottom line and if they're not present in the practice that I you know I couldn't endorse what you're doing as culturally relevant pedagogy and I used the symbol of an equilateral triangle that's very purposeful because I don't want you to think that one of these ideas is more important than the other if you don't have all three then you're not doing the work that I'm talking about first piece that I'll talk about is what I initially called back in 1990 for academic achievement over time I've come to call that student learning and I make this distinction because in the public mind when you say academic achievement people will quickly default to test scores and that's not what I'm talking about we know that our kids can learn and do learn a heck of a lot more than we could ever test we just you know it's it's amazing what a human mind can learn so I'm more interested in student learning so let me give you an example of how student learning functions imagine a fifth grade teacher who has a youngster who comes into her classroom in the fall reading at the second grade level but by the end of the year that youngster is reading at the fourth grade level that student learning two years of growth in a one-year or 10 month period now when that youngster sits down to take whatever the state-mandated test is it's not gonna look like he's made quote grade-level reading because he won't be testing at fifth-grade you'll be testing at fourth-grade but that's two years of growth and learning is about growth and unfortunately we have people in high places at the national level who don't understand a growth score who don't understand that it is important to look at where students start from and where they end up so student learning for me it's really where kids end up and so that that's got to be your focus it can't be this external thing called the test it's got to be where did this youngster start were they able to write were they able to read was able to compute were they able to do mathematic concepts and if they're able to do this how do you document that this learning has happened the second component is what I've called cultural competence and cultural competence is what I call one of the most misunderstood aspects of costly relevant pedagogy see I think people get the student learning they understand that's what I'm paid to do you know that's that's what the state or the district expects of me but cultural competence is not merely putting up some posters in a room that reflect different colored faces what it reflects is the respect that we have for the culture the customs the language the traditions that students bring with them and helping them become fluent or facile in at least one other culture so I say that again that we don't denigrate what kids bring with them what it's their language their customs great and we'll use those as wonderful bridges to the student learning but we also have an obligation to help them become more facile and fluent in at least one of their culture so for most of our black/brown indigenous students of Southeast Asian immigrants students that of their culture is going to be what we think of as mainstream because they've got to be able to participate in a broader culture in terms of higher education as well as access to curriculum or as you know ultimately as they make their way way in the world of work but please understand this cultural competence does not let white students off the hook number one they have to understand that they have a culture when I came to Wisconsin 29 years ago my students and my white students would tell me they didn't have any culture they would say oh no dr. lassen those we're just regular excuse me no well you know we're just normal really does that then position everybody else including me as abnormal you have a culture there is a specific culture that we all come out of but those white students also need to be fluent in a culture outside of their own I don't care if they live in rural Wisconsin they are likely to be working globally with people around the world I once went to a farm here outside of Madison and New Glarus and on that farm they were training young dairy farmers from Japan and from Peru and from Korea and Brazil those young men who were involved in the training need to understand the experiences of other people so cultural competence is really about being grounded in one's own culture but extend it the third piece is socio-political or critical consciousness it's one thing for you to be academically successful and feeling good about yourself and your cultural place and being able to connect with people but that's about you socio-political or critical consciousness is about the society being able to ask the relevant questions now when I think of young people I think of this component as the sowhat component it's the thing that kids asked us all the time why do I have to learn this I spent my teaching career teaching US history and you can imagine that often I got why we gotta learn this because it seems so remote and so distant and so the job of the socio-political or the critical consciousness is to ask the question how is what I'm learning in literacy or mathematics or science or social studies of any significance for the here and the now so I think about the place that we are in this society we are in an uproar over injustice over racial injustice --is that have gone on forever but in many ways I think that this last visual example of George Floyd has really awakened the consciousness so what does that have to do with what you're teaching me in mathematics well one of the things that a culturally relevant teacher would do is say you know what I need you to design the survey and I need you to begin to ask all of the students in seventh and eighth grade in the school how they felt and then I need you to put together two bar graphs or the histograms in other words I mean you want you want them to learn these skills and this knowledge so then it can help make their lives better right now we typically are always telling kids you're gonna need this one day and and that's not good enough I tee's my math colleagues and I'm not bashing math but I do have a t-shirt somewhere that reads another day in which I did not use the Pythagorean theorem again I'm not bashing them hey I taught history my stuff is even more remote from students but what I'm suggesting is we must help kids and learn that they are going to need things right now right this minute so whether it is becoming literate so that you can write a coherent letter to letter up to the editor or whether you can pull together a petition and lay out your demands you're gonna need those literacy skills so let me quickly if we get to the next slide I've actually got two computers here so let me just talk about what was in my mind in the late 1980s early 90s when I was doing this research the folks that I'm calling the 1989 dream keepers were people who did a focus on cultural history in other words they looked they help their students see those things that their textbooks omitted as in a conversation the other day about what the textbook company and they were talking about what they wanted to make sure was going to be in their textbooks and I explained to them yeah I think that's noble and I hope you do do this but you have to understand it doesn't matter what you put in your textbook if the person who is charged with teaching doesn't understand it and doesn't value it I have literally seen teachers with really good curriculum in their hands do nothing with it and I've seen people with horrible stuff who have critiqued it torn it apart challenged students with it and really sparked it so these are teachers who they they had all textbooks but they spent a lot of time helping kids understand this is what's wrong with this they were also folks who focused on community issues think like urban renewal or veterans concerns they were actually near a VA hospital or homelessness so again this is that social political consciousness that they were developing with their students they were having students look right in their neighborhoods and began to deal with some of these issues but they had a limited focus on student culture and why I think that's important to talk about is even though I'm a secondary person for a research convenience I ended up doing this research in elementary classrooms and it didn't really occur to me too well after the research was done is that younger students while they consumed youth culture they typically are not producers of it the producers of youth culture are adolescents teenagers and so when I was doing this study in 1989 those teachers didn't really focus on youth culture well I had one teacher who actually used some rap lyrics to teach poetry but that was pretty much the extent of it so now we have to think about what I call the 19 today's dream keepers so we'll go to the next slide they need to do some different things in my 1989 dream keepers they need to include youth culture in their understanding of culture now you've culture is not the only culture these are young people come out of a broader culture but they are participating in the youth culture and it's one of the ways that we connect with them right away they also need to recognize hip-hop's longevity and power it's interesting that I have found myself learning much more about hip-hop in the last eight nine years because that's really where my students were coming from and it's longevity and point out is because I remember when hip-hop first sort of made the scene everybody was like oh that stuff is not gonna last what can I tell you we are 40-plus years into not lasting it's gonna last and it has an incredible power to speak to young people and in fact one of the questions that I asked and of course I talk - education one of the first classes I asked is who introduced you to hip hop and I will tell you that better than 80% of the students say my parents so I'm literally teaching the pair the students or the children of hip-hop heads to be able to get into this work I think as educators we have to catch up with Madison Avenue so we're gonna have to try to be facile here Oh before I get to that though you see a picture of a book there called youth culture and power it's a great book by two guys Jason Rawls and John Robinson who are both teachers and they are hip-hop artists they're DJs and it's just an MC and it's the first time I've actually been on a hip hop album there's a cut that comes there's a there's a CD that comes with a book and I'm on that album I didn't think I was on the album until they played it for me they actually had lifted something out of it talked that I'd given so I want to kind of slip out of this the slides Mona to get to the example from Madison Avenue okay let's go with that watch me get French Fruity Pebbles are you the master Epirus I'm here to say I love pickles in the major pebbles in a major way the bedrock yellow orange purple Lyman with but to get the fruity taste I've got a trick friend [Music] yes let's arrest postponing Pebbles cereal part of this nutritious breakfast but delicious so can we go back to the previous slide thank you I like to use that example number one because it's an old commercial I always said nobody's eating any fruity pebbles in a minute I mean but there's some elements in that ad that speak directly to young people barney is literally invoking Run DMC he has on a pork pie hat he has the wraparound sunglasses he has on gol a gold chain and did you note that Barney had on adidas when have you ever seen the Flintstones wear shoes ever right so but there's something that the Madison Avenue people figured out this speaks to people they don't necessarily care about rap they're selling a product but they know that the way to sell it is to take advantage and in some ways exploit that culture and they haven't stopped doing that so the next slide you will see [Music] they say quit they say done they say we're too grown for fun they say oh we say young we say platefuls never done don't fight the feeling just let it blow and stack in the bracket don't let it go laughter is calling picked up the phone let's tape playful Oreo everyone's welcome don't need a label it wish the smile in the futures bueno I got a secret the world should know let's take playful Oreo playful so here's an example in which Madison Avenue has used Wiz Khalifa to sell cookies to sell Oreo cookies because something about that culture is so highly marketable that they have sense enough to tap into it we as educators want to ignore it I tell people all the time you know one of the most difficult things for me in the midst of this pandemic is that I can't travel I am used to being on the road a lot I've had to be I've been on six of the seven continents the only place I haven't been is Antarctica and I tell folks all the time if you have a cousin in Antarctica don't tell them don't invite me because I'm not going there I live in Wisconsin I don't have to get any colder than I am but every continent that I have been on I have seen hip hop represented I was in Sweden left a restaurant one night club was next door door open this guy's on the stage rapping in Swedish incredible audience I didn't know a word he was saying but that beat was he was jamming and he was speaking to the folks two summers ago I was in Edinburgh same thing Irish excuse me Scottish folks hip-hop I've been in China hip-hop it's such a powerful medium and why we refuse to engage it and I shouldn't say we because there is an incredible community of educators who do it in fact tonight is of their Twitter conversation which is called hashtag hip hop Edie every Tuesday night at 9 o'clock Eastern you can get on in your time zone and they love talking about curriculum they love talking about pedagogy they love talking about all of the aspects of hip-hop whether it is the graffiti whether it is the dancing whether it's fashion and they often will engage questions about what's happening in the world and hip-hop because that's really where our students are okay so I really want to kind of end with a series of questions because what does all this mean in a post Kovac Kovac 19 world so I start with this question of asking do you remember what happened post Katrina in 2005 when Katrina hit I was actually not in the United States I was in the UK woke up one morning and you know when you're in a different time zone you're sometimes disoriented like turn on the TV and it's CNN world and I'm seeing these people displaced and just going down water-filled streets and my mind says to me this is my ethnocentric bias here what underdeveloped nation is this it's the United States it's New Orleans Louisiana and so it became kind of a for me to really think about what could we be doing I was actually president of the American educational research association that year and my presidential address that following spring in San Francisco took up this entire question if you've read the piece that I wrote on the education debt it really all comes up from the Katrina experience because one of the things I argued was things were bad in New Orleans before Katrina and I've indeed I wrote an article for visions of urban Edie called now they're wet to underscore the fact that they had bad schools they had bad substandard housing they were underemployed they were unemployed the health service all of the things that make for quality of living were already in jeopardy in New Orleans and then now what you put on top of this is a devastating hurricane with no help or limited help from the nation that New Orleans resides and we're all happy to run down there for Mardi Gras but no one cared about the 9th Ward or Treme or Holy Cross it was like just get the French Quarter back what also happened is we didn't think carefully about what are we going to do about school we just thought we were going to go back and I want to suggest to you that when you have that level of catastrophe you can't just go back and I think then I get further on in my questions here I want to bring back this notion that we just can't go back because what was back before Kovac 19 wasn't good for the kids I'm most concerned about so this wallet is tragic lives have been lost it's also an opportunity to do some things different so I think we also have to think about the changed assumptions that we now will deal with I have two screens here so one of the things is this whole notion of who has access to the digital devices before COBIT 19 here the mantra was oh you can't give those kids computers you can't give those kids tablets they won't know what to do with them they will break them there they will sell them but guess what when you had to shut down all the schools you had no choice but to give them where you were able to so we have some changed assumptions about who can have what another assumption we had was you can't have a school year without testing well we just had one and the world hadn't come to an end we don't necessarily have to be doing the amount of testing that we are doing and I don't want people to walk away from this saying oh she's anti test no I think the tests actually tell us something I just don't think they tell us everything and I certainly don't think they tell us the kinds of things that make for decisions around who ought to be a teacher I don't think they tell us everything we need to know about whether or not students should progress to another grade I think they give us a piece of information we have to be smarter about how we use that information I also want us to think about the role of social emotional learning everybody's talking about Summer Slide now COBIT slide but few people are talking about what this experience has done to young people socially and emotionally and also later on I'll get to mentally in my neighborhood teachers have come around in caravans to connect with kids they haven't come around to leave a math packet they haven't come around to give an assignment they have come around to blow their horns and say listen we miss you in the same way that you miss us we just want to see you I was taking a walk a few days ago and one of my neighbors had a sign on the lawn that was a thank you to a fourth grade teacher and it didn't say anything about thanking you for getting me to the next reading level or thank you for getting me to mathematics it said thank you I miss you I miss your kindness I miss the way that you so this social emotional and it's not just gonna be about the the children and adolescence the adults who are in schools have had some trauma around what we've been through both the pandemic we know as coab at 19 but also the racial pandemic people have had you know my community we say he had to come to Jesus moment where you had to say wow have I done this have I treated people in this way and then finally I think I want to raise the question how do we rethink culturally relevant pedagogy you know I gave you in the beginning laid out the equilateral triangle and told you about the three different parts of it but that's all pre pandemics now that we are in this pandemic what is it going to mean so next slide we'll talk about what is the social what is the student learning so remember those three things so let's start with student learning so the first question I think we have to ask is well then what counts as learning is it only the stuff that we have been putting on tests or are there some other things that we have to consider when we talk about student learning also how do we determine what students know versus what they have this has been a particular Bugaboo of mine for very long time here's what I mean by this we've all seen these examples of it's the science fair and a nine-year-old shows up with some device that could send a rocket to space and you know good and well then nine-year-old did not do that you know this this is dad who was the aerospace engineer who has actually put this together but we pretend like they didn't do it and we'll give them credit for it we have got to get away from assessing kids based on what they have because not everybody has certain things we have to do a better job I'm figuring out what kids know I asked in the other quadrant there can we finally put tests in their proper perspective as I said earlier I'm not anti tests they tell us something they don't tell us everything if they told us everything then we would agree that the best drivers in our society were 16 years old come on they passed the test now I have four adult children and five grandchildren and my youngest twins just graduated from high school everybody's got to drive this license I can tell you that at 16k none of drive but they passed the test so the tests tell us some things they don't tell us everything and we've got to be smarter about the use of test data and so finally I want to talk about student learning I think we have to ask can we measure academic progress that was my early statement about the fifth grader who comes in reading at a second grade level how far did people progress versus some external standard that came to you from the State Department or from the district office that may or may not cover the kinds of things that you've been engaging in and your curriculum may not be dealing with the Richards is that you're trying to bring children next slide we'll talk about what does postcode that cultural competence look like and so I raise the question again about what is the role of youth culture is it just something that's on the outside is something we're gonna do on Friday afternoons are we gonna figure out ways to first of all learn more about youth culture so this is this is work that we as adults have to do and are we going to figure out ways to incorporate that culture what's the role of socio-economic differences one of the things that the COBIT nineteen pandemic showed us was that some kids just didn't have you could have given him a device but if they didn't have Wi-Fi access then they couldn't do the assignments that you were sending or even if they had Wi-Fi access more than likely their parents were what we consider essential workers meaning they're doing the the hard labor of working in grocery stores and being pharmacy clerks and being in hospitals so doing that hard work doesn't give them the opportunity to stay at home that many of the professionals could do and work from home so you couldn't stay home to work with your kids so kids were left on their own to try to figure out how to do the distance and remote learning or yes you've got a device but you have two other siblings so three people need access to the device how do you make that happen so we've got to think about the role of social economic differences when we think about the culture and what kids are immersed how do we help our teachers understand disparity early on when there's a discussion about the community rules mouna talked about empathy that is one of the most difficult concepts that I work with soon-to-be teachers on because many of my teachers come from a place they have good hearts they want to do good work I just firmly don't believe that people wake up in the morning with the desire to fail kids but I think what happens is when they're not successful with kids and they care about them they default to not empathy but to sympathy they feel really bad for them they feel sorry for them that's not that helpful for our students because what sympathy says is oh I'm really sorry for your circumstance but what's unspoken is and I'm glad that I'm not in that circumstance you've ever been to a funeral a regular funeral I'm not talking about a coab at 19 funeral you've had you've seen people embrace the family the grieving family and so you are here you know you're comforting them and essentially what you're saying is I'm so sorry for you but the unspoken thing is that I'm glad this is not me I'm glad that's not my mother that's in that casket I'm glad that's not my spouse and that our partner in that casket empathy is I know what it feels like to not have something you really need it means that I'm willing to walk alongside you and often teachers can be empathetic and still not be giving excuses I saw that over and over among the teachers that I study they would say yeah I know this is really hard let me just tell you about one of the teachers who I study who just blew my mind she had a youngster in her class who became homeless during the school year now at the end of every day this woman would patent do a packet of materials and things that they covered in that day that that kid didn't show up in school for and she would go to the car that they were living in was the mother and two children and she would teach just like she was in her classroom she never once said oh how can you live in this mess oh this is you know but she might say to the parent is there something I can do is there something I can get you and she'd also teach something to the younger sibling she did not go and call the school and say that woman got her kids in a car that one will help things what it was probably gonna do was separate that family this mother was doing the best she could and this teacher was demonstrating empathy okay understanding the disparity the place where these folks were and then finally I think if we're going to be culturally competent we have to understand the role of digital literacy a lot of the discussions that we've had have been about the digital divide being an economic one and it is to some extent but the wonders of technology have actually placed this thing in everybody's hand even people who are homeless it's what the research actually shows us it's one of the last things that people are willing to give up they can lose their car lose their apartment but they will hold on to a cellphone and so it's important for us to begin to use these technologies I don't want to be too much on my soapbox here but I am frustrated when I go into schools and see signs that tell kids they can't use a cell phone that's just the craziest thing I've ever seen in my life these things are essential we all have them when I give a face-to-face talk how offended what do you think my audience would be if I told them that they had to put their cell phones in a box so typically we ask people to put their cell phones on mute that's the etiquette our job is to teach kids the same etiquette but better than just teaching them to put them on mute why aren't we doing more work to integrate the technologies into our teaching I started integrating cell phone use into my classes several years ago you is one of the things I found out I have a number of international students who are used to a different cultural mode in the classroom they don't speak out they don't talk out they just listen but to get them to participate I started with a live Twitter feed in my classroom I have a smart board I have a Twitter feed it's got a hashtag whatever number of that class of course number is and it allowed students who normally don't speak out to tweet back and talk about things that oh I don't understand what you mean by X or oh I got I really got something out of that when we teach our students how to use these devices in constructive ways and you know I've heard the debates about they don't want we don't want them in a classroom because they're distracting can I tell you when you twelve years old everything is a distraction everything so one of our real task is to figure out how do we use these technologies and as a grandmother trust me if any of my grandchildren have been in a school where there was an active shooter and my grandkids did not have access to their cell phone so let their parents know what was going on oh there would have been hell to pay so we've got to we've got to get past this notion that we're fighting the technology we need to work with the technology okay let's get to post covert critical consciousness which is the next slide so at this point I think we have to ask ourselves what questions do we need to engage I think we've been asking some of the same old questions and they haven't yielded very much our questions have often been what's wrong with these kids what's wrong with their parents what's wrong with their culture why don't they speak English why don't you have those are not the right questions I think we have to begin to ask questions about how might school be very different I've been talking about something that I've called the need for a hard reset I thought I had a slide on that here but I don't um what do I mean by a hard reset you know you can tell I love technology so I'm keep holding on my device what happens is when you're when your cell phone goes all wonky and it happens to all of us you know Steve Jobs no I don't care it still happens and I love technology but when your cell phone goes wonky there's a couple things you can try you may go online and say what do you do when you get this what do you you might get some solutions but sometimes you can't seem to fix it and you have to drag yourself to the Apple store or to the Samsung store or to the LG wherever you're getting your thing and they will say to you we need to do a hard reset okay good um that's like you should hear that that that sound when you watch Law & Order right because it's not gonna be good it's gonna do a hard reset and unless that phone is backed up this is what's gonna happen with the hard reset everything is gonna get wiped out all your pictures are gone all their contacts are gone you're going to get a phone that was the way it was when it left the factory and you got to start over that's what I think is needed as we get past this kovat 19 and dealing with this social unrest we need a hard reset we don't need to go back to what we had because that wasn't working so the hard reset and and so to try to understand this notion of hard reset I've been literally digging into him you know I told you I was a history teacher so I've looked back at societies that have had catastrophic things happen and just kind of wiped everything out and they had to start again in post-war world war to Japan they did a heart reset with their schools they said we don't want to get back to this kind of thinking that allowed us to be on the wrong side of history so we're going to do something different so one of the things they did different is they became co-educational said before World War Two they didn't care about educating girls the other thing that they did is they changed the way in which they organized their schools they looked at American schools and said oh we could do this sort of k-6 three years three years organization so they made some big changes both in their organization as well as their curriculum the other place I looked was at post-war Italy and they did a hard reset they said we do not want to be raising another generation of fascists this is just wrong and one example of their heart reset was the creation of the ratio Emilia preschools which now we think of as the best preschools in the world you know we send students from the US who are in early childhood to go see that because that's the right way now unfortunately what what typically happens and has happened in the u.s. is that the communities that have ratio a million schools are rich folks but what have we had that for the poorest of our children so it's that's what's when I say well what questions do we need to engage I also think we have to work to help the public understand our changing needs we don't just need reading in math and history and science books we just don't need the technologies we are going to need some serious mental health professionals to work with us last night in the Madison Public Schools the school board voted to remove the SROs or the police officers it's not just a matter of moving them it's deciding what are you gonna put in their place you spent three hundred thousand three hundred eighty thousand dollars on them what are you gonna do with those monies in the high school because there's still needs just because and it was a bold move from the standpoint of you know in fact they just had done a new contract for them and our school board president is a woman who was a police officer and she had to admit she said I was reluctant to get to this place but now I understand we have to do something different so how do we help the public understand we can't just go back to what we were doing in the third quadrant I want to talk about what is the social emotional learning that we prepare for how do we help kids who are probably gonna have to come back in a socially distance environment and I don't know how you keep five-year-olds from hugging each other that's what they do I walk into school bills they hug me don't even know me that's really you know who they are and yet we're gonna ask them to be fully human but not interact with human beings in ways that they're used to interacting with them so we got to prepare for this and I don't want to forget the adults in the building as I've said the adults have been through some stuff too and we got to be able to plan for that and then finally I want to think about how do we help our students cope with what I'm calling pandemic trauma not just the social-emotional learning needs that everybody is going to have but some of our kids have seen some things they shouldn't have had to see they've seen people die that that they can do anything about not just our ma our Bri Brianna Taylor and George Floyd and now Elisha McCain but some if you look at the statistics on corona novel coronavirus white black people brown people have died we're more vulnerable because we had to ride subways and buses we don't have cars we had to go to work every day and sanitation workers and as grocery clerks and so we were always more vulnerable now it's not as if young people haven't experienced death but they haven't had the opportunity for the ritual the closing ritual s become so important to at least in my culture there's a way that we send you out but because the kolben 19 you have a funeral director says I can only have 10 people here all of that unfinished business the way in which rituals have not been there to soothe people's grief and their need that's still hanging in kids experiences so those are part of the critical consciousness things that we're going to think about in a post koubek 19 post social unrest environment as we try to reset our schools I think I'm at that place oh gosh I really went a long time sorry but I think we're at the end so you can get us to the last slide which is really about the questions okay and I've asked Mona to try to moderate them because I'm sure there's a number of them and I'm unlikely to be able to do all them so Mona if you have some that you want to shoot at me I will start responding absolutely there aren't that many only around 82 we have my team and I have been extracting some of them of course we won't be able to answer all of them so we've been trying to synthesize some of the ones that we've seen recurring and I think a great one to start off with is this question is there a difference in anything but name between culturally relevant pedagogy and culturally responsive pedagogy as the purse who develop culturally relevant yes I do because I haven't seen anything that speaks to the critical consciousness other than culturally relevant I think culturally responsive has been much more how do we sort of celebrate yet our students culture not denigrate it but I have not seen an aspect of culturally responsive that is designed to ask hard questions about inequality and you know and that this particular time in this sort of second pandemic of racism that's the thing that kids really want to be able to to deal with thank you there were a couple questions about infusing hip-hop culture into the classroom educators are worried about how can white teachers utilize hip-hop culture without it being cultural appropriation or exploitation good question and there's some wonderful writing on this my colleague and friend Christopher emdin has done wonderful work I was on a book called for white folks and teaching the hood and the rest of y'all to which he talks about the the aspects and I want to be clear we're not saying use hip-hop I have a favorite former student who was a teacher in Chapel Hill North Carolina there's absolutely nothing hip-hop about this young man but I call him hip-hop because of the way he teaches I don't want you to use hip-hop I want you to quote be hip-hop and what does that mean that is stay fresh don't keep trying to teach the same stuff over and over that's that's a hallmark of hip-hop is to stay fresh the other thing that is a hallmark of it is to flip something out of nothing in other words if you look at the early b-boys they were taking all pieces of linoleum because they didn't have dance floors and they flipped that new no Liam that was being thrown out as their pair we're adding tile and they were learning to do windmills and head spins so flipping something out of nothing my my former student has created of course there was no such course he's clear created a course on global health and global poverty he flipped something out of nothing and then the third thing I think it is about being creatively resourceful to me I'm much rather you be hip-hop than to pretend to appropriate hip-hop and just you know a very simple thing that I have students do all the time is create playlists for my class and I lay out the rules you know it can't be violent it can't be misogynistic you got to watch the language kids can get that and one of the things that I do with their playlists is I start every every class the playlist is going students come in they they want to make sure their song got played at the beginning of the class it's just one of the ways to engage them I'm not you know I'm not gonna be the dope MC that's just not me but I am gonna have them understand that what they come from and what they bring have another colleague and friend out in Oakland and he starts his classes each day with asking students to come up with they do a free write every morning and that free write is what's the last thing you listen to before you came to school today and why and because they know that that's going to be the question they're very particular about what they listen to so whether it's Kendrick Lamar whether it is Megan the stallion whether it's Rhapsody they they think about oh you know I better listen to this cuz you know mr. Bailey is gonna ask that question so it's not that you're trying to be their culture you're trying to say I value this culture I value what you're doing if you're an English or literacy teacher teaching things like metaphor and simile I'm telling you these lyrics are perfect for doing this it's terrific and so it's funny because my students then started giving me names and like I said I'm not an emcee but they'll always call me what's up GLB because I forced myself to write a piece about who I was and it and the hook and it was well you know me I'm GL big yeah you know me I'm GL P yes you know me I'm GL me that's who these people call me I have a bunch of these young scholars who called me the og another group we'll call me the big homie they're all examples of respect from their cultural standpoint I'm not going around crazy saying you need to call me dr. ladson-billings we need to be able to connect so that that to me that's the highest compliment that they've found a way to identify me as a part of something that's someone that they respect in a particular way thank you dr. ladson-billings I see that we are already at 4:30 and I understand if people have to leave are you okay with answering a few more questions sure okay we'll do about two more questions okay I'll combine a couple one of them was asking about how do you see kind of what are some of the beginning steps of culturally relevant pedagogy in a school and how would you respond to school districts that may be okay looking at you know one or two sides of the triangle but leaving out cultural competence because they're afraid of pushback that that's a value statement in and of itself they decided they really don't want to do this work and that's okay they don't want to do this work just don't run around and say that's what you're doing I mean that's my challenge is that people will say oh we're doing this no you're not I think it is important for people to be able to take some small steps one of the things that's always frustrated me about and you know I've worked in very large school districts and you know you get a mandate from downtown it's always downtown right that says Oh next year we're all doing X well what about if we actually do an experiment and do a small group of teachers who might be enthusiastic about X and then gather some data as to how X worked you know we keep hearing people saying they want to be scientific they want to be research-based you can do your own research so in a middle school maybe if you just took for six teachers who or say in the so called core subject areas and started doing something differently and then having them report back to the entire faculty about this this is what worked you know we tried doing it this way and this worked or it didn't but my children of all going to school where you know one year this is the hottest new thing and so everybody's gonna do this you know my daughter was excellent excellent writer oh this girl Chris Jacob wrote better than some of my graduate students when she was in 11th grade I was shocked at how good she was a lot of times she and I would sit around and talk about her ideas over about writing an essay and then she'd go and write it and she'd bring it back to me for to edit it and it didn't look anything like what we talked about and I'd say well what happened to these ideas we talked about and she said to me it's done fit into a sixth straight essay are you serious that you're gonna sacrifice good writing for the sake of making it a sixth rate essay you know Hawthorne ain't right no sixth straight XA when he wrote a book okay Shakespeare didn't write no six straight essay so we have to stop forcing people into these sort of rigid notions of what it means to tea teaching is the one of the most creative professions ever ever nobody does it just the same and yet what we're trying to do what we see over and over is this sort of constraining of teachers thinking the fact that we don't want teachers to make decisions and teaching really is about decision making so those kinds of things produce what we've had and it hasn't worked we got good evidence that what we've been doing hasn't worked thank you everyone for your incredible questions I'm so sorry that we won't have the time to answer all of them here let's do a couple more one educator is wondering how do you respond to teachers that would say I'm not allowed to be political in the classroom the moment you walk into a classroom you are being political now you shouldn't be partisan those are two different things and you need to have that straight in your mind that teaching is a political act particularly in a democracy but it doesn't have to be a partisan act you know this is the time of year more as a u.s. history teacher that I absolutely loved you know go I would love being back in the classroom in a fall teaching my US history course because it's an election year that for me it's a year that teaches itself and one of the things that I would always do with students is bring them people from all viewpoints they get a Democrat they get a Republican they get a Green Party person they get a socialist I bring everybody in and we we look at essays and op-ed pieces we look at the endorsements and we all you know we have robust conversations about who these people are now what's funny is the students always think they know who I'm voting for and so I started some years into this as writing down my choice putting it in a silk envelope putting in a lockbox and giving it to one student I kept the key I gave it to student the day after the election read the big reveal will open up my lockbox the students were shocked because I tried to be fair in the presentation of the ideas the students must engage the political but they don't have to be Hardison you know and they also don't have to be you know one of the things that I learned teaching at the college level is that students often come into your undergraduate students in particular will come into you professing a particular ideology but they don't actually recognize that ideology when they see it written and I've been able to prove that by giving them examples of op-ed pieces you've written by people of a fast ideological stance but I take those names off and I take the names of the the publications off and I asked them just to read the editorial and after they read it I say where would you place this person on a political spectrum students are way off because they haven't really formed strong ideas about what does it mean to be conservative what does it mean to be liberal what does it mean to be progressive what does it mean to be reactionary they don't know they know they've been sitting around a table for 17 18 years with people who talk about stuff and and declare themselves to be conservative or dis Claire themselves to be liberal but they don't actually know what that position is my job I say it over and over is not to make you think like I think my job is to make you think and to make you be able to back up what it is that you believe there are so many comments thanking you for being here today and talking about how you've renewed so many people's excitement for teaching and imagination and creativity for teaching so thank you again for being here it has been a pleasure for those of you who are attending thank you for being here subscribe to our newsletter which you can find at PBS Wisconsin Education org forward slash newsletter and connect with us on social media to stay up-to-date with the future education educator connection live webinars that we'll be having if you have any feedback or webinar requests feel free to email me my email is there on the screen and you will be receiving a sir you will be receiving a certificate of attendance additional resources that were mentioned during this webinar and a recording of this webinar in our post event email so once again thank you all so much for being here today thank you dr. ladson-billings for being here with us leisure and let's all keep doing the work alrighty so long everybody you you you