A Vision of Social Justice in Education

At the risk of sounding like a broken record or being accused of having ‘tunnel vision’, I emphatically believe that the explicit and implicit instruction of critical thinking skills across all domains of learning is the head cornerstone essential to rebuilding equity in education.


In support of this philosophy I have designed a ten (10) year initiative aimed at using the practical application of critical thinking skills to address and correct the gaps in achievement which exist and persist in our public schools and are at crises levels for African American students. The initiative is the Wholistic Education- Critical Thinking Initiative 2021 (WE- CTI 2021). The vision of the WE- CTI 2021 is to use the triad of curriculum, instruction, and assessment to engage educators, learners, and parents toward closing the academic achievement gap from the inside out, by building a bridge.

The Critical Thinking Initiative is completely learner- centered; but the undeniable truth is that students need the support of their family and community to reach their full potential. Based on this understanding, the programs associated with The Critical Thinking Initiative were designed to serve the student, their parents and/ or guardian, and the educators who teach them. Teachers who teach students to know, to care, and to act hold themselves to the same standards they expect of their students. These teachers can begin to speak genuinely about how to act with individual and collective responsibility and to address issues of difference so that they create celebration rather than division (Kelly, 1999).

Dr Nieto (2008) discusses the seven characteristics (anti-racist, basic education, for all children, pervasive, outreach to family, social justice, and critical pedagogy) of multicultural education. I am in complete agreement with this assertion. I go even further to suggest that multicultural education is embedded in what I call Wholistic Education™. The goals and expected outcome of Wholistic Education [The Gee WE Theory] is to produce a thinker with the ability to recognize all aspects of self as being healthy, positive, and relevant, to cultivate a conscientious life long learner who is cognizant of the connections that center on change, and to establish a foundation to be nurtured and sustained in order to serve as the building blocks for transformative engagement in every domain of learning (Gee, 2009).

The case study at Findlay High School in Ohio provided provocative insight and important research findings related to the inequity of access to critical thinking skills for students who are tracked into non college prep courses. Zohar & Dori (2003) addressed the notion of the mutual exclusivity of higher order thinking skills and low achieving student. Their findings illuminated the trend that excludes exposure to instruction of critical thinking to students who are not enrolled in higher level i.e. Honors or AP courses. This practice ensures that the vast majority of the school, particularly minority and disadvantaged student, will not receive instruction in critical thinking skills (Marin & Halpern, 2011).

I propose to build on the results from the Findlay scenario and the research supporting the need for critical thinking skills i.e. higher order thinking for the maximal development of the learner, while simultaneously supporting those key individuals (parents and educators) who have the greatest impact on student success.

The Wholistic Education (WE) Theory is a direct response to the imperative question:

What cognitive skills and dispositions do good critical thinkers seem to demonstrate habitually which poor critical thinkers seem not to possess?

There are 8 Essential Facts of The Wholistic Education (WE) Theory [The Gee WE Theory]:

1. Critical Thinking, Problem Solving, and Decision Making are the three core building block (3CB’s) of Wholistic Education. They do not always occur in precise order. They are action oriented engagement.

2. The Effort- Achievement Dynamic (EAD) is a Wholistic Education to explicitly teach and exemplify the connection between effort and achievement (Marzano, R., 2001).

3. Wholistic Education recognizes the concept negativity as the absence of positivity. WE addresses the problem of negativity by infusing and saturating the problem with positive proactive solutions.

4. WE values Self- Directed Learning and its 3 Key Principles: self- management, self- monitoring, and self- modification.

5. Wholistic Education values questions more than correct or incorrect answers. WE requires one to be an insatiable questioner.

6. Wholistic Education is authentically learner- centered. WE ALWAYS begins with Sphere 1- Self which ALWAYS begins the learner’s self- designated frame of reference known as Identity Frames (IF’s).

7. Wholistic Education is authentically collaborative. All three spheres (self, community, and world) are inextricably intertwined.

8. Wholistic Education values SILENCE, REFLECTION, and TIME TO THINK (TTT).





References

Gee, Marilyn (2009). An educator’s mission statement. Walden University (MSED paper)

Kelly, K. (1999, April).With new eyes. Classroom Leadership. Retrieved November 15, 2011,

from http://pdoline.ascd.org/pd_online/embracing/199904cl_kelly.html

Marin, L. M., & Halpern, D. F. (2011). Pedagogy for developing critical thinking in adolescents:

Explicit instruction produces greatest gains. Thinking Skills and Creativity, 6(1), 1-13.

doi:10.1016/j.tsc.2010.08.002

Nieto, S., & Bode, P. (2008). Affirming diversity: The sociopolitical context of multicultural

education. Boston, Massachusetts: Pearson Education.


Zohar, A., & Dori, Y. (2003). Higher order thinking skills and low achieving students: Are they

mutually exclusive? Journal of Learning Sciences, 12(2), 145-182




Join us on https://www.facebook.com/WholisticEducationEnterprisesLLC

Wholistic Education Odyssey™: A State by State Southern Sojourn to HBCUs

North Carolina 2012 Spring Break Sojourn

Monday, April 02- Thursday, April 05



WHAT: Tour and visit HBCUs in North Carolina.


WHO: 1st and 2nd generation college students (grades 8-12), their parents, and educators. 45 students/ 10 adult chaperones


WHEN: CMS Spring Break- 4/02/12 (Monday)- 4/05/12 (Thursday)


WHERE: North Carolina Historically Black Colleges and Universities in Charlotte, Salisbury, Winston- Salem, Greensboro, Raleigh/ Durham, Fayetteville. * Tour begins and ends in Charlotte, NC


WHY: Examine higher education & explore the HBCU experience.


Join us on https://www.facebook.com/WholisticEducationEnterprisesLLC

6 - TIERED MODEL for Transformative Engagment

The tiered model is presented as a linear hierarchical model, this is not to suggest that one level is more or less important or relevant than another it is merely a means of presenting the transformative model. The concept of collaboration is an integral component to the model. The inclusion and actualization of collaborative practices between and among each level is a necessary condition for transformation


Tier 1- District Level

Superintendents, Central Office Staff, School Board Members

FOCUS:

1) The capacity to establish and maintain focus on the future.

2) The capacity to maintain direction once a clear focus has been established.

3) The capacity to act strategically by reallocating existing resources, seizing opportunities, and creating a new future.

Tier 2- School Level

Principals, Administrators, Educational Leaders,

FOCUS:

1) Develop a common language and vision of critical thinking skills across every domain of learning.

2) Plan of Action to Close Achievement Gap

Tier 3- Classroom Level

Teacher-Leaders, Educational Support Staff,* those

directly involved in classroom instruction and learning

FOCUS:

1) The Wholistic Education™ Curriculum, Instruction, and Assessment Model

Tier 4- Learner Level

The student/ learner

FOCUS:

1) Six (6) Assumptions for creating a learner centered classroom-Marzano’s Model

Tier 5- Home/Family Level

Home Level-Parents, guardians, siblings, extended family



Tier 6- Community Level
Civic and business leaders, non-profit orgs, interested stakeholders, nationally & globally

The driving principle at the core of each level is the explicit and implicit actualization of critical thinking skills and the use of a common language by which to define and articulate a framework for thinking.

Join us on https://www.facebook.com/WholisticEducationEnterprisesLLC

Wholistic Education Odyssey™

A State by State Southern Sojourn to HBCUs

The WE- HBCU Odyssey is listed as part of the Odyssey(s) in the Wholistic Education Sankofa Scholars Series Titles. The African Adinkra symbol speaks to the concept of “returning (to the past) to get it”, that is the remembering the past to go forward. The transition from high school to college is as close to a traditional rites of passage as we have managed to maintain. To that end, or rather to that continuation, our Historically Black Colleges and Universities seem the most logical place to sojourn on our odyssey.

Target Audience: 1^st and 2^nd generation college students (grades 9-12), their parents, and educators.

The WE Odyssey^™  has a three -fold target focus. The Odyssey is a student- centered program; but the undeniable truth is that students need the support of their family and community to reach their full potential. Based on this understanding, The Odyssey was designed to serve the student, their parents and/ or guardian, and the educators who teach them. Wholistic Education^™  uses this model as the framework to ensure the maximal development of the student, while simultaneously supporting those key individuals (parents and educators) who have the greatest impact on student success.

2012 Spring Break 8- DAY SOJOURN   
                                                                                         
Multiple States & Historical Washington DC Tour

                                                                        
Saturday, March 31- Saturday, April7

Hampton U                Norfolk State U          Virginia State U      
Virginia Union U      Bowie State              Coppin State             
Morgan State   U of MD- Eastern Shore        

Howard U & Historical Washington DC TOUR

Contact WEE, LLC for more program information.

Join us on https://www.facebook.com/WholisticEducationEnterprisesLLC

THE SANKOFA BUTTERFLY PROJECT

                    

A Wholistic Education -Critical Thinking  Initiative 2021 Program

The Sankofa Butterfly Project is one of many programs promoting the Wholistic Education Critical Thinking Initiative 2021. The Sankofa Butterfly Project (SBP) is targeted toward African American female students grades 7-12+, their families and communities, and those who have been impacted by the U.S. national achievement gap affecting our nation’s school system.

The disparity between various demographic groups of students is commonly referred to as the “achievement gap.” In actuality, a number of different gaps exist that result in this phenomenon of low achievement. These include an opportunity gap, resource gap, readiness-to-learn gap, and a preparation gap of teachers constituting an overall education gap.

The Sankofa Butterfly Project actualizes the three (3) goals and expected outcomes of Wholistic Education^™ in such a way as to affect positive change towards closing the achievement gap. The SBP seeks to educate and empower women and girls to become contributing members of a global citizenship in a world community. The SBP is a part of the Wholistic Education Critical Thinking Initiative. This 10 (ten) year initiative is aimed at applying critical thinking skills to address and correct the achievement gaps which exist and persist in our nation’s schools and are at crises level among African American students.

All courses offered in the Wholistic Education Critical Thinking Initiative 2021 are aligned with the current North Carolina Standard Course of Study (NCSCOS) and the Common Core State [ Reading Standard for Literacy in History/ Social Studies 6-12] and NC Essential Standards adopted on June 2, 2010 and scheduled to take effect in the 2012-2013 School Year. http://www.ncpublicschools.org/acre/standards/new-standards/

The Sankofa Butterfly Project is an academically rigorous 6 (six) week program. The SBP meets after-school 3 (three) times a week [M/W/F] for 2 (two) hours and for 3 (three) hours on Saturday [10am- 1pm]. Attendance is to all sessions is MANDATORY. Parents and participants must sign a 100% Perfect Attendance Commitment Contract prior to participation.  The sessions of  the SBP  will accept 8 (eight) students into the  program. Admission Requirements: African American female grades 10-12; C average students. Must be recommended by student’s high school counselor, teacher, or other qualified adult.

The six- week program includes Monday, Wednesday, Friday, and Saturday dates are as follows:

*Each week is a total of 9.0 instructional hours/ a total of 54.0 additional instructional hours are covered in the entire six weeks of the Sankofa Butterfly Project.

 

2012 Spring Session I Dates                                          2012 Spring Session II Dates

Week 1: Feb. 6 - Feb. 11                                                   Week 1: Apr. 16- Apr. 21

Week 2: Feb. 13 - Feb. 25*                                               Week 2: Apr. 23- Apr. 28

Week 3: Feb. 27 – Mar. 3                                                 Week 3: Apr. 30- May 5

Week 4: Mar. 5 – Mar. 10                                                 Week 4: May 7- May 12

Week 5: Mar. 12 – Mar. 17                                               Week 5: May 14- May 19

Week 6: Mar. 19 – Mar. 24                                               Week 6: May 21- May 26

The due dates for applications are: Session I- Friday, January 27,2012 & Session II – Monday, April 9, 2012. The Sankofa Butterfly Project will only admit 8 (eight) students per session (no exception). So early registration is highly encouraged. Accepted participants will be notified via email and by phone. An official letter of acceptance will be mailed to the address in file. The Sankofa Butterfly Project will have additional programs in the Summer 2012 school year.                                                                                               Participants who are not initially selected are encouraged to re-apply.

Join us on https://www.facebook.com/WholisticEducationEnterprisesLLC

Teaching Effort

The WE Effort- Achievement Dynamic (EAD) is a Wholistic Education^™ principle which seeks to explicitly and implicitly teach and exemplify the connection between effort and achievement.

Research and Theory on Reinforcing Effort tells us,

1. Not all students realize the importance of believing in effort.

2. Students can learn to change their belief to include an emphasis on effort.

Students might not be aware of the importance of believing in effort, but they can be taught. A remedy for this is for educators (especially classroom teachers) to make sure that explicitly teach and exemplify the connection between effort and achievement.

“Students who were taught about the relationship between effort and achievement increased their achievement more than students who were taught techniques for time management and comprehension of new material” (Van Overwalle & DeMetsenaere,1990 ).

Join us on https://www.facebook.com/WholisticEducationEnterprisesLLC

Wholistic Education- Trending Genius™ Sessions

Trending is to have a general tendency, as events, conditions, etc. or to tend to take a particular direction; extend in some direction indicated.

And

Genius is defined as an exceptional natural capacity of intellect, especially as shown in creative and original work in science, art, music, etc.:

These sessions are designed for parents and learners to work together to generate solutions to the current problem of the academic achievement and its impact on African American students.

The Wholistic Education- Trending Genius Sessions (WE-TGS) is an ongoing series of interactive solution oriented workshops, lectures, discussions, presentations and symposiums with the focus on examining the concepts of  critical thinking in every domain of learning as a solution to closing the achievement gap for all student, with particular focus on African American students and their parents and guardians.

 Parent/ Guardian Session topics include: The 4 Approaches to Parental Impact on Student Achievement, Parental Role in Plan to Close Academic Achievement Gap, A Framework for Six Types of Parental Involvement, Volunteering Redefined, Parent Advocacy, Learning at Home

Student/ Learner Session topics include: Self- Odyssey: A Journey to Global Citizen, Wholistic Education Curriculum Model, Critical Thinking Series:

 Small Group Classes (15 students max) 

‚ Gender Specific- separate classes for boys and girls

ƒ Test- Taking Strategies (PSAT, AP, EOC, EOG, etc.)

 Parent & Student Session topics include:

Wholistic Education: Beyond The Magic Triangle^™ , Wholistic Education Curriculum Model^™, Trending Genius^™ Relevant Content, Socratic Seminar^™      

Contact WEE, LLC for more information on available programs.

Join us on https://www.facebook.com/WholisticEducationEnterprisesLLC