Week 6: Shifting the Paradigm: Deficit vs Asset Based Models in Schools

Argument Statement

In the article “Shifting the Paradigm from Deficit Oriented Schools to Asset Based Models: Why Leaders Need to Promote as Asset Orientation in our Schools”, written by Shannon Renkly and Katherine Bertolini, the authors argue that it would be beneficial for students to learn in an environment that focuses on an asset-based model rather than using the deficit model. The deficit model is a more reactive method that focuses on the risky behaviors of students and limitations, whereas the asset model encourages students to discover and apply the “jewels (skills, talents, and interests)” they possess.  

Talking Points

In the beginning of this research article, Renkly and Berolini state: “When working from a deficit perspective, the practices and assumptions that emerge tend to cover up the abilities of students and teachers”.  Our world typically functions using primarily a deficit model, identifying what is broken and then fixing it.  While this may work well for businesses, Renkly and Bertolini have identified that this model is not successful within our school systems.  They feel that using an asset model, a system where the strengths and skill of students, would be more beneficial. The quote above acknowledges that if we continue to use the deficit model, we will be missing the great things students have to offer. When we consider building confidence in kids, being told that you’re wrong all the time is not a way to build them up for their future.  For a shift to occur from deficit to asset models, school should encourage educators to assess current practice and adopt ways that focus on positive development. 

 

In the middle of the article, Renkly and Berolini state: “Through multiple studies of over one million students in grades 6-12 performed by Search Institute, they have proven repeatedly that the more assets a student possesses, the more thriving behaviors the student showcases and the less likely that student will exhibit risky behaviors”. This portion of article focuses on the importance of families, communities and schools coming together to encourage student to explore their assets and the importance of positive adult relationships.  The article then discusses the decline in assets student list possess as they get old with the biggest decline in middle school.  This is related to decline in support as students get older. The success in the earlier years has a large impact on high school success. 

 

Toward the end of the article, Renkly and Berolini state: “These include having high expectations for your students, convincing them that these expectations are attainable, helping them remove their fear of failure by encouraging them to fail forward, setting small and attainable goals, and celebrating success when those goals are met before moving forward further.” This refers to the impact teachers have on students in the classroom and strategies that can be useful when helping a student identifying their assets.  The phrase “fail forward” really stood out to me.  I think it is important to learn how to handle our failures or criticism early on and pivot into something positive.

Connections

This article made me think through my own process and how to better incorporate the asset model at school, in the hospital and at home.  While doing more research on this topic, the Social Emotional Learning classes that are offered to the middle school students in our district came to mind.  While the structure of the school system is heavily based on the deficit model that Renkly and Berolini discuss, I think this is a way to introduce the asset model. SEL courses provide students with support and skills to identify the “jewels” and apply them.  Below are links to CASEL Framework and RIDE information related to SEL curriculum.

CASEL Framework

RIDE: What is SEL?

Week 5: The Broken Model

Argument Statement

In Chapter 2 of The One World School House, titled “The Broken Model”, Khan argues that development of our modern education systems is based on historical traditions rather than how students learn best. While the structure of the one size fits all education model reaches a large amount of students, Khan feels that students do not necessarily master skills and often some are left behind. 

Talking Points

“It’s not just that tradition tend to cramp imagination; it’s also that our educational system is intertwined with many other customs and institutions”.  In the first section of this chapter, Khan compares the education system to the habit of eating three meals a day.  So much of our life revolves around this.  This is very similar to business and government involvement in the education system. Because of this, it is very difficult to make changes.

  

“But we do ourselves and our kids a disservice if we fail to look past those minimum requirements and recognize the places where the system has become creaky and archaic, and why old customs and standards no longer suffice.” Khan discusses the Prussian Model used to develop our education system.  This model was developed during an industrial time.  The education system was used to mold students into good citizens and workers not necessarily independent thinkers. Subjects were to be memorized. Class periods were too short to prevent students from discussing topics and thinking beyond the subjects. While this model still works in some way, we need to acknowledge the areas of weakness and make changes.

 

“To be successful in a competitive and interconnected world, we need every mind we have; to solve our common problems regarding relations among peoples and the health of our planet, we need all the talent and imagination we can find.” When discussing tracking creativity, Khan highlights that grading and testing excludes the "different thinker" students early on. This is detrimental because these student tend to be large contributors in their fields.  He also states that educators to do not consider math, science and engineering creative areas. 

 

Connection

When I compare my experience in the education system to what I see my kids experiencing today, I do think they are exposed to many more learning methods and opportunities than I was.  The high school I attended was very focused on college acceptance and that was not necessarily the best option for everyone.  As my son explores options for high school, I find it so exciting that he has different choices and opportunities to support his interests and the learning styles he prefers. Recently I was helping him work through some struggles he is having in ELA.  He was given the opportunity to redo his work and examples were given to help him understand the concepts.  While he still finds this area challenging, giving him the chance to review rather than fail him is a much better situation.

After reading this portion of The One World School House I did some further research on the history of public school and the author Salman Khan.  Below are some of the links I looked into and there is also Salman Khan’s TED talk on reinventing education.

https://www.khanacademy.org/college-careers-more/talks-and-interviews/talks-and-interviews-unit/conversations-with-sal/v/salman-khan-talk-at-ted-2011-from-ted-com

https://support.khanacademy.org/hc/en-us/articles/202483180-What-is-the-history-of-Khan-Academy

https://www.history.com/articles/public-school-america-horace-mann

https://www.raceforward.org/reports/education/historical-timeline-public-education-us

https://files.eric.ed.gov/fulltext/ED606970.pdf

 

 

 

Week 4: Color Blind vs Color Brave

Argument Statement

In chapter 5 of Decontructive Privilege, “Colorblindness is the New Racism”, Armstrong and Wildman discuss that whiteness is defined by society as the social norm and some have the luxury to go through their day, month, year or even life without considering the effects privilege has on society. In the public school system, there have been policies put in place make it seem like we are addressing the effects of privilege and race in the system, however these are just masking the underlying problem. The term colorblindness is an example of this.  Armstrong and Wildman feel that by not addressing race and privilege, the education system is missing the perfect opportunity to identify and address discrimination. 

 

Talking Points

In the beginning of the chapter Armstrong and Wildman state “Failure to examine the privileged status diverts attention from noticing and analyzing the advantages conferred by white privilege and renders any ensuring discussion of racial discrimination incomplete.”  This statement highlights that the use of colorblind is just a word to acknowledge problem and gives people something to hide behind.  

 

In the middle of the chapter they mention “Color insight contrasts with colorblindness by offering an alternative that better serves the purported goals of colorblindness: racial equality and justice. Color insight requires its practitioners to observe, discuss, and analyze the operation of race and privilege in contemporary society.”  Armstrong and Wildman feel that color insight provides an opportunity to discuss difficult topics. As Mellody Hobson discusses in her TED talk, Color Blind or Color Brave, we need to get comfortable with the uncomfortable.  

 

At the end of the chapter we read “These techniques can enhance both institutional and classroom learning while providing an enriched context for ongoing exploration of racial justice issues.  Faculty participation in these activities illustrates the power of collaboration as students and faculty learn together.”  This statement shows that by actively participating in the discussion of race and privilege, faculty are showing their weakness and willingness to have the uncomfortable conversations to “knock on the glass” as we mentioned in discussion last week.

 

Connection

Last week in class we discussed Dominant Ideology using Leslie Grinner’s acronym S.C.W.A.A.M.P (with the added A).  I think this exercise demonstrates the education strategies that Armstrong and Wildman discuss in Chapter 5 because this allowed the class to acknowledge many different aspects of privilege in our society.  From healthcare to leadership to homeownership.  It involved the participation of not only the students but faculty. 

When comparing this chapter to the chapters we read from Johnson, Armstrong and Wildman discuss the problem at hand and provide strategies to tackle the weakness as far as educating people to address race and privilege.  Johnson simply states that problem without making suggestions.

Going back to the end of Mellody Hobson’s talk, she mentions being Color Brave so our future generation can dream big and achieve their goals.  As a parent with small children, I looked for resources to help parents start these conversations.  The link below provides webinars that can help initiate getting comfortable with the uncomfortable. 

https://www.embracerace.org/resources/webinars

 

Week 3: Privilege, Power, and Difference

Thoughts on....Privilege, Power, and Difference by Alan Johnson

Talking points:

"As popular and powerful as such arguments are, the only way to hold on to them is to ignore most of what history, psychology, anthropology, sociology, biology, and, if people look closely, their own experience reveal about human beings and how they live."

"The truth is, however, that once human being give something a name - whether if be skin color or whom you like to sleep with - that thing acquires a significance it other wise would not have. More important, the name quickly takes on a life of its own as we forget the social process that created it and start treating it as "real" in and of itself."    

"It's like living in a rainy climate and somehow avoiding being rained on yourself."

Argument Statement:

In the book, Privilege, Power, and Difference, the author, Alan Johnson, argues that our society is stuck in it's ways when it comes to issues of like race, gender, sexual orientation, and social class.  He feels that we have to start fresh from the things we've been taught or experienced in the past to change the way were think and act toward differences. We need to understand where this disconnect comes from as an individual and as a society.

Terms/Phrases to Review:

Class privilege

Race privilege

Privilege

Luxury of obliviousness 

Unearned entitlements

Conferred dominance

Oppression

Relevant Resources:

The Diversity Wheel

The Original Two Ring Model Diversity Wheel was created in 1990 and in 2004 was updated to The Four Layer Model.  The follow link is a YouTube video that describes the layers of The Four Layer Model.

The Diversity Wheel