The ILLEST Lab的动态

Want to understand the root of your child's math anxiety? Here are three types of people who would benefit from attending this event: 1?? Parents of Black Students – If you’re concerned about your child’s math progress or feel like traditional classrooms aren’t meeting their needs, this event will give you tools to better support them and ensure their success. 2?? Students Struggling with Math Confidence – This event is designed to show students that they belong in math classrooms and give them access to resources that build both skills and self-belief. 3?? Educators and Advocates – If you’re passionate about creating equitable learning environments for Black students, this event offers strategies to make a real difference in the classroom and beyond. This isn’t just about math—this is about empowerment, belonging, and opening doors to a brighter future. Don’t miss the chance to be part of this transformative experience. https://lnkd.in/ecRjEkUp

New Report from the Southern Education Foundation - Miles To Go: The State of Education for Black Students in America highlights the ongoing challenges Black students face in our education system, even 70 years after Brown v. Board of Education. The report reveals that racial segregation in public schools is worse today than in the 1960s, and school districts with the highest percentages of students of color receive 13% less in state funding. These findings underscore the persistent inequities that continue to hinder educational opportunities for Black students. Read the full report here: https://lnkd.in/gyk82fND

Black Teachers' struggles for recognition and leadership positions suddenly becoming newsworthy? Welcome on board! This the first sign of interest by NEU into Black teachers' struggles against racism in completing qualification programmes, in routes to recognition within school structures, in rebuffs in promotional aspirations. This has been a long running UK issue, researched and already evidenced in eg: Boyle B & Charles M 'Tightening the Shackles: the continuing invisibility of Black teachers in Liverpool'. Journal of Black Studies 2011 Vol 42 (3) p.427-435. Boyle B & Charles M 'How can only 18 Black teachers in Liverpool represent a diverse Teaching Workforce'. Journal of Inclusive Education 2016 Vol 20 (8) p.871-888

Auburn University and Auburn University at Montgomery have enrolled fewer Black students than five years ago. In contrast, six schools, including Athens State University and Jacksonville State University, have seen increases across undergraduate and graduate programs. Read the full story: https://lnkd.in/eBhCpcCe

Opportunity

Get to know The Center for Black Educator Development through our new 2024 Progress Report. Our mission is to achieve educational equity and racial justice by rebuilding the national Black Teacher Pipeline. We envision a world where: *All Black students have access to high-quality, Black teachers throughout their PreK-12 schooling. *All teachers demonstrate high levels of expertise in anti–discriminatory mindsets. *Educator preparation programming, professional learning, pedagogy and policies that advance educator diversity and effectiveness are institutionalized. Read our full report: https://lnkd.in/e6N8UACX

In this paper, Kenneth A. Wesson (CAAASA) offers a timeline summary of how American history impacted Black education. These political events, legislation, court decisions, and cultural and social practices have intersected continuously to undeniably shape the American story and Black experience. https://bit.ly/3UMl6n5

Are you ready to be part of a meaningful series of conversations that reshape our understanding of Black life in Pittsburgh? This is your chance to engage deeply and contribute to a vital community dialogue. Join us in "The Community Living Room" where a series of conversations dedicated to the rigorous exchange of Black knowledge traditions and Black life in Pittsburgh will unfold. Our goal is to share and transform our collective thinking about our lived experiences, cultural practices, education and traditions through a freedom-centered format of conversation. We will embrace our roles as learners and teachers within our community with the goal of anchoring our progress within the embrace of community. Relational Responsibilities: In our interconnected community, we are committed to: Active Listening: Truly hear and understand each other. Honest Challenging: Engage with ideas critically and respectfully. Dedicated Learning: Foster a productive learning environment where ideas are rigorously examined without personal disparagement. Expectations: We will practice: Listening and Hearing Deep Studying and Meaningful Contribution Engaging Generously: Explore possibilities, seek connections, deepen understanding, and embrace complexity over mere critique. Framework for Shared Inquiry: Stretch: Push questions beyond immediate concerns to explore broader implications. Resonance: Foster non-hierarchical collective action through questions that elicit deep, attentive responses. Resilience: Ensure questions remain flexible and connected to their purpose, adapting to changing circumstances and new discoveries. This event requires registration and confirmation by way of a follow-up email. Space is limited. Register here or through the link in our bio today. https://ow.ly/7hll50Sk0J5

We often discuss why Black educators are leaving the workforce, but what motivates them to stay? As our student populations grow more diverse, is that motivation enough to keep them in the classroom? The benefits for students of color who have Black educators are undeniable. So, how can we work to remove the barriers that prevent Black educators from staying in the profession? Excited to announce that my research on this important topic is now live and officially copyright-protected (so make sure you cite me ??)! https://lnkd.in/gA2BRKzW