Unfortunately in the U.S. we are not often taught the brilliance of people of African decent in our schools and text books. Do you know the inventors and scientists who are responsible for micro processing chips, telephones and railway trains, chemotherapy, digital cellular networks, traffic lights and gas masks, programmable remote control, laser eye probe surgery, microphone, handheld computers, fiber optics, and so much more? To truly be educated (and not miseducated) we have to take learning and history into our own hands. If you’re a parent, make sure your children are learning this history.
Visit Black Miracles and Purpose Publishing for more posters, t-shirts and resources for and about Black inventors and scientists.
Our youth deserve dignity and respect as they ARE our leaders. The premier issue of the Word on The Street/ La Voz de Los Jovenes teen magazine just came out. I’ve met some of these youth and they are AMAZING. These are the voices of leadership we need to be listening to NOW. Read. Learn. Share what touches your mind or heart.
This is Asheville.
Our youth deserve dignity and respect and one way we can show that to them is by being real with the conditions they are facing right now, recognizing that some youth do not have access to some opportunities as fairly as others do. We must face how opportunities do or don’t prepare youth to navigate the world. We can shift that narrative that is playing out and create a new reality… This is Asheville.
Footage for the film, Beneath the Veneer, a documentary currently in production about opportunity, success and inequity in America?
Young people want, deserve, and need spaces where it is safe to voice their opinions and where they can talk about the issues that are relevant to their daily lives. This event on MLK day was powerful because it was designed by young people, for young people. The adults collaborating were in service to helping the students create an agenda that allowed them to have the conversations that they thought were most important. CAYLA (City of Asheville Youth Leadership Academy) high school students generated a list of over 20 topics and then narrowed it down to the 7 table discussions that they hosted (safe sex, housing shortage, police brutality, discrimination in school, leadership, dealing with stress, and gender equality/HB2). In the closing circle the power of the event was felt as participants shared that they were feeling educated, empowered, inspired, motivated, hopeful, connected, that their voices mattered, and grateful for the opportunity to talk about things that don’t get talked about in regular conversation. Asheville’s young people have so much wisdom, insight, and clarity about what our community needs. It was an honor to get to learn from them. Let’s keep listening to them and giving them opportunities to lead themselves and us.
Sponsored by The National Association of Independent Schools (NAIS) as part of their commitment to equity and justice in teaching and learning.
This will be my third year facilitating the White Affinity Group Sessions at this phenomenal conference.
The mission of the People of Color Conference (PoCC) is to provide a safe space for leadership, professional development, and networking for people of color and allies of all backgrounds in independent schools. It equips educational leaders with knowledge, skills, and experiences to improve and enhance the interracial, interethnic, and intercultural climate in their schools. It also focuses on academic, social-emotional, and workplace factors that impact equitable and just performance outcomes for students and adults alike. Programing attends to the fact that human beings are complex, with needs and concerns informed by multiple identities and intersections.
Unlike most independent school settings, the majority of the PoCC attendees and presenters are people of color. The wisdom and perspective of people of color tends to be a “minority” view in independent schools (and other businesses and organizations in the U.S.). The NAIS People of Color Conference offers attendees the empowering experience of an interactional space that more closely mirrors world racial and ethnic demography.
This year’s conference is in Atlanta, GA, a fitting location given the human and civil rights challenges we face today. This event is a call to action for schools in society, calling on educational leaders at all levels, from teachers to trustees, to work together to solve the challenges we face, recognizing that collaboration is fundamental to innovation. The conference invites critical thinking about the concerns of today. Working together magnifies the capacity to confront and eliminate the implicit and explicit structures that thwart the wellbeing and performance of all members of (independent) school communities and helps to ensure the relevance and success of people of color.
POCC is designed for people of color, relating to their roles in independent schools. The programming supports people of color as they pursue strategies for success and leadership. Its focus is on providing a sanctuary and networking opportunity for people of color and allies in independent schools as we build and sustain inclusive school communities.
This event is a distinct professional development experience in the national education landscape. It provides an opportunity for educational leaders to refocus their work and learning through an equity perspective. The conference includes general sessions with keynotes, dozens of practitioner-led workshops, extensive affinity group work, and dialogue sessions.
NAIS sponsors PoCC to support the complex dynamics of independent school life and culture and the varied roles people of color play and experience in these settings.
The first National Conference for Teachers and Administrators of Color in Independent Schools was in 1986 in Reston, VA with about 100 participants. 2016 will be the 29th PoCC conference with over 3600 participants.
PoCC hosts affinity group sessions to provide an opportunity for sharing and exploring your life and experiences within safe and supportive spaces defined by membership in a specific racial or ethnic identity group. Affinity group sessions are designed to help conference participants engage in conversations that matter, share successes and challenges, celebrate identities and engage freely within a space defined and protected by and for those who share race and ethnicity in common. Unlike all other conference programming (which is open to all irrespective of race and ethnicity), affinity group space derives its meaning, integrity, and transformative power from participation by same-group members. NAIS recognizes nine identity statuses for affinity groups. NAIS recruits facilitators from each of these groups to support the process.
It is important to underscore that affinity groups are not places to go “to learn about others,” even when the “other” is a participant’s child, friend, or colleague. Each of us is welcome in the affinity group space that matches our self-identified race or ethnicity. Entering any other affinity group extinguishes the safety and trust that defines them.
The overarching vision for PoCC affinity group work includes
facilitating opportunities for affirming, nurturing, and celebrating lived experience of affinity group members
discussing issues related to racial/ethnic identity development in a safe environment where people who share that racial or ethnic identity can generate community, fellowship, and empowerment
- modeling a structure that acknowledges the complexity of race and ethnicity by encouraging affinity groups to affirm, explore, and examine intersectionality (e.g. race and gender, race/ethnicity and sexual orientation), within each community.
At the same time as POCC is SDLC, a multiracial, multicultural gathering of upper school student leaders (grades 9–12) from across the U.S. SDLC focuses on self-reflecting, forming allies, and building community.
***All of the text on this page is taken from the NAIS POCC website.
I would love to hear your thoughts on this perspective of gifted and creative individuals.
The article is The Application of Dabrowski’s Theory to the Gifted by Kevin J. O’Connor and was published in the book Social and Emotional Development of Gifted Children: What Do We Know?.
Here are a few quotes from the article to give you a taste of its content:
Dabrowski observed that gifted and creative individuals are often in conflict with the demands and expectations of their environment…
Many in the gifted community believe Dabrowski’s overexcitabilites, as they contribute to developmental potential, are a measure and indicator of giftedness.
Overexcitabilities are enhanced modes of being in the world. The word ‘over’ used in connection with ‘excitability’ connotes responses to stimuli that are beyond normal and often different in quality. Dabrowski identified “psychic overexcitability” in five forms: psychomotor, sensual, intellectual, imaginational and emotional.
While the concept of developmental potential emphasizes the positive aspects of experiencing life with greater intensity and sensitivity, these same characteristics may also be experienced in negative ways. Individuals with elevated overexcitabilities are more susceptible to being misunderstood and alienated by those who don’t share or understand their unique personality traits.
Parents of gifted children and gifted individuals themselves may find that Dabrowski’s ideas provide a useful “framework for understanding and explaining the developmental patterns and challenges that occur for those of high ability.”
An interesting npr segment on how active our brain gets when we are bored. Daydreams can suck us into an ever-interesting world of distraction. According to this article, if you want to stay engaged with the content at hand, keep your body engaged on something such as doodling. Don’t let the mental activity get the best of you if you want to continue focusing, give your hands something else to do.
When the brain lacks sufficient stimulation, it essentially goes on the prowl and scavenges for something to think about. Typically what happens in this situation is that the brain ends up manufacturing its own material.
In other words, the brain turns to daydreams, fantasies of Oscar acceptance speeches and million-dollar lottery wins. But those daydreams take up an enormous amount of energy.
The function of doodling, according to Andrade, who recently published a study on doodling in Applied Cognitive Psychology, is to provide just enough cognitive stimulation during an otherwise boring task to prevent the mind from taking the more radical step of totally opting out of the situation and running off into a fantasy world.
When I host small Friendship Groups with students, I often put a bowl of rocks, shells, stick, cones into the middle of the circle in case anyone needs something to fiddle with. A group the other day began building with the objects while we were discussing some of their problems and concerns. Their sculptures were beautiful and inspiring and a nice example for this article! One child preferred the erasers!