Saturday, April 25, 2020

Why students of color are primed to be left behind in the coronavirus crisis - The Washington Post

Why students of color are primed to be left behind in the coronavirus crisis - The Washington Post

An old story made new again: Why students of color are primed to be left behind in the coronavirus crisis




“The national myth is that all our children learn together, but a persistently segregated school system tells a different story.”
That is part of the following post by University of Miami law professor Osamudia James, who explores why America’s educational responses to the coronavirus are primed to leave students of color further back than their white counterparts.


James — who teaches, researches and writes about race and the law — explains the dynamics of education policy that has long made this a reality in American education and explains how things could be different in a post-coronavirus world if Americans care enough to try.
James is part of the OpEd Project’s Public Voices Fellowship, a national initiative to increase the public impact of our nation’s top underrepresented thinkers.
You can follow James on Twitter: @ProfOsamudiaJ
By Osamudia James
District by district, state by state, school leaders across the country are canceling the remainder of the academic year in response to covid-19. This, in combination with disparities in the access to and quality of online instruction among students has yielded nascent calls to hold the most disadvantaged students back for the 20-21 academic year, while their more privileged peers move forward. Not too far behind that are suggestions that parents exit the public school system all together, taking even their tax dollars with them.
Like so many other policy decisions under scrutiny for racial disparities, these early responses to uneven remote learning are primed to leave more nonwhite than white children behind, aggravating educational inequalities already embedded in our system. Unfortunately, this is nothing new. CONTINUE READING: Why students of color are primed to be left behind in the coronavirus crisis - The Washington Post
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CURMUDGUCATION: Remotely Teaching Humanity

CURMUDGUCATION: Remotely Teaching Humanity

Remotely Teaching Humanity


 It is one of the more arresting headlines I've seen in a while. Atop a new blog at Inside Higher Ed, we find this question:

Can remote teaching make us more human?

Well, now.

Short answer.

No.

Slightly less short answer.

I suppose that anything can make us more human if we use the experience to reflect on our humanity.

Long answer.

The authors, Caroline Levander and Peter Decherney, are a pair of humanities professors "turned online learning leaders," so at least this isn't just a pair of ed tech company execs pushing their wares. But I'm not sure they make their case here. And their opening paragraph doesn't build my confidence:

Is online teaching a wasteland of impersonal interaction, dehumanizing rote learning and impoverished communication? Or is it education’s holy grail, equalizing opportunity and access, CONTINUE READING: CURMUDGUCATION: Remotely Teaching Humanity


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NEW: Failing Balanced Literacy Is Failing Readers, Katie Kelly and Paul Thomas – radical eyes for equity

NEW: Failing Balanced Literacy Is Failing Readers, Katie Kelly and Paul Thomas – radical eyes for equity

NEW: Failing Balanced Literacy Is Failing Readers, Katie Kelly and Paul Thomas


Failing Balanced Literacy Is Failing Readers, Katie Kelly and Paul Thomas
Georgia Journal of Literacy: Vol. 43 : No. 1 , Article 7
Abstract
With the most recent round of the reading war, balance literacy finds itself under attack by the media and phonics-centered advocates. In this article, we advocate for a balanced approach to teaching literacy and argue that the current “science of reading” movement promoting systematic phonics instruction for all learners is dangerous and misguided. Rather than a one-size-fits-all program that will never be adequate nor appropriate for all children, balanced literacy centers the learner as instructional decisions are made based on the child’s individual needs. Further, we argue that the standardization of reading instruction in the form of heavy phonics will come at the expense of engaging children in meaningful reading and writing experiences that will deepen their comprehension and develop them as lifelong readers. It is critical that policy makers and educators carefully consider the need for authentic, embedded curriculum that does not impede teachers’ autonomy to make instructional decisions to best meet the individual needs of all learners.
See Also

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Parents Worry New School Waivers Could Unravel Special Ed Protections. Districts Say They're Necessary. | HuffPost

Parents Worry New School Waivers Could Unravel Special Ed Protections. Districts Say They're Necessary. | HuffPost

Parents Worry New School Waivers Could Unravel Special Ed Protections. Districts Say They’re Necessary.
Education Secretary Betsy DeVos is preparing recommendations on whether schools should be freed from some disability law requirements amid the pandemic.


The leaders of Jurupa Unified School District in Southern California are terrified of getting sued for running afoul of the Individuals with Disabilities Education Act (IDEA), the sprawling federal law that requires schools to provide disabled students with an equal education. They are already anticipating deep budget shortfalls, after a state revenue nosedive. Potential lawsuits could deplete the district’s strapped coffers.
That’s why superintendent Elliott Duchon is hoping that Congress grants schools temporary waivers under the law. The March coronavirus relief legislation granted Secretary of Education Betsy DeVos 30 days to make a recommendation to Congress regarding potential temporary IDEA waivers for states and school districts amid the nation’s widespread school closures.
But even as school administrators and school leadership groups are advocating for enhanced flexibility, parents and civil rights groups worry that DeVos’ recommendations, set to be released soon, could unravel key protections for students with disabilities and give schools cover to stop providing even basic services.
“What do you think schools are going to do? They’re not going to meet [the law’s requirements]. Some are not going to even try,” said Miriam Rollin, director of the Education Civil Rights Alliance at the National Center for Youth Law. “That’s potentially creating irreparable harm for kids with disabilities and it’s not fair. It’s not right.” 
About 7 million children, 14% of all public school students, received special education CONTINUE READING: Parents Worry New School Waivers Could Unravel Special Ed Protections. Districts Say They're Necessary. | HuffPost
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Texas: Charter Schools Grow Rapidly Despite Inferior Performance Compared to Public Schools | Diane Ravitch's blog

Texas: Charter Schools Grow Rapidly Despite Inferior Performance Compared to Public Schools | Diane Ravitch's blog

Texas: Charter Schools Grow Rapidly Despite Inferior Performance Compared to Public Schools
William Gumbert prepared a graphic portrayal of the dramatic growth of privately managed charter schools in Texas.
Two facts stand out from his presentation:
1) Charter schools are diverting billions of dollars from the state’s underfunded public schools.
2) Public schools perform better than charter schools.
Public officials are turning public money over to entrepreneurs at a furious pace without regard to the results.
Charter schools this year will take more than $3 Billion away from the state’s public schools, despite the poor performance of the charter schools. Since their inception, charters have diverted more than $23 Billion from the state’s public schools.
Public schools in Texas are underfunded and have been underfunded since 2011, when the state legislature CONTINUE READING: Texas: Charter Schools Grow Rapidly Despite Inferior Performance Compared to Public Schools | Diane Ravitch's blog

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Cartoons on Interactive Whiteboards | Larry Cuban on School Reform and Classroom Practice

Cartoons on Interactive Whiteboards | Larry Cuban on School Reform and Classroom Practice

Cartoons on Interactive Whiteboards
What seems like a century ago with the initial lockdown–actually on March 3rd–I posted on my blog an inquiry about the initial popularity and then seeming loss of enthusiasm over placing interactive whiteboards (IWBs) in classrooms. The post garnered many views. I then thought whether cartoonists had penned jabs at this supposed technological marvel.
Pickings, however, were slim. What follows are a clutch of cartoons that at least got me to smile. Enjoy!









MORE CARTOONS: Cartoons on Interactive Whiteboards | Larry Cuban on School Reform and Classroom Practice
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CURMUDGUCATION: As Schools Tackle Coronavirus Pause, Don’t Forget Career And Technical Education Students.

CURMUDGUCATION: As Schools Tackle Coronavirus Pause, Don’t Forget Career And Technical Education Students.

As Schools Tackle Coronavirus Pause, Don’t Forget Career And Technical Education Students.

At this juncture, nearly all schools in this country have been shut down, forcing teachers, families, and students to grapple with some form of crisis schooling. The need for teachers to teach and students to learn at a distance has sparked discussion of many issues. How do schools keep contact with students who have little or no access to the internet? How do teachers construct useful materials while holding in place inside their own homes? How do parents adapt to this involuntary version of home schooling?
Some of the biggest discussions, from the local level all the way up to the federal department of education, have centered on the challenge of providing crisis schooling for students with special needs. But there is one other group of students who face unique concerns, and there has been far less discussion about how the coronaviral hiatus will affect them—career and technical education students.
You can't practice this on line
My former district is part of consortium that has run a very good CTE school for many decades, training students in fields including welding, building construction, auto body repair, home health services, and operating heavy equipment. For most of my career, these students passed through my classroom, and I cannot overstate how much they have benefited from these excellent programs.
There is an obvious problem. One cannot practice welding, frame a house, or take a patient’s blood pressure over the internet. While CTE students do a great deal of book work (more, perhaps, than many folks assume), there is a hands-on element that is critical to their education. 
The director of the school told me that the state has made the software education package CONTINUE READING: CURMUDGUCATION: As Schools Tackle Coronavirus Pause, Don’t Forget Career And Technical Education Students.

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SBE Agenda for May 2020 - State Board of Education (CA Dept of Education)

SBE Agenda for May 2020 - State Board of Education (CA Dept of Education)

SBE Agenda for May 2020
Agenda for the California State Board of Education (SBE) meeting on May 7, 2020.



Important Notice
Please note, the May 2020 State Board of Education meeting will be held as a teleconference; Room 1101 (board room) will be closed to the public. Please see SBE Meeting Logistics section below for options to view and participate in the meeting.

State Board Members

  • Linda Darling-Hammond, President
  • Ilene W. Straus, Vice President
  • Sue Burr
  • Matt Navo
  • Kim Pattillo Brownson
  • Patricia A. Rucker
  • Ting L. Sun
  • Brenna Pangelinan, Student Member
  • Vacancy
  • Vacancy
  • Vacancy

Secretary & Executive Officer

  • Hon. Tony Thurmond

Executive Director

  • Karen Stapf Walters

Schedule of Meeting

Thursday, May 7, 2020
8:30 a.m. Pacific Time ±
STATE BOARD OF EDUCATION
Public Session. Public Session, adjourn to Closed Session – IF NECESSARY.

Location

California Department of Education
1430 N Street, Room 1101
Sacramento, California 95814
916-319-0827
Please see the detailed agenda for more information about the items to be considered and acted upon. The public is welcome.
SBE MEETING LOGISTICS
On March 17, 2020, Governor Gavin Newsom issued Executive Order N-29-20 related to the COVID-19 pandemic. The Executive Order allows state bodies covered by the Bagley-Keene Open Meeting Act (Act) to hold public meetings covered by the Act via web and/or audio teleconferencing. As such, the May SBE meeting will be held as an audio/video teleconference and will have a live webcast; Room 1101 (board room) in the California Department of Education will be closed to the public. Please see the Public Comment Guidelines section below for options to view and participate in the meeting.
PUBLIC COMMENT GUIDELINES
Public comment may be via email or phone, as specified below.
Email
The public is highly encouraged to submit written comment to the SBE members in advance for prior consideration. In order to help ensure that board members have time to review the comments, please submit comments by noon, on Friday, May 1, 2020. However, comments received after that time will be forwarded to board members until the day of the meeting. Comments should be submitted to the SBE mailbox at: sbe@cde.ca.gov. The following information should be included in the body of the email:
  • Commenter’s first and last name
  • Organization affiliation
  • Agenda item number or general public comment
Phone
Public comment may also be provided by dialing the phone number and participant access code that will be provided on May 7, 2020 and then following the operator’s prompts. Upon dialing in, callers will be added to a caller queue. The operator will notify callers when it is their turn to provide public comment. Public comment will be limited to one minute. Members of the public wishing to dial in for public comment should view the live-stream of the meeting. The number and access code will be provided at the start of public comment for each item.
  • Prior to making public comment, speakers who are watching the meeting via live webcast should make sure the volume on their computer is muted to avoid an echoing or feedback sounds during the call.
  • Speakers may only give comment for themselves and not to provide comment on behalf of another individual or group.
  • Each speaker will be allotted one minute of public comment for each agenda item.

CLOSED SESSION AGENDA

The Closed Session (1) may commence earlier than 8:30 a.m.; (2) may begin at 8:30 a.m., be recessed, and then be reconvened later in the day; or (3) may commence later than 8:30 a.m.
Conference with Legal Counsel – Existing Litigation: Under Government Code sections 11126(e)(1) and (e)(2)(A), the State Board of Education hereby provides public notice that some or all of the pending litigation will be considered and acted upon in closed session:
  • California Parents for the Equalization of Educational Materials, et al. v. Tom Torlakson in his official capacity and members of the State Board of Education, in their official capacity, et al., United States District Court (No. Dist. CA), Case No. 4:17-cv-00635
  • California School Boards Association, San Jose Unified School District v. California State Board of Education, State Department of Education, Promise Academy, Real Party in Interest, Sacramento County Superior Court, Case No. 34-2018-80002834
  • Ella T et al. v. State of California, State Board of Education, State Department of Education, Tom Torlakson et al., Los Angeles County Superior Court, Case No. BC685730
  • Emma C., et al. v. Delaine Eastin, et al., United States District Court (No.Dist.CA), Case No. C-96-4179
  • Kerri K. et al. v. State of California, State Board of Education, State Department of Education, Tony Thurmond, Contra Costa County Office of Education, the Floyd I. Marchus School et al., Contra Costa County Superior Court, Case No. MSC19-00972
  • Options for Youth, Burbank, Inc., San Gabriel, Inc. Upland, Inc. and Victor Valley, Notice of Appeal Before the Education Audit Appeals Panel, EAAP Case Nos. 06-18, 06-19- 07-07, 07-08 OAH Nos. L2006100966, L2006110025, L20070706022, L2007060728, Los Angeles County Superior Court, Case No. BC 347454
Conference with Legal Counsel – Anticipated Litigation: Under Government Code sections 11126(e), the State Board of Education hereby provides public notice that it may meet in Closed Session to decide whether there is a significant exposure to litigation, and to consider and act in connection with matters for which there is a significant exposure to litigation. Under Government Code sections 11126(e)(1) and (e)(2), the State Board of Education hereby provides public notice that it may meet in Closed Session to decide to initiate litigation and to consider and act in connection with litigation it has decided to initiate.
ALL TIMES ARE APPROXIMATE AND ARE PROVIDED FOR CONVENIENCE ONLY
ALL ITEMS MAY BE HEARD IN A DIFFERENT ORDER THAN HOW THEY ARE LISTED ON THE AGENDA ON ANY DAY OF THE NOTICED MEETING
THE ORDER OF BUSINESS MAY BE CHANGED WITHOUT NOTICE
Time is set aside for individuals desiring to speak on any topic not otherwise on the agenda. Please see the detailed agenda for the Public Session. In all cases, the presiding officer reserves the right to impose time limits on presentations as may be necessary to ensure that the agenda is completed.
REASONABLE ACCOMMODATION FOR ANY INDIVIDUAL WITH A DISABILITY
Pursuant to the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, any individual with a disability or any other individual who requires reasonable accommodation to attend or participate in a meeting or function of the California State Board of Education (SBE), may request assistance by contacting the SBE office at 1430 N Street, Room 5111, Sacramento, CA 95814; by telephone at 916-319-0827; or by facsimile at 916-319-0175.
CALIFORNIA STATE BOARD OF EDUCATION

FULL BOARD AGENDA
Public Session

Thursday, May 7, 2020 – 8:30 a.m. Pacific Time ±
California Department of Education
1430 N Street, Room 1101
Sacramento, California 95814
CONTINUE READING: SBE Agenda for May 2020 - State Board of Education (CA Dept of Education)
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Adventures in Online Teaching: Reinventing the Wheel for a Handful of Students | gadflyonthewallblog

Adventures in Online Teaching: Reinventing the Wheel for a Handful of Students | gadflyonthewallblog

Adventures in Online Teaching: Reinventing the Wheel for a Handful of Students


Today in our ZOOM meeting, one of my students tried to get one over on me.
I sat at the bureau in my guest bedroom, surveying a gallery of 7th grade faces lined up in little boxes on my laptop like the opening scene of the Brady Bunch.
Lilly was lying on her bed face up, almost definitely scrolling on her cell phone.
Pha’rrel was eating a cookie as he tried to fit his overgrown curls under a gray hoodie.
And Jimmy was smiling at me with the cheesiest close up you ever saw in your life.
The smile was so wide. The eyes were so glassy. The face was so still.
“Jimmy, did you put up a picture of yourself on your camera!?” I asked.
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COVID Stimulus Funds for Private School Vouchers? | deutsch29

COVID Stimulus Funds for Private School Vouchers? | deutsch29

COVID Stimulus Funds for Private School Vouchers?


On April 17, 2020, Oklahoma governor, Kevin Stitt, mentioned possibly using some of the education funding derived from the federal Coronavirus Aid, Relief, and Economic Security (CARES) Act on Oklahoma’s private schools via the state’s “opportunity scholarship” program. (Specific block-grant, state allocation amounts can be found here.)
Well, Jeb Bush’s Excellence in Education (ExelInEd) organization apparently sees Stitt’s “maybe” as an opportunity to encourage other state governors to slice off a bit of that COVID federal relief to assist with tax credits for paying private school tuition to help save the private schools, as posted on April 23, 2020:
Because of the pandemic, many parents will be unable to afford tuition, and philanthropists may be less able to support scholarships that help low and middle-income children access private schools. Private schools are at risk of closure unless leaders act.
Now, lest you think that diverting money from public schools to potentially struggling private schools is not in the best interest of public schools, ExcelInEd argues on the contrary:
There are consequences when students switch schools. Mobile students are more likely to suffer from decreased academic performance and self-perception. One study found that children who switch schools even once between kindergarten and eighth grade are twice as likely to drop out of high school. If this isn’t scary enough, high student mobility impacts non-mobile students as well. States and school districts know that when schools have high a rate of students moving in and out of a school (known as a churn rate) teachers are less able to progress through curricula at a reasonable pace without leaving students behind. As a result, overall academic achievement suffers. Graduation rates decline, too.

If states don’t support private school students and families in the same way they support those who choose public schools, the reverberations of this failure will be felt far and wide.

Miami-Dade, one of the largest school districts in the country, provides an example. If just 10% of the students currently enrolled in private schools CONTINUE READING: COVID Stimulus Funds for Private School Vouchers? | deutsch29
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Does the Economic Crisis Endanger Teacher Pensions? | Ed In The Apple

Does the Economic Crisis Endanger Teacher Pensions? | Ed In The Apple

Does the Economic Crisis Endanger Teacher Pensions?


My phone rings and computer pings, questions: are our pensions in jeopardy?  The inquiries are probably the result of two posts that have been making the rounds,
One post, from the Reason Foundation entitled “New York City’s Pension Debt Could Push It to Bankruptcy (May, 2019)” and the other from the Marron Institute at NYU entitled “The New York City Teachers’ Retirement System Fiscal Issues and Risks (March, 2020)”
Whether its COVID-19 or teacher pensions you always have to ask the source of the information. There are a range of sites that “assess” organizations. Mediabiasfactcheck identifies the Reason Foundation as, “…often publishes factual information that utilizes loaded words (wording that attempts to influence an audience by using appeal to emotion or stereotypes) to favor conservative causes,”
The Reason Foundation is an American libertarian think tank…. its largest donors are the David H. Koch Charitable Foundation ($1,522,212) and the Sarah Scaife Foundation ($2,016,000), The Koch brothers are vigorous opponents of unions and climate change deniers.
We can dismiss the “bankruptcy” claims.
New York City did approach bankruptcy in 1975, the city, unknown to all but the insiders, was in serious financial straits and flirted with bankruptcy. I was the kid on the UFT contract negotiating team. Over the summer we met every few days, exchanged bargaining demands; seemingly we were edging closer to a CONTINUE READING: Does the Economic Crisis Endanger Teacher Pensions? | Ed In The Apple
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More Than 14 Lies Per Day | Real Learning CT

More Than 14 Lies Per Day | Real Learning CT

More Than 14 Lies Per Day


The Washington Post fact checkers and staff have determined that Donald Trump in three years in office as President of the United States made 16, 241 false or misleading statements. That is more than 14 lies per day.
But wait: Telling more than 14 lies per day is not acceptable behavior for any of our K-12 students in this country.
In elementary school, we teach children how to be good members of their class.  We tell them not to lie, steal, or be unkind to one another. If a child told 14 lies each day, a PPT  (Planning and Placement Team composed of the student’s parents and educators) would be called and and an IEP (Individualized Education Plan) drawn up and given to the classroom teacher as well as the child’s art, music, and physical education teachers. The IEP would center on immediate and ongoing interventions from a school social worker and school system psychologist in order to change the child’s habit of telling lies and to address the child’s psychological need to do so.
In middle school, we teach young adolescents how to navigate their growing independence and become contributing members of peer groups that are increasingly important to them. If a middle schooler told 14 lies each day, individual psychotherapy would be recommended and increased school social services put in place. All of the students’ teachers would be notified of the student’s problem through an updated IEP (Individual Education Plan), CONTINUE READING: More Than 14 Lies Per Day | Real Learning CT
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Emergency Remote Learning Survey Results - Network For Public Education

Emergency Remote Learning Survey Results - Network For Public Education


Emergency Remote Learning Survey Results



CLICK THE BUTTONS BELOW TO SEE THE SURVEY RESULTS


Teacher Survey
Parent Survey
School Administrator Survey

Emergency Remote Learning Survey Results - Network For Public Education
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Teacher Tom: The Plague, Human Love, and Our Common Fate

Teacher Tom: The Plague, Human Love, and Our Common Fate

The Plague, Human Love, and Our Common Fate


When I travel, I like to read a book that is set in my destination. For instance, I read Death in Venice while in Venice. One could get more up to date information from tour guides, of course, but there is something about reading fiction about a place, while in a place, that for me lends an atmosphere and insight to the experience of travel that non-fiction simply cannot. Reading about Gustav von Aschenbach commuting by gondola, then going out for a ride in a gondola made me feel like I was part of not only a place but an era in a way that mere visiting could not. Gustav described it as "the most comfortable seat on earth" and, for me, that day, it was. When I wound up in bed for two days with food poisoning, I felt as if I was actually living the experience of dying in Venice. It's less romantic than it sounds, but it's a memory I'll always cherish.

Sadly, we've all had to place our wanderlust on hold for the time being, but when the computer screen grows tedious, fiction never does. So, in the spirit of reading fiction about an experience while having a similar experience, I decided to re-read Albert Camus' novel The Plague. It's been decades since I first read it. My memory was of a heavy handed, somewhat tedious use of plague as a metaphor for existential angst. I recall skimming long sections of the book. I mean, how much is there to say about the plague: it's bad alright, and dull, and frightening, but couldn't the characters do something besides talk and think and live the plague? But reading it from the perspective of now, I found myself clinging to every word, to every nuance of the characters' thoughts and feelings, and identifying with every twist and turn of the endless dialog about their common fate to be quarantined CONTINUE READING: Teacher Tom: The Plague, Human Love, and Our Common Fate
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CATCH UP WITH NEWBLACKMAN (IN EXILE)

NewBlackMan (in Exile)



CATCH UP WITH NEWBLACKMAN (IN EXILE)

TODAY

Modern Malian Singer Fatoumata Diawara Respects Her Roots
by Mark Anthony Neal / 37min
' Malian singer-songwriter, guitarist, and actor Fatoumata Diawara is a multiple Grammy Award nominee, currently living in Paris. "Fatou" Diawara has become an enthusiastic collaborator - with musicians from other African countries - Cheikh Lรด, AfroCubism, and Orchestra Poly-Rythmo de Cotonou - as well as rock stars like Damon Albarn and Flea and traditional players from Cuba and Brittany. She ha
Issa Rae is Still Rooting for Everybody Black
by Mark Anthony Neal / 51min
' As usual, Issa Rae is out here doing the most. She joins Rebecca Carroll to talk about the return of Insecure , how she’s supporting the next generation of black artists, and why black audiences matter the most to her. And how cookie dough is getting her through coronatine.' -- Come Through with Rebecca Carroll
A Moment of True Decolonization #31: Ruth Wilson Gilmore on Beginning of a Perfect Decolonial Moment
by Mark Anthony Neal / 1h
' Ruth Wilson Gilmore is Professor of Geography and Director of the Center for Place, Culture, and Politics at the City University of New York Graduate Center. A co-founder of many grassroots organizations including California Prison Moratorium Project, and Critical Resistance, she works on racial 

APR 23

TC Carson Reveals He Was Fired From 'Living Single': "We Were Getting Less Than"

by Mark Anthony Neal / 1d
' Veteran actor and musician TC Carson sits down for his first one on one with Comedy Hype and opens up about his role as Kyle Barker on Living Single and why he ultimately left the series.' -- Comedy Hype
Unladylike2020: Entrepreneur Maggie Lena Walker

by Mark Anthony Neal / 1d
' Maggie Lena Walker was a civil rights activist and successful businesswoman. She gained national prominence when she became the first African-American woman to own a bank.' -- American Masters PBS
Don Cheadle on His Early Acting days and Being Selective in Choosing Roles

by Mark Anthony Neal / 1d
' During an online seminar at the AFI Conservatory in April 2020, Don Cheadle talks to AFI Fellows about his early acting days and being selective in choosing roles.' -- American Film Institute
Artist Kadir Nelson's "After the Storm"

by Mark Anthony Neal / 1d
' Painters often take moments in history and capture them on canvas, and the current COVID-19 crisis is no exception. The paint is barely dry on one work by artist Kadir Nelson , who revealed his painting "After the Storm," a celebration of the strength of the human spirit, to correspondent Lee Cowan .' -- CBS Sunday Morning
We All Deserve An Income Floor: Why the Bold Policy of Guaranteed Income Works

by Mark Anthony Neal / 1d
'How would a universal basic income open up the potential of all people in this country? If guaranteed income is an attempt to provide people with more resources—resources that come with very few restrictions—it demands a conversation with the people who would most benefit from it. It also demands a conversation about deservedness. When we ask “How much would it be?” “Who would get it?” And “How

APR 18

Is Social Media the Future of Epidemiology?

by Mark Anthony Neal / 6d
'News and social media are changing the way we learn about and track the spread of infectious diseases. The Takeaway spoke to Dr. Marjorie Pollack , a physician, medical epidemiologist, and deputy editor of ProMED, about how she used local news reports and social media to alert the international community to what we now know as COVID-19, in late December 2019.'
DJ Dahi Unpacks His Spiritual Samples for Pusha T and Kendrick Lamar

by Mark Anthony Neal / 6d
'Spinning records backwards was once condemned as satanic. But when DJ Dahi reverses samples — or alters his voice — to produce hits for the likes of Pusha T , Kendrick Lamar or Childish Gambino, it's a ministry of texture and sound.'
In New Film About Gospel Pioneers The Clark Sisters, The Music Comes First

by Mark Anthony Neal / 6d
'Director Christine Swanson 's new film is about the celebrated Detroit gospel group, The Clark Sisters. She talks to host Rachel Martin about being adamant about casting women who could actually sing.'

APR 16

Black Like Who?

by Mark Anthony Neal / 8d
'It's one of the thorniest questions in any theoretical plan for reparations for Black people: Who should get them? On this episode, Code Switch digs into some ideas about which Black people should and shouldn't receive a payout — which Christina Greer , author of the book Black Ethnics: Race, Immigration, And The Pursuit Of The American Dream, estimates would cost at least $10 trillion.'
Artist Billie Zangewa – the Ultimate Act of Resistance is Self-Love

by Mark Anthony Neal / 8d
' Artist Billie Zangewa welcomes us at her home in Johannesburg, South Africa. As we tour the city, we learn about what inspires and influences her work. From the love for her son, to her experience of silk as a 'transformative material' – her focus is largely rooted in the home and plays into what she describes as ‘daily feminism’.'
Elizabeth Stordeur Pryor: Why it's so hard to talk about the N-word

by Mark Anthony Neal / 8d
'Historian Elizabeth Stordeur Pryor leads a thoughtful and history-backed examination of one of the most divisive words in the English language: the N-word. Drawing from personal experience, she explains how reflecting on our points of encounter with the word can help promote productive discussions and, ultimately, create a framework that reshapes education around the complicated history of racis
Richรฉ D. Richardson: The Hidden Life of Rosa Parks

by Mark Anthony Neal / 8d
' Throughout her life, Rosa Parks repeatedly challenged racial violence and the prejudiced systems protecting its perpetrators. Her refusal to move to the back of a segregated bus ignited a boycott that lasted 381 days and helped transform civil rights activism into a national movement. But this work came at an enormous risk— and a personal price. Richรฉ D. Richardson details the life of Rosa Park
Audra McDonald - "Somewhere" | 2019 Kennedy Center Honors

by Mark Anthony Neal / 8d
'Broadway star Audra McDonald performs "Somewhere" from West Side Story to honor Michael Tilson Thomas during the 2019 Kennedy Center Honors.
People's Party: Talib Kweli & Gina Yashere Talk Bob Hearts Abishola, UK vs. US Racism

by Mark Anthony Neal / 8d
' In this episode of People’s Party , Talib Kweli and Jasmin Leigh sit down with British-born comedian and actor Gina Yashere . The interview spans from Gina's upbringing in London, being raised by Nigerian parents to her path emerging as a globally recognized comedian.'
Sonics & Visuals: Kandace Springs Covers Sade's "Pearls"

by Mark Anthony Neal / 8d
Vocalist Kandace Springs offers a thoughtful of Sade 's "Pearls". The song is featured on Springs's The Women Who Raised Me (2020).


Heather C. McGhee: Racism Has a Cost for Everyone

by Mark Anthony Neal / 8d
'Racism makes our economy worse -- and not just in ways that harm people of color, says public policy expert Heather C. McGhee . From her research and travels across the US, McGhee shares startling insights into how racism fuels bad policymaking and drains our economic potential -- and offers 
NewBlackMan (in Exile)
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