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Democracy in
Peace and Sustainability Inquiry:The Center of our Professional Development School
Leilani Au
University of Hawaii at Mnoa Children's Center
Miki K. Tomita
University Laboratory School PCS
Aaron J. Levine
Institute for Teacher Education
University of Hawaii at Mnoa College of Education
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Aloha! Pleasure to Meet You!
Name, Location, PDS work to date
Furthest from New Orleans
Closest to Orleans
Least established PDS
Most established PDS
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A snapshot of our P-20 PDS today:
Tomato salad as a lesson in peace
and sustainability
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Resource management is central
to local and cultural worldviews
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Climate and Environment
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Hawaii - a little background
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Food and Fuel - Imports
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More shocking facts and figures....
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Population and Education
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our view:
from the mountains to the sea
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Our Individual and Collective
P-20 Histories
University of Hawaii at Mnoa College of Education
University Laboratory School PCS
University of Hawaii at Mnoa Children's Center
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UH Mnoa Children's Center
On-campus preschool program primarily forstudent parents, some faculty/staff.
Run by Office of Student Affairs, near campus
Relationship-based philosophy
Place-based science (ahupua'a study)
Sustainability passion
Re-connecting children to nature
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ITE placements for students w/ ECE focus
Research both by faculty AND action research
by our staff
School garden
PDS partnership for ECE/Elementary cohorts
ITE course this semester
...Lead to gardening, then to the school peace
garden connections, then to PDS!
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ULS becomes part of theCurriculum Research & Development
Group, serving as a laboratory forimproving K12 education
School becomes part of University of Hawaii
Territorial Normal & Training Schoolserves as site for preparing teachers
ULS becomes a charter school and is
renamed The Education Laboratory:
A Hawaii New Century Public Charter School. ULS continues its
partnership with CRDG.
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high quality education for our own students experimentation and innovation in education demonstration site for hundreds of visitors
annually
ULS is the laboratory where our CRDGcurriculum developers conduct their research,in partnership with our teachers and students
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The school enrolls a cross-section of students whotypify the Hawaii school population.
All students participate in the same comprehensiveeducation program
All students are taught in common classes withoutability tracking nor are they be offered courses ofvarying rigor. The ULS belief is that the best
should be available to all.
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All students graduate ready for college, work,and responsible citizenship.
Comprehensive, liberal education Inquiry-, problem-, and project-basedas a result of being discipline-basedRequires active learningExperimentalChallenging
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Grade K-1 Grade 2-3 Grade 4-5
Developmental Approaches inScience, Health & Technology
Developmental Approaches inScience, Health & Technology
Developmental Approaches inScience, Health & Technology
Language Arts Language Arts Language Arts
Writers Workshop Social Studies Social Studies
Measure Up Math Measure Up Math Measure Up Math
Physical Education Physical Education Physical Education
Music Music Music
Japanese Language Japanese Language Japanese Language
Arts Education Arts Education Arts Education
Drama Drama
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Grade 6 Grade 7 Grade 8
English Dramatic Language &Composition
Comedic Language & Composition Narrative Literature &Composition
Math Reshaping Mathematics forUnderstanding Year 1
Reshaping Mathematics forUnderstanding Year 2
Algebra I
Science The Local Environment
(Foundational Approaches inScience Teaching 1)
Matter and Energy in the Biosphere
(Foundational Approaches inScience Teaching II)
Change Over Time
(Foundational Approaches inScience Teaching III)
Social Studies Pacific Studies & Anthropology World Geography & EarlyCivilizations
Early America & United StatesConstitution
Art Drawing & Painting Sculpture, Drawing & Painting, Ceramics, Fiber Arts
MusicBeginning Band, Choir,
OrchestraIntermediate Band, Choir, Orchestra
PhysicalEducation
Physical Education
Other(required)
Learning Laboratory ComputerLiteracy
Drama
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Grade 9 Grade 10 Grade 11 Grade 12English Speech, Poetry &
Writing*Asian & Pacific Literature
& Writing*Literature of the Americas
& Writing*British/ European
Literature & Writing*
Math Geometry LearningProject*
Integrated Math I/II: Alg II,Geometry, Functions
Integrated Math III:Trigonometry, Discrete Math
Integrated Math IV: Pre-Calc.
Science Marine Science withLab*
Practices in Physics &Technology with Lab*
Chemistry with Lab Biology With Lab
SocialStudies
Modern History ofHawaii*
Modern World History(China*, Japan*, andOthers) & Geography
United States History &Government
Ethics*; ComparativePolitical/Economic Systems
ForeignLanguage
N/A Spanish I, Hawaiian I,Japanese I
Spanish II, French II,Japanese II
Spanish III; French III ;Japanese III
Art Students choose from Sculpture, Fiber Arts, Ceramics, or Drawing & Painting
Music Students participate in Band, Chorus or Orchestra
PhysicalEducation
Phys. Ed., Health P.E. Elective: Weightlifting
Other Seminar- Holomua* College & Career Seminar (two semesters)
Electives N/A Drama; Global Leadership; Hula & Chant; Journalism; Kimono Culture; Multi-Media; Science;Stewardship (Project Pono); Select Choir; Speech; Weightlifting; World Issues; Yearbook.
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College of Education
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HonoluluRoots beginning in 1888: pedagogy classes as
part of Honolulu High School (became ULS)
1,500 students (about 500 seeking initialteaching license, undergrad and grad)
300 faculty and staff
Variety of research projects at UHMCC and ULS
(affiliated with CRDG).
Candidates from some of our elementary and
secondary programs placed at UHMCC and ULS
COE Overview
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Incorporation of place-based concepts into
course work
Occasional graduate courses with place-based/
sustainability emphasis
Occasional graduate courses in peace education
Cohort within our MEdT program with a
Hawaiian culture/values/language emphasis.
Working with some of our local Hawaiian
immersion/cultural-based schools
COE Peace and Sustainability
Education Prior to Establishing PDS
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International School Peace Gardens
A catalyst toward empowerment and peace andsustainability education www.ihtec.org
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School Peace Gardens
International School Peace Garden network Founded by Dame Julia Morton-Marr, 1/1000Women of Peace nominated for the 2005 Nobel
Peace Prize educated 3,500 schools in 34 countries on aspects
of peace, justice and environment so far
Hawaii School Peace Gardens Network 15-20 HSPG schools in Hawaii Peace Gardens can be as simple
as one friendship bench or space
for conflict resolution and onesacred tree or plant
special focus project of State of Hawaiichapter of Phi Delta Kappa
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Key Elements
School-wide
Peace tree
Friendship benches
Annual re dedication
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Dame Julia's Fall 2012 visit to our PDS
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Our P-20 PDS Today
Key Strengths
Peace/sustainabilityfocus
Lighthouse School P-20 Shared campus Students take the lead Laboratory tied to
university
Challenges
Competing interests/curriculum
School-wide buy-in &ownership Candidate experiences in
elementary classrooms
Laboratory tied touniversity
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Looking back to look ahead
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Enabling, Empowering, Co-operative
Children, teacher candidates, faculty, and allstakeholders
Peace and sustainability inquiry: democratic,cooperative, cultural relevancy (place-based),
sustainable economies -- a qualitative shift incurricula.
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Peace & Sustainability Education
at the Center of Our P-20 PDS
Questions an educational system operating from aprimarily capitalist/winner-loser paradigm with
large class discrepancies that favors the
shareholder and wealthy over the Earth and
general public.
Questions an educational system that favors
knowledge as a commodity that is crafted, sold,
and consumed.
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The development of common standards and sharedassessments radically alters the market for innovationin curriculum development, professional development,and formative assessments. Previously, these marketsoperated on a state-by-state basis, and often on adistrict-by-district basis. But the adoption of commonstandards and shared assessments means thateducation entrepreneurs will enjoy national markets
where the best products can be taken to scale.
Joanne Weiss, Chief of Staff to U.S. Secretary of Education Arne Duncan, previouslyled the Obama administration's Race to the Top program and is former CEO of
the New Schools Venture
Education to Serve Corporate Interests:The Dominant Neoliberal Discourse
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Education for Big Profits
Education becoming a $1 trillion industry, 10% ofAmerican's GNP and second in size only to healthcare. Education companies already have $80billion in annual revenues- and growing with
support of policies such as NCLB, RTTT --especially around test development/preparationand data analysis/management, remedial services,
and content area -- specific programming
(examples: DIBELS, RTI products, AIMSweb)
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Beware Corporate Donors
Such gifts "would close the eyes and seal themouths of the teachers, who of all people
should have their eyes open and their mouths
free to state the facts." (Margaret Haley,manager of the Chicago Teacher's Federation,
NEA meeting, 1901).
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Children are not a monoculture to beliberally sprayed with the best
products so they grow to maturity andcan be harvested from their school, allequally ready for college or the work
force.
Comments from Algot Runeman on Diane Ravitchs
blog My View of the Common Core Standards,July 9, 2012 (http://dianeravitch.net/
2012/07/09/my-view-of-the-common-core-
standards/)
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Paths of Peace
Paths of the e/Earth
Paths of minds and hearts
Paths of collaboration and mutual support
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What's around the bend?
Research the impact of P&S education onstudents, candidates, and faculty
How do established standards function(support/detract) if we start with peace and
sustainability as the dominant paradigm
(Common Core, HELDS, etc.)?
What are the strengths of this approach?How can we address the challenges weidentified?
global competition
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Common Core
Smarter Balanced
high stakes tests
high stakes tests
Pearson
ET
S
DIBELS
R
T
I
for profit schools
Schools Inc.
market driven
market focused
shareholder interests
scripted
AIMSweb
global competition
CTB/McGraw-Hill
H
ar
c
ou
r
t
D
FE
R
Gates FoundationRTTT
NCLB
Business Model
Eli Broad
venture philanthropy
1%
NCTQ
TFA
GNP & GDP
Neoliberalism
collaborate with business
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standardized tests
public education
P
e
a
c
e
Sustainability
creativity
i
n
qu
i
r
y
cultural relevance
cooperative
caring for the global commons
education by and for the people
student driven
100%
TFA
research-based
worker managedprofessional standards
collaborate with business
rich assessments
professionalism
ET
S
Pearson
AACTE
collectivebargaining
NAPDS
CTB/McGraw-Hill
philanthropy
Happy Planet Index
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QUESTIONS?
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Organic, just becauseTomato as the profit makerReal goal make poi and paiai as accessible as rice; bowl of
poi in every home is one step to
helping Hawaiians regain pride
and self-determination
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AQUAPONICSan example of a sustainable gardening system
aquaculture+hydroponics
aquaponics
Image from:http://gardening-ideas.org/wp-content/uploads/2011/07/gardening-ideas.org-aquaponics-system-basics1.png
uses significantly less water, spaceraise produce and fish to eatanalogy to loko ia kalo, ahupuaastudents learn to build entire systemstudents learn to harvest all partsdonations go to GIFT and IHSoutdoor activity center cross-age and interdisciplinary study and outreach
F d S i t C f
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Food Sovereignty Conference ina Hola o Milikkahi (Hands Turned to the Soil) annual
conference on Oahu to engage youth in issues related to Food
Sovereignty Food Sovereignty
the right to safe, nutritious, culturally appropriate food, food-producing resources, and the ability to sustain themselves and
their societies
Food Knowledge Food IS political where is it from, who made it and how what resources did it take to make it local cost? global cost? opportunity cost?
Environmental and social justice issue food growing and consumption practices affect our environment,
typically tied to economics
good, nutritious, culturally-important food is a basic humanright
ULS F d & F il D
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ULS Food & Family DaysOhana, ina, Kuleana
Inspired by 7th graders struggle to engagetheir families in better food practicesafter reading The Omnivores Dilemma
Focuses on inviting families to eattogether, learn about/discuss issuesrelated to food, demonstrate homegardening techniques, and show food forthought films
Most food is prepared by students, withingredients harvested, donated, orpurchased from local farmers and
businesses Guest speakers included macrobiotic
chef, local farmer, avid home gardener,
vegan athlete, aquaponics researcher, etc.
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Goal 1:Provide opportunities for students to learn about and engagein practices that promote environmental awareness and
cultural and environmental sustainabilityGoal 2:Promote self-awareness, self-efficacy, and self-determinationin students to promote local and global citizenship
Goal 3:
Facilitate students in teaching themselves and their peers andcommunity members about these topics.Goal 4:
Promote empowerment and deep activism in youth, to createlasting change for Hawaii and beyond.
environmental stewardship and service learning program
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Flags that represent "Hawai'i"