Reflections on the Education Summit
June 26-28, 2000 Detroit, Michigan, USA
Michael Peterson, Wayne State University,
Goal of the Education Summit.
Our goal for this meeting was to provide a place to draw together progressive educators for dialogue, planning, and networking to help strengthen and build an agenda for children (and their parents). This goal was accomplished in many ways.
How the Education Summit Came to Be.
How the Summit came to be is in itself an interesting story (or so seems to me since it is in part mine :) Several threads came together. The Whole Schooling Consortium was formed by myself and several other colleauges in 1997 as a network of schools and individuals formed in 1997 around five principles, where inclusive education is at the center of school reform. The Rouge Forum is a national network of individuals also established in 1997 working for democratic schooling, particularly through policy advocacy and political action. The Whole Language Umbrella is an organization formed out of local networks of teachers supporting one another in whole language designed to support this philosophy of learning and literacy.
Three of us at Wayne State University in Detroit have been involved in leadership roles in each of these organizations, have talked a lot and worked together over the last few years, linking these efforts and learning from one another. About a year ago, an effort fell apart to bring a coalition of national educational organizations together to fight back against repressive educational policies and promote progressive educational practices. Out of our conversations grew the idea that we could reconvene and reconceptualize such an effort.
What happened?
I think it is fair to say the Education Summit was an amazing, challenging, excited experience. Also troubling. How to convey what happened and what it means?
First, we did convene people in a variety of roles including many recognized national leaders in progressive camps who just don't necessarily talk to one another. For the most part, people shared and listened as well. Some 250 people from all over the country engaged with one another and were involved in 45 presentations related to . . .
. . . good teaching practices -- whole language, use of song and dance in learning, teacher creativity and risk, building community in the classroom. People ranging from Elly Coles, Carol Edelsky, to my own daughter Mishael!
. . . inclusive education -- as an integral part of educational and whole school change, a stimulus for diverse learning opportunities. Norm Kunc, Rich Villa, Sigamoney Naicker from South Africa (yes, they're prioritizing this!)
. . . the repressive politics -- particularly phonics only mandates and standardized testing. Lots of work to facilitate organizing against such there. Monty Neil and Karen Hartke of Fairtest.
. . . community organizing -- Grace Boggs from Detroit presenting a 60 year perspective as an activist and call for a new movement in our city.
. . . parent partnerships.
People crossed over their typical lines listening to presentations, some reasonable dialogue occurred across issues.
Our keynoters, Alfie Kohn, Norm Kunc, and Pat Shannon challenged our thinking about the links between the evils of standardized testing, good schools that all children should have, inclusive schooling built not on benevolence but respect, and the challenge of creating schooling that truly supports democracy and helps kids understand social inequities.
Daily we met in the afternoon, the first day in small groups and the second and third as a plenary group of some 100 people to talk about our issues and then action plans.
What were outcomes: Partnership for Democratic Education and More.
What happened as the result of the Summit. Well, I only know some and hope that people on this list who were there will share some of their perspectives -- Barb, Candee, Chris, Lynne, Cathy, Laura, and others.
1. PARTNERSHIP FOR DEMOCRATIC EDUCATION. Most formally and significantly we decided as a total conference to build a coalition of individuals and organizations to work together as a partnership to promote democratic education. It is significant that, among all the words that describe the themes of presentations and dialogue at the conference, this word seemed to be the key that captured the essence for everyone -- a democracy that includes all, that is equitable, where power is shared.
Some 30 people from all over the country volunteered to serve on a STEERING COMMITTEE.
2. LOCAL AND REGIONAL EFFORTS. We want to encourage people to develop, as this fits local needs and work, networks affiliated with the Partnership as a whole and / or the Whole Schooling Consortium, the Rouge Forum, and the Whole Language Umbrella. We hope to see people organizing Regional conferences next year with a major national conference to be held in Detroit again in 2002.
3. The Summit did succeed in bringing people of different progressive persuasions together. This was cause for a lot of learning and growth, at least a few 'serendipitous' happenings that had important personal impacts on some people. We had a good mix of sessions and dialogue about good schooling -- what is looks like at a classroom level -- with issues of organizing against bad policy (especially standardized tests). This was indeed, we think, the first time that this has ever happened in our country.
Who was there? People from the 'entry points' described above is one way to see it. But maybe more significantly a somewhat balanced mix of (1) teachers, (2) parents, and (3) university faculty. Noticeably absent -- administrators (actually a few) and power brokers / politicians. The result was a down to earth, grassroots flavor to dialogue at all levels.
The result. Well, all is not well yet. But the Summit did put people to thinking. I heard several people say "I am confused". Meaning they were thinking, so many new thoughts, information. There is work to do. While the land is fertile, here there is much planting, watering, and fertilizing (and likely and occasional scorched earth policy) to be about. But the forum for dialogue was there and people began to get to know leaders and actors in multiple areas personally and we agreed to work together in a major initiative. I was pleased the presence of
4. Individual happenings. When Norm Kunc began talking he said that he thought he was coming to a typical conference. But listening to the conversations in sessions, he decided that this was an "Event". A conference is where people go to sessions, hear someinteresting things if they are lucky, go out to eat, and then go home. An Event is a gathering that changes the lives of individual people there and sets in motion other events that will impact people in multiple ways. We had in Detroit an Event, not a conference. For example:
One parent of a kid with a disability
came away with a new clarity of what a good, inclusive school
looks like that she did not have before and has gotten the interest
of her school district administrators and is planning a gathering
of some other interested parents in the area. Numerous parents
of kids with disabilities came seeking information and support
about helping their kids in the own school districts. In one case,
a parent met a teacher who will have her child next year who came
with another teacher due to the conference's focus on standardized
testing (or anti). Sigamoney Naicker from South Africa took back
with a new way of thinking of the dangers into
which they are moving as they try to reform that countries schools
in the wake of apartheid. Several people drawn to the conference
related to the standardized testing issue felt that they really
understood what inclusive education is about and its importance
for the first time from the many presentations and particularly
listening to Norm Kunc. We had a dinner meeting with about 15
folks, mostly parents, interested in inclusive education where
we shared ideas for providing support and organizing.
5. Meaning for those interested in inclusive education.
Others on this list can give their own thoughts. I was interested in one person who said, "I have tired of going to special education meetings." Further indicating that what is more stimulating, and ultimately perhaps more impactful is meetings like this where issues of inclusion are mixed with other issues related to schooling.
I was pleased with what happened. I always want more. I was delighted to bond a bit with a few folks on this list, a few of whom I have come to think of as friends but have not met before.
The transformative acceptance of inclusive education won't come overnight. But in this group of people and related groups, we have people whose long-time values make them very troubled when they are uncomfortable with the idea. They know it is right even if they can't visualized it, don't understand it, can't figure out out it might happen.
Having come to the door of the school house, having gotten in the door even, our challenge now is to help create a school that is worthy of all children. It means we have to understand about the school, not about inclusion only. I don't see any other way. But, frankly, it is more fun. Means we are 'included' and have a new forum for creating change.
Some next steps: Whole Schooling Consortium
1. TASH: 2000. I will be coordinating an afternoon session on 'whole schooling change' where numbers of people at the Summit will be presenting. We will conclude that afternoon with a discussion of the Whole Schooling Consortium and the Partnership for Demcratic Education and invite people to become a part as we did last year.
2. If you want to be involved with the Whole Schooling consortium in this effort or involved in the Partnership some other way, please let me know.
3. A group will be meeting in Detroit, Oct 19-21 to build on the Whole Schooling work to date to use with schools more systematically as a whole schooling change / renewal model.