It’s the week of Thanksgiving so we’re talking about gratitude and how one learns to be grateful. We drew trees today: the trunk had synonyms and the roots were things that occur to “grow” gratitude.
My version:
1. Which is more helpful, thinking about accountability or thinking about responsibility?
2. What is the best way to develop accountability?
3. Can accountability grow or develop? Or is t something that can happen overnight?
All three emerged from the writing we’ve done this week. We employed our dual podiums and got started shouting.
One deep thought: “you can’t be accountable until you understand that it’s your responsibility to do something.”
There was a subtle argument being made about the differences between accountability and responsibility. I’d started making this distinction as a teacher from working with Bob Fecho and Marsha Pincus: you have to be accountable to yourself, to the students, and to the work, but you should not consider yourself responsible for the decisions that students make.
Nearly everyone who spoke discussed how you need to own your work and how you need to “take things into your own hands.”
Another good distinction was describing accountability as a short-term, immediate idea and responsibility as something long-term or permanent.
We had a terrific opening conversation this morning as kids started to consider ideas of accountability. We had started this earlier in the quarter but as with most things, you need to deal with it again and again.
KS led the discussion effectively.
I had two things that I wanted to get on their radar: one, how do social pressures affect ideas of accountability? In other words, how do we manage this one-on-one, in small groups, and as a large group? Two, how do we deal with situations when there’s no dissonance as a student talks about their work? In other words, when a student holds up a crap project and claims that it is amazing, how do we help puncture that illusion/delusion?
Some notes from their conversation:
It’s hard to hold people accountable when:
MH: ou don’t know them or the their work; when it doesn’t affect you.
AH: you’ve never done that work before
TC: they’re upset or angry
VG: people won’t reflect honestly; when it’s subtle (big is easier than small)
IP: they don’t accept responsibility
It’s easy to hold people accountable when:
DD: you have proof
VG: you share the same goals
MT: you focus on their goals
VG: you know their situation
KS: you’re aware of their (unique) situation.
Favorite line: We’re doing complex projects so it’s not always clear what good work is.
Here’s a list of links of farms and places that have been doing this work:
(specific to marijuana)
News Articles
Academic Resources/Bibliography
Cornell Controlled Environment Agriculture FAQ
Monday night I got to hear Harvard sociologist and MacArthur Genius Matt Desmond present the 33rd Annual Urban Studies lecture.
Awesome.
Two questions I would have asked:
1. This research reveals a key source of the mobility that teachers in city schools have always felt. I’d always assumed that this was about poverty, crappy housing stock, and slumlords, but this book makes clear that the weight of the state stands behind the craplords and, as Desmond said so eloquently, “eviction is a cause, not a condition, of poverty.” I wondered what policies the school district as well as the massive network of charter schools in Milwaukee had adopted to deal with this situation or whether it was another thing teachers would have to deal with. Desmond notes the enormous cost kids pay when the “rent eats first” but I hope an ethnographer on his team is studying the overlap between the affordable housing crisis and challenges in urban education. (For example, I would guess that kids who have more stable housing situations are more likely to be involved in charter schools where managing the admission process requires a kind of stability; similarly, entering (and staying) at at a magnet school would be difficult amidst constant housing change.
When he announced that he was hiring lots of research assistants, I got that crazy project-based teacher feeling and wondered if we could design a project for our students in West Philadelphia to try and take on some piece of this. They could write and conduct their own mini-survey, graph their experiences, and do some interviewing about this issue. Especially if we could use Desmond’s notion that eviction is an issue of “inevitability not personal responsibility” as a way of making clear this is a big issue, not one to feel shame about.
2. I appreciated that Desmond spent so much time with Milwaukee’s landlords and tried to get their side of the story. I got to thinking about my block, where there are 46 structures but only 11 (or so) are owner occupied and only about half are still single family homes, even if they’re rented as group homes. The rest are apartment buildings.
Over the past twenty-two years I see the same story repeated again and again: folks in their late 20s or early 30s, having purchased their own home then use the equity to purchase a second or third rental building. These mini-real estate empire builders cross all racial and ethnic lines but they follow a similar pattern:
* they use craptastic contractors who do quick and dirty work or they do the work themselves,
* they do not pull permits for the work.
* they purchase the home and we see them regularly for the first year or so, then not so much.
There’s all sorts of tax incentives and financial incentives to keep apartments just nice enough to stay full and barely legal. There’s no incentive to contribute to the community of the block especially as it seems as though rent keeps going up.
If we just embrace housing vouchers, don’t we miss the other structures that allow landlords (and slumlords) to keep on keepin’ on? What other ideas might we pursue? I’ve always wanted a tax break for individuals who convert shitty apartments into single family homes, which would work for my block, but might also fuel gentrification.
After opening Monday with our usual discussion of the weekend, I turned to the question of all the loose ends we currently have in our class. With all of our different projects and all of our different afternoon commitments, it’s worth gathering as a large group to discuss what’s loose. What’s interesting is how fast this leads to a philosophical conversation about our model and the way we do things. For example, should a college level course that meets for a semester replace a course that’s offered all year in high school? Similarly, what time and space should we devote for discussing the way things work in the school and the opportunities students have?
It was funny — there was some poking the bear as kids sought to get a reaction out of me — but nearly all of the questions and concerns (and emotional outbursts) were legit.
I had two undergrads here and I had mixed emotions. I would argue that devoting this much time is necessary but it sure looks and feels kind of sloppy, kind of noisy, kind of all over the place. The big mistake I made was not having a student carefully taking notes so that we could refer to the conversation later.
Here’s the prompt:
PARTICIPANTS ARE INVITED TO SUBMIT AN ORIGINAL ESSAY THAT RESPONDS TO THE FOLLOWING CONTEST PROMPT:
In this era of social media, in which modes and methods of communication are more abundant than ever before, what can Gandhi’s letter tell us about how we interact with those who disagree with us? Is the written word now just a means to lob rhetorical grenades, or is there hope for seeking common ground with our opponents with language that appeals to our shared humanity?
Copies of the original document here.
This is one of those contests that every thoughtful adult should do; writing 500-1,000 words by January 13th ought to be in range.
“It’s like here…they don’t really teach us, they help us learn.”
“Come correct or get corrected.”