When asked to choose a piece from this semester’s Social Issues in Education course to teach out. I was initially overwhelmed for two reasons. First, due to the variety of readings that I was exposed to during the course. It felt as if I could go in many different directions as far as content. Secondly, many of the works resonated with me personally for various reasons. Sitting with what was being asked of me as a student and reflecting on which pieces evoked emotion or intrigue from me. I organically gravitated toward one article.
Renkly and Bertolini’s Shifting the Paradigm would be the muse for my FNED 502 “Teach Out” project. The Shifting the Paradigm article discusses the asset based educational model. More specifically why the model should be advanced within our education system. Although I agree with the overall tone and purpose of the article. I choose this work for another reason. A more personal reason, I have had a question for quite some time, and I believe this article answered my question formally.
To give some context, I currently serve as a manager of an adult education program. Which serves youth ages 16-24 who are in pursuit of obtaining their general equivalency diploma or GED. In the past two academic years the program has seen increased participation and graduation percentages have also increased. Noticing these gains, I began to ask what the reason was for these increases. Why has the program been able to see such positive growth and results? Shifting the Paradigm yielded the answer(s) to my questions.
I now sought the opinions and feelings of the program staff (Case Manager (2), Classroom Teacher and Site Manager). During our weekly staff meeting (Friday) I casually asked the staff why the program has seen an increase in student participation and graduation percentage for the past two academic years. Some attempted to answer immediately. I kindly requested, they simply ponder the question, and we would revisit it at our next staff meeting.
The following Monday, each staff member was given Renkly and Bertolini’s article Shifting the Paradigm. I informed them I had come across the article and wanted to share it with them and wanted to discuss it during our next staff meeting. Being the wonderful humans, they are, each staff member seemed very excited to review the article and dive into a nice discussion surrounding it.
The week seemed to have flown by and here it was One o’clock Friday afternoon. Staff meeting time, I brought lunch and we gathered for our meeting. To support candid responses, after our typical check in. I asked what everyone thought initially after reading the title of the article. Although the responses varied the general consensus was a feeling of nervousness as the title evoked thoughts of extreme academia. This initial question was followed up with after reading and or reviewing the article, do you feel the feelings you had from only reading the title still remain? Each responded no, and they in fact enjoyed the article and the manner the content was presented.
As we proceeded with our discussion, it became very evident each staff member had a very different position regarding the article. At the conclusion of our discussion, I labeled the positions associated with the staff member’s responses. It was no surprise the site manager’s position aligned with systems and structure. The first case manager’s position was more practical in nature. While case manager two took a position of advocacy and support. The classroom teacher’s perspective was focused on relationships. The overarching theme seen was a correlation between each staff member’s perspective and their role within the program.
As we further examine and reflect on each staff member’s point of view, we learn the following.
Site Manager:
Largely discussed the way in which the school system operates as a whole. Explaining schools were originally designed in efforts to prepare the country’s population for factory-style jobs. Now that the industries of business have changed, it is important that the design of the education system change to mirror the changes of business industries. Adding, many students—especially those from lower-income or marginalized communities—are labeled as problems instead of being supported. Elevating the point that students who face financial barriers and exhibit behaviors deemed maladaptive often get cast aside.
Case Manager 1:
Agreed asset-based education sounds good in theory but is unsure how realistic it is. She questions how asset-based practices can be implemented with budgetary restraints. Generally, she believes proposed solutions to the issues within our current education system cannot be actualized unless support in the way of finance and time accompany them.
Case Manager 2:
Highlighted, the labeling of students at young ages based upon negatively viewed behaviors and low academic performance. Rather than seeking out the root cause of students' behaviors and academic performance, often they are isolated and forgotten. She believes behaviors especially are communicative cries for help and should be thought of as communications eliciting assistance and support rather than punishable actions.
Classroom Teacher:
Emphasized, students have told her personally. They do better when they feel known, respected, and feel safe. Small classes, staff who care, and adults who are honest about their areas of improvement, help students trust the learning process. Firmly advocates for social service components within education setting to aid in students navigating traumas which may serve as academic barriers.
When directly asked why their program has seen such success in consecutive academic years. The group concluded the students within the program feel safe and heard. Although the staff is invested in individual and collective outcomes of the program. The students are not pressured to perform for an outcome. Rather the outcome is a byproduct of their resilience and support they receive. Another key to the success of the program was elevated. The group identified asset-based practices are commonly carried out individually in various capacities.
The group was also asked how the program could continue to see increased success and growth? Each response centered around support and reflection. Case manager one stated “Greater financial support from the organization would allow for an embedded social service component which the students would benefit from greatly” While the classroom teacher acknowledged “there needs to be a review of our programs structure, we should really look at adding life skills and therapy experiences for our students along with their academic plan”.
The group agrees deficit-based models harm students, particularly those from marginalized communities. Collectively they recognized the asset-based, relationship-centered approach to education is difficult to implement. However, the outcomes of implementation are much more beneficial to students and tangible. The discussion concluded with a shared acknowledgment that impactful and sustainable educational reform must address Social-Emotional and academic needs.
