there’s a little bit of a problem if it’s a problem to you I’m actually not
it’s a problem to you I’m actually not
it’s a problem to you I’m actually not much of an expert really I’m just
much of an expert really I’m just
much of an expert really I’m just another one of those students they’re
another one of those students they’re
another one of those students they’re like maybe three rows back though I’m
like maybe three rows back though I’m
like maybe three rows back though I’m usually a front row kind of kid I’ve
usually a front row kind of kid I’ve
usually a front row kind of kid I’ve been trying to ask the teacher a
been trying to ask the teacher a
been trying to ask the teacher a question for quite some time now it’s a
question for quite some time now it’s a
question for quite some time now it’s a simple question why is education so
simple question why is education so
simple question why is education so complicated that have been I’m standing
complicated that have been I’m standing
complicated that have been I’m standing in front of you all to ask this question
in front of you all to ask this question
in front of you all to ask this question now this question came up years ago back
now this question came up years ago back
now this question came up years ago back when I was working in Southeast Raleigh
when I was working in Southeast Raleigh
when I was working in Southeast Raleigh I was doing that millennial thing of all
I was doing that millennial thing of all
I was doing that millennial thing of all work and no pay internship yeah there’s
work and no pay internship yeah there’s
work and no pay internship yeah there’s this urban agriculture project now this
this urban agriculture project now this
this urban agriculture project now this project was started by an organization
project was started by an organization
project was started by an organization that claimed this was for the community
that claimed this was for the community
that claimed this was for the community for the community didn’t start this or
for the community didn’t start this or
for the community didn’t start this or this farm project and became really
this farm project and became really
this farm project and became really curious about this because I was
curious about this because I was
curious about this because I was interested in finding a city farm that
interested in finding a city farm that
interested in finding a city farm that feeds into the local food system creates
feeds into the local food system creates
feeds into the local food system creates physically and financially accessible
physically and financially accessible
physically and financially accessible healthy foods for folks also how America
healthy foods for folks also how America
healthy foods for folks also how America gets away with using the word community
gets away with using the word community
gets away with using the word community so freely now my mentorship my time in
so freely now my mentorship my time in
so freely now my mentorship my time in Raleigh was under the mentorship of this
Raleigh was under the mentorship of this
Raleigh was under the mentorship of this guy mr. Murray small who donning a pair
guy mr. Murray small who donning a pair
guy mr. Murray small who donning a pair of blue sweat-stained overalls and a
of blue sweat-stained overalls and a
of blue sweat-stained overalls and a black t-shirt and French opium perfume
black t-shirt and French opium perfume
black t-shirt and French opium perfume this guy mr. Maurice has already managed
this guy mr. Maurice has already managed
this guy mr. Maurice has already managed to help rebuild or create local food
to help rebuild or create local food
to help rebuild or create local food systems all across the country both in
systems all across the country both in
systems all across the country both in rural and urban areas because of his
rural and urban areas because of his
rural and urban areas because of his work and his wild mine he makes for a
work and his wild mine he makes for a
work and his wild mine he makes for a great teacher he’s taught me some of the
great teacher he’s taught me some of the
great teacher he’s taught me some of the most essential lessons like the inner
most essential lessons like the inner
most essential lessons like the inner dependency of plants but also people the
dependency of plants but also people the
dependency of plants but also people the humility of soil the power of sharing
humility of soil the power of sharing
humility of soil the power of sharing food with one another and how food
food with one another and how food
food with one another and how food brings us to the table of a much larger
brings us to the table of a much larger
brings us to the table of a much larger discussion now there are other stories
discussion now there are other stories
discussion now there are other stories too you know because when you work in
too you know because when you work in
too you know because when you work in the hot Summer Sun in the soil your body
the hot Summer Sun in the soil your body
the hot Summer Sun in the soil your body just goes on autopilot so your mind is
just goes on autopilot so your mind is
just goes on autopilot so your mind is loud you just think really think of
loud you just think really think of
loud you just think really think of anything so if you given that everyone
anything so if you given that everyone
anything so if you given that everyone at the farm would come to learn each
at the farm would come to learn each
at the farm would come to learn each other stories stories like who’s got
other stories stories like who’s got
other stories stories like who’s got money who don’t got money who’s in
money who don’t got money who’s in
money who don’t got money who’s in school who skipped that school thing
school who skipped that school thing
school who skipped that school thing stories of prison who’s been to prison
stories of prison who’s been to prison
stories of prison who’s been to prison still in prison these stories all
still in prison these stories all
still in prison these stories all started back in school because it’s in
started back in school because it’s in
started back in school because it’s in school where most things go awry was my
school where most things go awry was my
school where most things go awry was my it was in my time in southeast raleigh
it was in my time in southeast raleigh
it was in my time in southeast raleigh that i learned of the school to Prison
that i learned of the school to Prison
that i learned of the school to Prison Pipeline met afford to explain the
Pipeline met afford to explain the
Pipeline met afford to explain the correlation between students who
correlation between students who
correlation between students who experience disciplinary action in
experience disciplinary action in
experience disciplinary action in schools in the likelihood of ending up
schools in the likelihood of ending up
schools in the likelihood of ending up in the criminal justice system this
in the criminal justice system this
in the criminal justice system this school to Prison Pipeline developed out
school to Prison Pipeline developed out
school to Prison Pipeline developed out of zero tolerance policies in schools
of zero tolerance policies in schools
of zero tolerance policies in schools and police presence now zero tolerance
and police presence now zero tolerance
and police presence now zero tolerance implies strict discipline on even petty
implies strict discipline on even petty
implies strict discipline on even petty instances like chewing gum having a cell
instances like chewing gum having a cell
instances like chewing gum having a cell phone in class if forbids authorities
phone in class if forbids authorities
phone in class if forbids authorities that practice discretion regardless of
that practice discretion regardless of
that practice discretion regardless of the severity of the event instead and
the severity of the event instead and
the severity of the event instead and enforces a very self determined
enforces a very self determined
enforces a very self determined discipline regardless of the incident
discipline regardless of the incident
discipline regardless of the incident now when you punish a child a young
now when you punish a child a young
now when you punish a child a young person a student you remove them from
person a student you remove them from
person a student you remove them from the classroom in doing so you’re
the classroom in doing so you’re
the classroom in doing so you’re removing the opportunity to learn
removing the opportunity to learn
removing the opportunity to learn decreasing their academic performance
decreasing their academic performance
decreasing their academic performance and when you reduce their academic
and when you reduce their academic
and when you reduce their academic performance you’re increasing their
performance you’re increasing their
performance you’re increasing their likelihood of dropping out decreasing
likelihood of dropping out decreasing
likelihood of dropping out decreasing opportunities after school and
opportunities after school and
opportunities after school and statistically speaking increasing the
statistically speaking increasing the
statistically speaking increasing the likelihood of experiencing or going
likelihood of experiencing or going
likelihood of experiencing or going through the criminal justice system at
through the criminal justice system at
through the criminal justice system at some point now when I got back from
some point now when I got back from
some point now when I got back from murali and I was in Knoxville Tennessee
murali and I was in Knoxville Tennessee
murali and I was in Knoxville Tennessee um I found out much of the same thing
um I found out much of the same thing
um I found out much of the same thing was happening here in 2014 a federal
was happening here in 2014 a federal
was happening here in 2014 a federal complaint was filed against the
complaint was filed against the
complaint was filed against the 2012-2013 school year claiming that
2012-2013 school year claiming that
2012-2013 school year claiming that black students were three times more
black students were three times more
black students were three times more likely than their white peers to be
likely than their white peers to be
likely than their white peers to be disciplined expelled from school now
disciplined expelled from school now
disciplined expelled from school now disabled students of color were
disabled students of color were
disabled students of color were experiencing even higher rates of
experiencing even higher rates of
experiencing even higher rates of discipline and the news is out about
discipline and the news is out about
discipline and the news is out about this topic there are plenty of studies
this topic there are plenty of studies
this topic there are plenty of studies that show that students of color are
that show that students of color are
that show that students of color are three times more likely to experience
three times more likely to experience
three times more likely to experience suspension or get expelled in school
suspension or get expelled in school
suspension or get expelled in school compared to the white peers seventy
compared to the white peers seventy
compared to the white peers seventy percent of students arrested in schools
percent of students arrested in schools
percent of students arrested in schools are either black or Latino
are either black or Latino
are either black or Latino and I bring up these things because
and I bring up these things because
and I bring up these things because while yes it is very demonstrative fat
while yes it is very demonstrative fat
while yes it is very demonstrative fat black students are more at risk as we
black students are more at risk as we
black students are more at risk as we say receive discipline it’s also the
say receive discipline it’s also the
say receive discipline it’s also the proportionality of it all the
proportionality of it all the
proportionality of it all the proportionality meaning there are more
proportionality meaning there are more
proportionality meaning there are more white students in our schools in yet
white students in our schools in yet
white students in our schools in yet students of color are the ones who
students of color are the ones who
students of color are the ones who receive these disciplines usually more
receive these disciplines usually more
receive these disciplines usually more severe disappointment than their white
severe disappointment than their white
severe disappointment than their white peers now the issue to me it was clearly
peers now the issue to me it was clearly
peers now the issue to me it was clearly systemic behind every symptom there is
systemic behind every symptom there is
systemic behind every symptom there is much larger disorder and what are we
much larger disorder and what are we
much larger disorder and what are we doing about this we see failing school
doing about this we see failing school
doing about this we see failing school is happening all the time across the
is happening all the time across the
is happening all the time across the country in programs to help improve a
country in programs to help improve a
country in programs to help improve a child’s academic performance but really
child’s academic performance but really
child’s academic performance but really what does academic performance do for
what does academic performance do for
what does academic performance do for someone if we’re not addressing the
someone if we’re not addressing the
someone if we’re not addressing the larger institutional environmental and
larger institutional environmental and
larger institutional environmental and even personal needs of a student such as
even personal needs of a student such as
even personal needs of a student such as emotional security or financial
emotional security or financial
emotional security or financial stability it would be years later that
stability it would be years later that
stability it would be years later that actually end up working in a school and
actually end up working in a school and
actually end up working in a school and I brought these observations with me
I brought these observations with me
I brought these observations with me into my work I started wondering what
into my work I started wondering what
into my work I started wondering what can I do as an AmeriCorps VISTA in
can I do as an AmeriCorps VISTA in
can I do as an AmeriCorps VISTA in gardiner to adjust these issues because
gardiner to adjust these issues because
gardiner to adjust these issues because you might argue that a school has no
you might argue that a school has no
you might argue that a school has no business in these matters like it’s the
business in these matters like it’s the
business in these matters like it’s the parents they’re supposed to take care of
parents they’re supposed to take care of
parents they’re supposed to take care of these kids like they’re supposed to
these kids like they’re supposed to
these kids like they’re supposed to raise them up right I would argue that
raise them up right I would argue that
raise them up right I would argue that if a child is forced to go to school and
if a child is forced to go to school and
if a child is forced to go to school and let’s kind of forced to go to school and
let’s kind of forced to go to school and
let’s kind of forced to go to school and they spend eight or more hours a day
they spend eight or more hours a day
they spend eight or more hours a day there their parents might have to work
there their parents might have to work
there their parents might have to work one two or three jobs just to provide
one two or three jobs just to provide
one two or three jobs just to provide for their child or whatever else I think
for their child or whatever else I think
for their child or whatever else I think the public school system can do a little
the public school system can do a little
the public school system can do a little more and all the school systems now
more and all the school systems now
more and all the school systems now context I was in the garden an outdoor
context I was in the garden an outdoor
context I was in the garden an outdoor class seems very different than the
class seems very different than the
class seems very different than the indoor classroom instead of pencils
indoor classroom instead of pencils
indoor classroom instead of pencils papers and personal computers we have
papers and personal computers we have
papers and personal computers we have soil soil shovels and seed and sky to
soil soil shovels and seed and sky to
soil soil shovels and seed and sky to work with it’s a little bit different if
work with it’s a little bit different if
work with it’s a little bit different if even if you’re not used to being outside
even if you’re not used to being outside
even if you’re not used to being outside around the bugs around the heat then
around the bugs around the heat then
around the bugs around the heat then it’s a bit of a learning curve and high
it’s a bit of a learning curve and high
it’s a bit of a learning curve and high rate of disinterest um so even before i
rate of disinterest um so even before i
rate of disinterest um so even before i can even engage the students and
can even engage the students and
can even engage the students and teaching them
teaching them
teaching them and encouraging them to learn in the
and encouraging them to learn in the
and encouraging them to learn in the garden how to wonder what’s going to
garden how to wonder what’s going to
garden how to wonder what’s going to make them even care to be here let alone
make them even care to be here let alone
make them even care to be here let alone learn in the garden what’s going to
learn in the garden what’s going to
learn in the garden what’s going to motivate a child to academically be
motivate a child to academically be
motivate a child to academically be successful when there’s so many other
successful when there’s so many other
successful when there’s so many other things going on because even at an early
things going on because even at an early
things going on because even at an early age I still students that I worked with
age I still students that I worked with
age I still students that I worked with who are already showing signs of just
who are already showing signs of just
who are already showing signs of just helplessness defeated students who act
helplessness defeated students who act
helplessness defeated students who act out or wiggle out to avoid the
out or wiggle out to avoid the
out or wiggle out to avoid the embarrassment of failure defined by
embarrassment of failure defined by
embarrassment of failure defined by someone else’s terms students who object
someone else’s terms students who object
someone else’s terms students who object to being subjected to someone pushing
to being subjected to someone pushing
to being subjected to someone pushing out another person’s way of life now
out another person’s way of life now
out another person’s way of life now students can be placed in submission in
students can be placed in submission in
students can be placed in submission in schools whether it’s lack of interest
schools whether it’s lack of interest
schools whether it’s lack of interest lack a challenge strict discipline or
lack a challenge strict discipline or
lack a challenge strict discipline or what I think is most common is just the
what I think is most common is just the
what I think is most common is just the inability to an unwillingness to
inability to an unwillingness to
inability to an unwillingness to understand and relate and accept what
understand and relate and accept what
understand and relate and accept what student for who they are it’s not like
student for who they are it’s not like
student for who they are it’s not like schools are very welcoming most the time
schools are very welcoming most the time
schools are very welcoming most the time considering that a police officer a
considering that a police officer a
considering that a police officer a school resource officer are the first
school resource officer are the first
school resource officer are the first people to not greet you in a school but
people to not greet you in a school but
people to not greet you in a school but stop you as you walk into the building
stop you as you walk into the building
stop you as you walk into the building and for a student a school isn’t just
and for a student a school isn’t just
and for a student a school isn’t just the extension of a child’s life I mean a
the extension of a child’s life I mean a
the extension of a child’s life I mean a school is the hub of a child’s life so
school is the hub of a child’s life so
school is the hub of a child’s life so when they come into these institutions
when they come into these institutions
when they come into these institutions have no say and how they operate can’t
have no say and how they operate can’t
have no say and how they operate can’t feel like they can contribute to the
feel like they can contribute to the
feel like they can contribute to the school culture and under the constant
school culture and under the constant
school culture and under the constant threat of discipline then how can a
threat of discipline then how can a
threat of discipline then how can a child actually learn in these
child actually learn in these
child actually learn in these environments after working in the
environments after working in the
environments after working in the classroom became apparent to me that
classroom became apparent to me that
classroom became apparent to me that maybe the problem isn’t the student the
maybe the problem isn’t the student the
maybe the problem isn’t the student the young person the child but maybe how
young person the child but maybe how
young person the child but maybe how institutions see these people is similar
institutions see these people is similar
institutions see these people is similar back into raleigh north carolina you
back into raleigh north carolina you
back into raleigh north carolina you have these people who have really great
have these people who have really great
have these people who have really great intentions but these great intentions
intentions but these great intentions
intentions but these great intentions sometimes obscure the ability to
sometimes obscure the ability to
sometimes obscure the ability to actually see people for who they are
actually see people for who they are
actually see people for who they are instead we see ourselves in the people
instead we see ourselves in the people
instead we see ourselves in the people that we’re helping consequently schools
that we’re helping consequently schools
that we’re helping consequently schools provide very valuable life skills but
provide very valuable life skills but
provide very valuable life skills but only for the white only to the people
only for the white only to the people
only for the white only to the people who live out the white middle-class
who live out the white middle-class
who live out the white middle-class american way of life for everyone else
american way of life for everyone else
american way of life for everyone else it can just doesn’t really relate though
it can just doesn’t really relate though
it can just doesn’t really relate though so
so
so I believe there is a connection and how
I believe there is a connection and how
I believe there is a connection and how institutional institutions approach
institutional institutions approach
institutional institutions approach education how dissolves and negates the
education how dissolves and negates the
education how dissolves and negates the pre-existing definition of a person or
pre-existing definition of a person or
pre-existing definition of a person or people’s identity how the dominant how
people’s identity how the dominant how
people’s identity how the dominant how this dominant mentality continues to
this dominant mentality continues to
this dominant mentality continues to enforce the idea of what is art what is
enforce the idea of what is art what is
enforce the idea of what is art what is innovation what is learning and what is
innovation what is learning and what is
innovation what is learning and what is worth of another people in 1968 Yvonne
worth of another people in 1968 Yvonne
worth of another people in 1968 Yvonne ilic political satirist gave an address
ilic political satirist gave an address
ilic political satirist gave an address to Peace Corps alum inquire of nahco
to Peace Corps alum inquire of nahco
to Peace Corps alum inquire of nahco Mexico he starts out by saying pathway
Mexico he starts out by saying pathway
Mexico he starts out by saying pathway to hell is paving good intentions the
to hell is paving good intentions the
to hell is paving good intentions the third largest North American export next
third largest North American export next
third largest North American export next to money and guns is the u.s. idealist
to money and guns is the u.s. idealist
to money and guns is the u.s. idealist who shot us up in every theater of the
who shot us up in every theater of the
who shot us up in every theater of the world whether it’s missionary work
world whether it’s missionary work
world whether it’s missionary work volunteer work economic development or
volunteer work economic development or
volunteer work economic development or education these people see their work as
education these people see their work as
education these people see their work as a service to the lesser privileged but
a service to the lesser privileged but
a service to the lesser privileged but are ultimately vacationing salesman for
are ultimately vacationing salesman for
are ultimately vacationing salesman for the middle class American Way of life
the middle class American Way of life
the middle class American Way of life Ivana which goes to describe that Peace
Ivana which goes to describe that Peace
Ivana which goes to describe that Peace Corps has really just kind of a cover-up
Corps has really just kind of a cover-up
Corps has really just kind of a cover-up in a band-aid I for maybe the damage
in a band-aid I for maybe the damage
in a band-aid I for maybe the damage that America has done to other countries
that America has done to other countries
that America has done to other countries kind of like good PR now why do I bring
kind of like good PR now why do I bring
kind of like good PR now why do I bring this up because whether it’s Peace Corps
this up because whether it’s Peace Corps
this up because whether it’s Peace Corps the classroom the mentality is the same
the classroom the mentality is the same
the classroom the mentality is the same when you walk into an environment that
when you walk into an environment that
when you walk into an environment that you do not belong in and you say i’m
you do not belong in and you say i’m
you do not belong in and you say i’m going to change your life for the better
going to change your life for the better
going to change your life for the better what are you really trying to say
what are you really trying to say
what are you really trying to say because you’re different therefore you
because you’re different therefore you
because you’re different therefore you are lesser than them or they are lesser
are lesser than them or they are lesser
are lesser than them or they are lesser than you
now everyone needs a little help sure
now everyone needs a little help sure but when you walk into someone’s home
but when you walk into someone’s home
but when you walk into someone’s home and you say this place is a mess and
and you say this place is a mess and
and you say this place is a mess and here’s a broom clean it up it’s a little
here’s a broom clean it up it’s a little
here’s a broom clean it up it’s a little intrusive isn’t it so why so why do we
intrusive isn’t it so why so why do we
intrusive isn’t it so why so why do we feel like we can do that to someone
feel like we can do that to someone
feel like we can do that to someone else’s school to a neighborhood even
else’s school to a neighborhood even
else’s school to a neighborhood even another country before we can even help
another country before we can even help
another country before we can even help people we also need to get to know them
people we also need to get to know them
people we also need to get to know them relate to them develop a sense of trust
relate to them develop a sense of trust
relate to them develop a sense of trust and respect but really just ask them
and respect but really just ask them
and respect but really just ask them what what do people need help with now
what what do people need help with now
what what do people need help with now element I was pretty lousy as an
element I was pretty lousy as an
element I was pretty lousy as an AmeriCorps VISTA connecting and engaging
AmeriCorps VISTA connecting and engaging
AmeriCorps VISTA connecting and engaging with the neighborhood I was working in
with the neighborhood I was working in
with the neighborhood I was working in because I approached the same way that I
because I approached the same way that I
because I approached the same way that I would approach anything that I was
would approach anything that I was
would approach anything that I was interested in and because of this i
interested in and because of this i
interested in and because of this i couldn’t relate to people and people can
couldn’t relate to people and people can
couldn’t relate to people and people can relate to me in the neighborhood and I
relate to me in the neighborhood and I
relate to me in the neighborhood and I started to stress out about this so much
started to stress out about this so much
started to stress out about this so much that I lost aim of my original question
that I lost aim of my original question
that I lost aim of my original question original prompt just start small and ask
original prompt just start small and ask
original prompt just start small and ask them because when you ask a child a
them because when you ask a child a
them because when you ask a child a question you open up the receptors for
question you open up the receptors for
question you open up the receptors for trust in such a skeptical world you find
trust in such a skeptical world you find
trust in such a skeptical world you find out what they’re about what they orbit
out what they’re about what they orbit
out what they’re about what they orbit and what orbits them you’ll find out
and what orbits them you’ll find out
and what orbits them you’ll find out things like how a child still thinks
things like how a child still thinks
things like how a child still thinks about the grandma who passed away years
about the grandma who passed away years
about the grandma who passed away years ago how their brothers eat carrots and
ago how their brothers eat carrots and
ago how their brothers eat carrots and their sister only like scale to find out
their sister only like scale to find out
their sister only like scale to find out something a given that a child don’t
something a given that a child don’t
something a given that a child don’t know much but is equal to find out
know much but is equal to find out
know much but is equal to find out because of their inherent curiosity
because of their inherent curiosity
because of their inherent curiosity imagination now it’s curiosity that my
imagination now it’s curiosity that my
imagination now it’s curiosity that my mentor mr. maressa taught me is the
mentor mr. maressa taught me is the
mentor mr. maressa taught me is the reason in a garden is just a landscape
reason in a garden is just a landscape
reason in a garden is just a landscape until it’s inhabited how the birds and
until it’s inhabited how the birds and
until it’s inhabited how the birds and the worms in the and even the squirrels
the worms in the and even the squirrels
the worms in the and even the squirrels and people to come together again and
and people to come together again and
and people to come together again and back into a garden it’s imagination that
back into a garden it’s imagination that
back into a garden it’s imagination that works this ground and it’s curiosity
works this ground and it’s curiosity
works this ground and it’s curiosity that cultivates the garden and because
that cultivates the garden and because
that cultivates the garden and because these two things it’s the reason why I
these two things it’s the reason why I
these two things it’s the reason why I Guardian cousins and alternative venue
Guardian cousins and alternative venue
Guardian cousins and alternative venue for some of the opportunities it’s a
for some of the opportunities it’s a
for some of the opportunities it’s a venue where you can make mistakes it not
venue where you can make mistakes it not
venue where you can make mistakes it not be penalized for failure simple cause
be penalized for failure simple cause
be penalized for failure simple cause and effect with the lesson in patience
and effect with the lesson in patience
and effect with the lesson in patience it’s a venue that’s inherently
it’s a venue that’s inherently
it’s a venue that’s inherently therapeutic so we worked with school
therapeutic so we worked with school
therapeutic so we worked with school counselors to do one-on-one and group
counselors to do one-on-one and group
counselors to do one-on-one and group activities with students to engage and
activities with students to engage and
activities with students to engage and mitigate their stress help them to work
mitigate their stress help them to work
mitigate their stress help them to work better with one another it’s a venue
better with one another it’s a venue
better with one another it’s a venue where students can
where students can
where students can in their own domain now the power of
in their own domain now the power of
in their own domain now the power of imagination is so much so that no matter
imagination is so much so that no matter
imagination is so much so that no matter what I did as a garden manager it’s
what I did as a garden manager it’s
what I did as a garden manager it’s going to be imagination that defines
going to be imagination that defines
going to be imagination that defines what that space really means to a child
what that space really means to a child
what that space really means to a child granted i’m working with ages 5 to 10
granted i’m working with ages 5 to 10
granted i’m working with ages 5 to 10 but as students became more familiar of
but as students became more familiar of
but as students became more familiar of this space it became interested in space
this space it became interested in space
this space it became interested in space realizing that can take ownership of
realizing that can take ownership of
realizing that can take ownership of this space then it’s that imagination
this space then it’s that imagination
this space then it’s that imagination that’s going to define the sense of what
that’s going to define the sense of what
that’s going to define the sense of what this started means to them and its sense
this started means to them and its sense
this started means to them and its sense of pride behind it in which case they
of pride behind it in which case they
of pride behind it in which case they don’t just develop a space where they
don’t just develop a space where they
don’t just develop a space where they grow food and learn out of they develop
grow food and learn out of they develop
grow food and learn out of they develop a space where they commune at of two
a space where they commune at of two
a space where they commune at of two it’s a venue that develops leaders now
it’s a venue that develops leaders now
it’s a venue that develops leaders now if we as educators are interested in
if we as educators are interested in
if we as educators are interested in developing the next generation of
developing the next generation of
developing the next generation of leaders then why aren’t we defusing out
leaders then why aren’t we defusing out
leaders then why aren’t we defusing out some of that responsibility and I don’t
some of that responsibility and I don’t
some of that responsibility and I don’t mean like delegating classroom chores no
mean like delegating classroom chores no
mean like delegating classroom chores no i mean like real decision making so when
i mean like real decision making so when
i mean like real decision making so when i was able to get rid of my
i was able to get rid of my
i was able to get rid of my possessiveness and direction and allow
possessiveness and direction and allow
possessiveness and direction and allow it’s doing to really do what they wanted
it’s doing to really do what they wanted
it’s doing to really do what they wanted to do i was able to do things like this
to do i was able to do things like this
to do i was able to do things like this or what we were able to do things like
or what we were able to do things like
or what we were able to do things like this youth-led projects such as a farm
this youth-led projects such as a farm
this youth-led projects such as a farm stand where students are harvesting
stand where students are harvesting
stand where students are harvesting produce marketing it and donating it to
produce marketing it and donating it to
produce marketing it and donating it to families of the school or other things
families of the school or other things
families of the school or other things like the fourth graders giving lessons
like the fourth graders giving lessons
like the fourth graders giving lessons and tours of the garden to the
and tours of the garden to the
and tours of the garden to the kindergarten when changing night
kindergarten when changing night
kindergarten when changing night changing minds begins simply by just
changing minds begins simply by just
changing minds begins simply by just engaging the world in a different way
engaging the world in a different way
engaging the world in a different way and because of this garden is a
and because of this garden is a
and because of this garden is a completely different environment
completely different environment
completely different environment compared to the conventional classroom
compared to the conventional classroom
compared to the conventional classroom in the garden all this sense of a
in the garden all this sense of a
in the garden all this sense of a child’s brain are engaged in which case
child’s brain are engaged in which case
child’s brain are engaged in which case they can flex their creative and
they can flex their creative and
they can flex their creative and critical thought muscles develop a sense
critical thought muscles develop a sense
critical thought muscles develop a sense of self-efficacy as they watch these
of self-efficacy as they watch these
of self-efficacy as they watch these passive pass by and come to be trusting
passive pass by and come to be trusting
passive pass by and come to be trusting and safe around them or watching their
and safe around them or watching their
and safe around them or watching their first tomato the season grow and tasting
first tomato the season grow and tasting
first tomato the season grow and tasting it so is sweet but I do want to say this
it so is sweet but I do want to say this
it so is sweet but I do want to say this gardens are not the only answer
gardens are not the only answer
gardens are not the only answer especially not to these problems no a
especially not to these problems no a
especially not to these problems no a garden is just another tool in the
garden is just another tool in the
garden is just another tool in the toolbox it can be substituted by any
toolbox it can be substituted by any
toolbox it can be substituted by any other thing that provides a similar
other thing that provides a similar
other thing that provides a similar sense of opportunity but the thing is it
sense of opportunity but the thing is it
sense of opportunity but the thing is it does provide free free and healthy food
does provide free free and healthy food
does provide free free and healthy food and it does instill that sense of
and it does instill that sense of
and it does instill that sense of connection to the land that I think I
connection to the land that I think I
connection to the land that I think I believe many Americans are missing these
believe many Americans are missing these
believe many Americans are missing these days
but as hopeful as this is I do need to
but as hopeful as this is I do need to end on this point that sometimes
end on this point that sometimes
end on this point that sometimes education feels like a rainbow to me
education feels like a rainbow to me
education feels like a rainbow to me like this distance a promise that if we
like this distance a promise that if we
like this distance a promise that if we follow it we’ll figure out something now
follow it we’ll figure out something now
follow it we’ll figure out something now no matter what is being done in the
no matter what is being done in the
no matter what is being done in the classroom or what a school is able to
classroom or what a school is able to
classroom or what a school is able to achieve the question is why are we even
achieve the question is why are we even
achieve the question is why are we even experiencing these problems in the first
experiencing these problems in the first
experiencing these problems in the first place behind every behind every symptom
place behind every behind every symptom
place behind every behind every symptom there is a much larger disorder it is
there is a much larger disorder it is
there is a much larger disorder it is not like this disorder of cultural and
not like this disorder of cultural and
not like this disorder of cultural and tolerance or political and economic
tolerance or political and economic
tolerance or political and economic oppression are new no but what is new is
oppression are new no but what is new is
oppression are new no but what is new is how it perpetuates in today’s society as
how it perpetuates in today’s society as
how it perpetuates in today’s society as Christopher I’m Dean in his book to all
Christopher I’m Dean in his book to all
Christopher I’m Dean in his book to all the white folks want to teach in the
the white folks want to teach in the
the white folks want to teach in the hood States today’s schools still
hood States today’s schools still
hood States today’s schools still resemble the American Indian boarding
resemble the American Indian boarding
resemble the American Indian boarding schools of the early 1900s and the
schools of the early 1900s and the
schools of the early 1900s and the simulation of culture and while a garden
simulation of culture and while a garden
simulation of culture and while a garden can be a space to learn and community of
can be a space to learn and community of
can be a space to learn and community of it can be a space for students really
it can be a space for students really
it can be a space for students really it’s just another space for them to cope
it’s just another space for them to cope
it’s just another space for them to cope with the middle class American Way of
with the middle class American Way of
with the middle class American Way of life in which perhaps they just can’t
life in which perhaps they just can’t
life in which perhaps they just can’t relate to and constantly feel quieted by
so how can we actually teach a person if
so how can we actually teach a person if we deny who they are and how can that
we deny who they are and how can that
we deny who they are and how can that person really develop a sense of
person really develop a sense of
person really develop a sense of themselves if they have no idea who they
themselves if they have no idea who they
themselves if they have no idea who they are so we as educators that have to ask
are so we as educators that have to ask
are so we as educators that have to ask ourselves what are we really trying to
ourselves what are we really trying to
ourselves what are we really trying to cultivate our own self-image and our
cultivate our own self-image and our
cultivate our own self-image and our students or a student’s full honesty and
students or a student’s full honesty and
students or a student’s full honesty and image and identity but I’m not an expert
image and identity but I’m not an expert
image and identity but I’m not an expert I’m just a student in the back of the
I’m just a student in the back of the
I’m just a student in the back of the classroom take it as a grain of salt
classroom take it as a grain of salt
classroom take it as a grain of salt laughter clears mine thank you very much
”
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