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Free online lectures: Explore a world of ideas

Funding provided by:

Harvard Graduate School of Education

The Askwith Education Forum, at the Harvard Graduate School of Education, is endowed through the generosity of Patricia Askwith Kenner and other members of the Askwith family, and acts as a galvanizing force for debate and conversation about education in its narrowest and broadest perspectives. Each year, the Forum welcomes a number of prominent people from diverse fields to speak about issues relevant to education and children. Recent topics have included immigration, values, affirmative action, education reform, and the arts. All of these events are free and open to the public.break

http://www.gse.harvard.edu/askwith

Consuming Kids: Hostile Takeover

Wed, Oct 13, 2004

Susan Linn, instructor of psychiatry at Harvard Medical School and associate director of the Media Center at Judge Baker Children's Center, discusses how all aspects of children's lives, including their health, education, creativity, and values, are at risk of being compromised by their status in the marketplace. Interweaving real-life stories of marketing to children, child development theory, and the latest research, Linn reveals the magnitude of this problem and show what can be done about it.

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Cognitive Science and the Science of Educational Policy

Thu, Nov 18, 2004

Michael Feuer, PhD, of the National Research Council, discusses the frayed link between cognitive science and the science of education policy. He argues that patching this link encourages the development of more rational programs of educational improvement, and more reasonable expectations for reform and research. Dr Feuer explains how cognitive science has changed the way we understand and study human decision-making and rational judgment, and is a source of much of what we now know (or believe) about teaching and learning. However, this 'science of rationality' has thus far had little impact on how we think about education policy and research. In this first lecture from a series, titled "The Science of Rationality and the Rationality of Science," Dr Feuer reviews several decades of cognitive research, providing the basis for subsequent lectures that focus on the complexities of education policy and research, and the need for a cognitively appropriate approach to these issues. Michael Feuer is executive director of the division of behavioral and social sciences and education at the National Research Council of the National Academies. He holds a PhD in public policy from the University of Pennsylvania.

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Chinese Americans: Compelled to Excel

Wed, Dec 8, 2004

Vivian Louie, drawing on interviews with second-generation Chinese Americans attending a public, commuter university and a highly selective private university, discusses the power that race and class play in shaping educational experiences. Louie's work is introduced by Mary Waters, chair of the department of sociology in the Faculty of Arts and Sciences at Harvard University. Panelists will include Suzanne Lee, principal of the Josiah Quincy School in Boston, and Peter Law, senior guidance counselor at Charlestown High School. In the contemporary American imagination, Asian Americans are considered the quintessential immigrant success story, a powerful example of how the culture of immigrant families (rather than race and class) matters in education and upward mobility. Louie finds that Chinese immigrant families see higher education as a necessary safeguard against potential racial discrimination, and class shapes different paths to college. The views and experiences of Chinese Americans with schooling and the identities they are forming have much to do with the opportunities, challenges and contradictions that immigrants and their children confront in the United States.

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Fires in the Bathroom: Advice for Teachers from Students

Tue, Oct 19, 2004

Kathleen Cushman, shares surprising advice from teens she interviewed for her most recent book about how to engage, motivate, and challenge high school students. Kathleen Cushman, a journalist specializing in education and school reform, discusses her latest book, *Fires in the Bathroom: Advice for Teachers from High School Students*. Ms. Cushman interviewed forty teenagers about what teachers could do to better engage, motivate, and challenge high school students. She explains the remarkable insights they offered for improving classroom life and relationships between teachers and students. Every teenager is different, these young people say, but they all need teachers who know them well without violating their boundaries, and who challenge them without humiliating or ignoring them. Ms. Cushman's work offers invaluable techniques for increasing engagement and motivation, teaching demanding academic material, reaching English language learners, and creating classroom cultures where respect and success go hand in hand.

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Education Reform in Post-Apartheid South Africa

Thu, Feb 10, 2005

Helen Ladd and Edward Fiske speak about their recent book, *Elusive Equity: Education Reform in Post-Apartheid South Africa*, which tells the story of South Africa's efforts to fashion a racially equitable state education system out of the ashes of apartheid. Fiske and Ladd describe and evaluate the policy strategies that South Africa pursued in its quest for racial equity. They draw on previously unpublished data, interviews with key officials, and visits to dozens of schools to describe the changes made in school finance, teacher assignment policies, governance, curriculum, higher education, and other areas.

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Closing the Achievement Gap

Mon, Dec 13, 2004

Richard Rothstein, former education columnist for the New York Times discusses factors contributing to the race achievement gap. While policymakers attempt to narrow the achievement gap by implementing school reform efforts targeting accountability, leadership, and teacher quality, they neglected other critical social reforms. Rothstein is accompanied by a panel including: Ronald Ferguson, lecturer in public policy, Kennedy School of Government; Dan Koretz, professor of education, Harvard Graduate School of Education; and Donna Rodrigues, program director, Jobs for the Future, and founder of the University Park Campus School in Worcester, MA. Robert Schwartz, lecturer on education, moderates.

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How Public Schools Meet the Nation's Changing Needs

Wed, May 10, 2006

Patricia Albjerg Graham, Charles Warren Research Professor of the History of American Education, discusses her her recent book, Schooling America. Drawing on a wide array of sources, Graham illustrates Americans' changing demands for our schools and colleges, and how these institutions have responded by providing what critics want, though never as completely or as quickly as they would like. Learn about the passionate educators, scholars and journalists who drove particular agendas, and Graham's own family, starting with her immigrant father's first day of school and moving through her experiences as a teacher. Invaluable background in the ongoing debate on education in the United States, her book offers an insightful look at what the public has sought from its educational institutions, what educators have delivered, and what remains to be done. She is introduced by Richard Murnane, Academic Dean and Juliana W. and William Foss Thompson Professor of Education and Society.

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Communities of Color Moving Forward

Fri, Mar 3, 2006

Panelists discuss how they understand and define catastrophe in the context of communities of color. They ask whether catastrophe is a one-time, horrific event that changes a community's daily life or a long-range series of events that consistently undermine a community ability to pursue goals. Is a catastrophic event generated by natural occurrences or human action? Attention is specifically focused on events affecting individuals and communities of color and a community's ability to drive the education of its members.

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PAR: Research in Youth Development

Mon, Apr 17, 2006

This forum focuses on the method and theory of engaging in participatory action research (PAR) approaches in educational settings and on the strategies, values, questions, and processes of PAR in education and youth development. Using examples from their experience, panelists offer diverse points of view on designing, implementing, and writing about PAR; the role of the academic researcher in school or community-based inquiry; the skills needed to conduct this type of research; the desired and actual outcomes of their work; and the special dilemmas and resolutions faced by participatory action researchers.

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School District Reform: Leadership in Uncertain Times

Mon, Apr 24, 2006

This panel, moderated by Robert Peterkin, Francis Keppel Professor of Educational Policy and Administration and director of the Urban Superintendents Program at the Harvard Graduate School of Education, gives Tom Payzant and Arlene Ackerman, two outstanding Superintendents, an opportunity to share their experiences and reflect on how to improve some of our most challenging districts. Both Tom Payzant and Arlene Ackerman have proven that a superintendent committed to a theory of action can make a difference in some of our nation's most complex districts. Both Payzant and Ackerman have also shattered the "urban myth" that large city superintendents only remain in office for less than three years. Payzant's 10-year tenure in Boston and Ackerman's six-year tenure in San Francisco have been characterized by real change focused on improving teaching and learning in schools. Both superintendents have demonstrated that it is possible to adopt a plan for reform and find the needed talent, resources, and support to make it happen.

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