Association Montessori Internationale (AMI)’s Post

This a great article about the history of North Carolina. Its a short read so take a break from your work and enjoy this article. https://lnkd.in/eM9kNRGB

A correction to this #NewYorkTimes article is in order! The article undoubtedly celebrates the astounding accomplishment of 17 year-old Dr. Dorothy Jean Tillman II. What may not be as apparent is the sleight of hand that "robs" the young Doctor of her just due of being rightly referred to as Dr. Dorothy Jean Tillman II, not Ms. Dorothy Jean Tillman II, in the article. While this may be a "small potatoes" issue to some, or a non issue to others, I offer the framing that it is indeed a big issue! Words matter, context matters, and how words are used by those who are in power matters! So what's the issue? I'm glad you asked! The article while celebrating the remarkable achievement of Dr. Dorothy Jean Tillman II having earned her Ph.D. at the age of 17, consistently references her as Ms. Dorothy Jean Tillman II, and not Dr. Dorothy Jean Tillman II. I'm curious to know, how is it that the subject of the article, who earned her Ph.D. degree at 17 years old, is not accorded the proper and earned honorific of Dr. in the write up? Is it that inconceivable that a 17 year old could earn a doctorate degree? Is it that inconceivable that a 17 year-old Black female could earn a doctorate degree? Whatever the dissonance is, it is clear Dr. Dorothy Jean Tillman II's achieved status of Doctor was not used to reference her throughout the article that discusses her achievement. Minimizing the achieved master status of Dr., by not referencing Dorothy Jean Tillman II as Dr. and maximizing the ascribed master status of Ms., by only referencing Dorothy Jean Tillman II as Ms., is a form of #microaggression. And yes, microaggressions can be unintentional. Unintentional, notwithstanding, the impact is just as bruising as intentional microaggressions. Dr. Dorothy Jean Tillman II earned a Ph.D. #CallHerDrDorothyJeanTillmanII That's it, that's the post!

This weekend, I had the opportunity to attend a talk about Neurodiversity in Art at Southampton City Art Gallery. Presented by Verity Babbs, this talk was a self-described “soup” of exploration through historical and contemporary neurodivergent artists, and consideration of the challenges and advantages of navigating the often neurotypical expectations of the professional art world. As an art and design educator, I’m concerned about the learner experience and journey - often working with FE and HE students (who may or may not be neurodivergent) whose previous educational experience has impacted their self-confidence and mental health to such an extent that it becomes a huge barrier to their creative practice. This point was raised and discussed at Saturday’s talk and only reinforced what I already believe to be true. Our education system is in urgent need of review and innovation. Not just for the benefit of neurodiverse learners, but for all. What do you think? How can we approach an educational system shake-up to complement, rather than fight with, the increasingly diverse needs of learners?

Join Dr. Danielle Johnson-Offei, Suzette Espinoza-Cruz, Denisha Jones and I Tuesday for what I anticipate will be a passionate conversation. Register here: https://lnkd.in/g_yHFGFa Defending the Early Years has a mission to work for just, equitable, and quality early childhood education and care for every young child. Quality has always been an important component in ensuring that all young children have access to early care and education. Nonetheless, defining, measuring, and guaranteeing high quality demonstrates the complexities and difficulty in making high quality for all a reality.

The Achievement & Assessment Institute is comprised of individual centers, each with a specific focus or mission, but all united by the overarching goal of improving the lives of children and adults. This year, we welcomed a handful of new centers. In Aug., we launched Center for Culturally Responsive Educational Neuroscience (CCREN). Led by Michael J. Orosco, CCREN draws on neuroscience, education and educational psychology to understand how people learn and how to improve their development. https://lnkd.in/gRdemJtA In Sept., the Center for Montessori Research relaunched as Center for Learner Agency Research and Action. The name change highlights the center’s embrace of learner agency in diverse educational environments. https://lnkd.in/gRi9qnkf Also in Sept., Flexible Learning through Innovations in Technology & Education (FLITE) launched. Led by Lisa Dieker, FLITE's mission is to provide an integrated structure for emerging technologies aligned with student and teaching learning. https://lnkd.in/gSPv2AR3 And finally, in Nov., we launched Center for Reimagining Education (CRE). Led by founding director Dr. Des Floyd, EdLD Floyd with co-founders Rick Ginsberg, and Yong Zhao, CRE's mission is to accelerate the pace of change in schools and districts. https://lnkd.in/gff_y3tY

Dr. Keith Murphy, Lecturer in Applied Social Care at Technological University Dublin participated in the RTE documentary which aired last week - 'Lost for Words,' detailing his education and research journey and sharing insights on the challenges faced by individuals with dyslexia. View the documentary from here: https://bit.ly/4gytoJf Read more about Dr. Keith Murphy's research here: https://bit.ly/3XRRUh9 #TUDublinResearchandInnovation #LostForWords #GoBeyondLearning

Thank you, Council for Christian Colleges & Universities, for this feature! Discussions around how Gen Z will continue to shape politics in our country are so important! I want to thank Dr. Kimberly McCall, Associate Dean at Lipscomb University and Madison Schomer, senior at Lipscomb University, for a thoughtful and engaging conversation about Gen Z and the future. You can read our discussion in the following link! https://lnkd.in/eX55mg_z

GOOD RIDDANCE AND TAKE YOUR MARXISTS WITH YOU! Pro-Marxist classes (such as English 308 MARXISM AND LITERARY THEORY) are taught by self-proclaimed Marxists (such as Alys Eve Weinbaum) are a major part of UW. “Marxists at UW” is a registered student organization. Marxist signs frequently appear around the campus. Marxism is a cult of hate espousing “class warfare” and “dictatorship of the proletariat”. It is responsible for 200 million deaths in the 20th century! It has been discredited by total economic failure (in Marxist Cuba today the average MONTHLY salary of a worker is $30-40 dollars U.S.!). UW should not hire Marxists to teach Marxism for the same reasons they should not hire Nazis to teach Nazism. Hate should have no home at UW! 😖

Dr. Robert Peters (Robert Peters, Ed.D) continues his discussion with Dr. Glynetta Fletcher (Glynetta Fletcher) on the importance of Future-Focused schools for ALL children, not just some. They explore the power of access, opportunity, and Black #StudentUnions in creating a path to success. Watch to learn more! Click to watch part 1 - https://shorturl.at/fkpD1 #FutureFocused #NDPC #SPN #StudentSuccess

📣 Health and Power replay! 📣 New publication! During #healthandpower Susan Cole FRSA and I discussed the importance of representation within scholarship and the need to amplify and value Black scholarship with Rianna Raymond-Williams FRSA FRSPH and Prof Samuel Seidu PGCME MSc MD FRCGP FRCP(Ed). We also reflected on the need to create safe spaces for Black researchers in academia to develop and thrive, as has been painfully laid bare by the death of Dr Candia-Bailey. You can watch it here 👇:  https://lnkd.in/eNSDyvhd Relevant to this - in our latest paper in @BJGPopen - Alice Howe Chloe Orkin and I explore “The under-representation of racially minoritised doctors in academic general practice training” https://t.co/oxUmeYoKXt Background: Whilst general practice is one of the most diverse medical specialties in the UK, this is not reflected in academic general practice. Just 17% (n= 81/473) of academic GPs are from racially minoritised groups. Aim: To determine whether GP academic clinical fellow (ACF) trainees from racially minoritised backgrounds are proportionally represented, compared to the non-academic training programme, using the annual GP ACF conference as a proxy. Conclusion: GP academia should be more representative of the non-academic GP training scheme. Work needs to be done to understand and overcome the structural barriers to recruiting from racially minoritised groups. #Morerepresentationinacademianeeded #Equityinrepresentationtoachievehealthequity #Intentionalinclusion #Valuingblackscholarship