Common Principles for Uncommon Schools

Horace Volume 24 | 2008 | Issue 3

Education and Democracy: This issue looks at civic engagement to understand the ways that educators, students, and communities that support schools involve themselves in politics and policy creation to create and sustain personalized, equitable, and academically challenging schools for all students. Download PDF

Choosing To Participate

Ask students what to “participate” means. In a year of a presidential election, would they say it means to choose to vote for the candidate of their choice? Would they say that it means to make a choice about helping victims of storms or natural disasters? Would they see how making choices to participate could begin right in their own

Horace: Volume 24 | 2008 | Issue 3 Published: December 9, 2008 By: Jeremy Nesoff Topics:

Civil Rights and Social Justice: A Path to Engagement and Transformation

“Wow! You kids know so much. I never knew anything about the civil rights movement when I was your age. In fact, I didn’t learn much about it in college either, until now.” A 20-year-old education major at Hamline University in St. Paul wrote these words on an evaluation of a presentation made by children. The children, students at Southside

Horace: Volume 24 | 2008 | Issue 3 Published: December 9, 2008 By: Flo Golod Topics:

Educating the World: Essential Schools as Agents of Change and Influence

Schools face a relentless torrent of demands without receiving the kinds of support they need and deserve. So it is not easy to expect that they would voluntarily add to their ever-growing lists of responsibilities. And yet ask we must. Essential schools have the responsibility of educating not only their own school communities, but also the larger community about the

Horace: Volume 24 | 2008 | Issue 3 Published: December 9, 2008 By: Lewis Cohen Topics:

Education and Democracy: Back to the Future

I know it’s 2008, but the prospect of a new administration—and a new U.S. Department of Education—has me thinking about 2001. I have to admit that when the No Child Left Behind (NCLB) act was passed seven years ago, I paid little attention. As a high school principal, I had other things on my mind, like developing a literacy program,

Horace: Volume 24 | 2008 | Issue 3 Published: December 9, 2008 By: George Wood Topics:

Go to the Source: More about the Schools and Organizations Featured in this Issue

SCHOOLS Beachwood High School 25100 Fairmount Boulevard Beachwood, Ohio 44122 telephone: 216.831.2080 www.beachwood.k12.oh.us/bhs/index.html Boston International High School 25 Glen Road Jamaica Plain, Massachusetts 02130 telephone: 617.635.9373 www.boston.k12.ma.us/schools/internationalHS.asp Cristo Rey Jesuit High School – Twin Cities 2924 4th Avenue South Minneapolis, Minnesota 55408 telephone: 612.545.9700 www.cristoreytc.org Eagle Rock School and Professional Development Center 2750 Notaiah Road Estes Park, Colorado 80517 telephone:

Horace: Volume 24 | 2008 | Issue 3 Published: January 6, 2009 By: Topics:

Having the Courage To Act on Your Beliefs: Horace Interviews Marcy Raymond and Dan Hoffman on the Founding and Influence of Metro High School

Metro High School, in Columbus, Ohio, is a public high school emphasizing math, science, and technology in a small, personalized learning environment. Originally conceived through a grant from CES and supported with technical assistance from CES’s Small Schools Network, Metro is an unprecedented partnership of CES, Battelle Memorial Institute, The Ohio State University (OSU,) and the Educational Council, a central

Horace: Volume 24 | 2008 | Issue 3 Published: December 12, 2008 By: Topics:

Notes on this Issue

Today’s ninth grader will be 50 in 2045. While that may seem like the distant future to them, those of us who are closer to 50 than 14 know that time marches on swiftly. Right now, those young people are deeply engaged in the process of forming their adult selves. Our students will come into their maturity in the middle

Horace: Volume 24 | 2008 | Issue 3 Published: December 9, 2008 By: Jill Davidson Topics:

Speaking for Democracy

My co-teacher, Donnie, and I were in costume. He was Malcolm X. I was George Wallace. In character, we spoke passages from our most famous speeches. By the end of the third minute of class, I was declaring, “Segregation today . . . segregation tomorrow . . . segregation forever!” And Donnie was warning, “White America, wake up and take

Horace: Volume 24 | 2008 | Issue 3 Published: December 12, 2008 By: Andrew Barron Topics:

Where to Go for More: Resources for Education for Democracy

Advancement Project Advancement Project is a useful resource for classrooms, independent studies, and other investigations in the realms of social justice and equity in the United States. Advancement Project partners with community organizers nationwide on campaigns such as Voter Protection, Reconstructing Justice Post-Katrina, and Quality Education for All, bringing communication tools and legal expertise to leverage local work. The organization’s

Horace: Volume 24 | 2008 | Issue 3 Published: January 6, 2009 By: Topics:
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