At the opening of the newest Instituto Cervantes, housed at the University of California Los Angeles (UCLA), Spain’s prime minister Pedro Sánchez highlighted the potential of Spanish and its cultures in the U.S., stressing that “Spanish is a language of progress and modernity, of the future and entrepreneurship,” ideally suited to California, which he called the “land of progress.”
He called Spanish the “best commercial, freedom, and cultural ambassador” and released forecasts of the language’s growth in a country that has more than 62 million people of Hispanic origin (18.7% of the total population) and where it is the second most studied language with a huge difference at all levels of education.
The event, held at UCLA’s emblematic Royce Hall and broadcast live on the Spanish government’s website, began with the welcome of Gene Block, rector of UCLA, who had words of praise for Barbara Fuchs, tenured professor of the university and winner of the first Ñ Award from the Instituto Cervantes for her contribution to the international dissemination of Spanish Golden Age literature.
Cervantes director Luis García Montero said that “it is especially important to have a solid presence in the U.S., which is already the second country in number of Spanish speakers, after Mexico, with a very clear prominence in the state of California and the City of Angels.“
“Supporting Spanish means giving it prestige as a language of culture, science, and technological transformation, a source of pride for its people,” García Montero argued, adding that in that regard Los Angeles and California “are a point of reference in the world.” Over the years, the Instituto Cervantes has collaborated on projects in LA, such as the Festival of Classical Hispanic Theater (directed by Fuchs) and the Fusión program, with the Mexican and Spanish consulates and the Huntington Library, to study the possibilities of interculturality. With the new center in California, there will be seven U.S. cities that have Cervantes headquarters: New York (1995), Chicago (1996), and Albuquerque (2000); Seattle, at the Aula Cervantes (2007); Boston, at the Observatory of the Spanish Language at Harvard University (2013); El Paso, with its new extension (inaugurated on June 23); and, soon, downtown Los Angeles, which is scheduled to open in 2022 with a budget of €1,158,740 (US$1.5 million).
“Our goal for the immediate future is to tackle more ambitious tasks with regard not only to culture but also to the teaching of Spanish language and to collaboration with Hispanicists, as well as with journalists and the media in our language,” explained García Montero.
Aperture Education has released a 2021 Back-to-School Guide designed to help teachers and administrators support students and families as schools resume. The Guide contains SEL information, resources, lessons, and activities that can be used to help teachers and students manage stress, strengthen SEL skills, and support student engagement.
“As we head into a new school year focused on learning recovery and acceleration—and hopefully returning to a sense of normal, we need all hands on deck to support students,” said Aperture Education CEO Jessica Adamson. “The resources in our Back-to-School Guide will help district leaders, teachers, and parents as they work together to support students’ wellbeing as school resumes.”
Resources and tips in the Guide include:
Strengthening Students’ Resilience
Getting Teachers and Students Back On-Track in 2021–22 with SEL
6 Ways to Build Strong Teacher-Student Relationships with SEL
Reduce Chronic Absenteeism with SEL
Manage Your Stress This Year With SEL
Manage Your Students’ Stress This Year With SEL
10 Social and Emotional Learning Activities for Grades K–8
10 Social and Emotional Learning Activities for Grades 9–12
Seen and Heard: 4 Examples of How to Incorporate Student Voice, Choice, and SEL
Supporting Schools, Educators, and Staff
Revitalize Student Engagement with an Inclusive, Supportive School Culture
8 Tips for Leading Highly Effective SEL Professional Development
SEL Funding: Using CARES Act and The American Rescue Plan Funding for SEL
Helping Families Build SEL at Home, including an SEL FAQ letter schools can share with parents SEL Resources for Families
The guide is broken into three sections: “Strengthening Students’ Resilience,” “Supporting Schools, Educators and Staff,” and “Helping Families Build SEL at Home” to help users easily find the types of resources they need depending on their role in the school or district.
In this eighth volume, the story of “a policeman and a drunk” in Rumi’s Masnavi-e-Manavi is discussed. This is the story of a drunk who is caught by a policeman and is asked to go to the police station. The policeman asks the drunk, “What have you taken?” and the drunk responds, “What is inside the bottle.” The policeman then asks, “What is inside the bottle?” and the drunk replies “What I have drunk.” These irrelevant answers continue by the drunk man and at the end, he says “You cannot expect logical answers from me since I am drunk, otherwise I would have been at work.”
This story obviously delineates one of the concepts we have introduced elsewhere (Tajeddin & Kamali, 2020) named misscaffolding. This is a type of scaffolding happening in classes through which the teacher tries to scaffold and correct the mistakes, but the learner misunderstands them. This mostly occurs because the learner is concentrating on the message while the correction considers the form. We exemplified this type of scaffolding where a learner has a mispronunciation of a word desert and the teacher tries to correct it but the learner corrects the plurality of it. See the following extract.
87. L1: Teacher! The Sahara deserts/dIzerts/or Sahara Desert/dIzert/?
88. T: No, desert/dIzert/
89. L1: No, deserts/dIzerts/or desert/dIzert/?
90. T: Desert/dIzert/ (Tajeddin & Kamali, 2020, p. 339)
Although the story of Rumi has a deeper message which is the prominence of love over logic, the one I described is the hidden message of this story for ELT teachers and trainers. Whenever teachers decide to scaffold or correct learners in the ELT classrooms, they should think about this poem and its applications in ELT and make sure that learners are paying attention before going for scaffolding. Then check the hypothesis created by asking the students some questions. That is why we proposed a new model for classroom interaction consisting of Initiation/ Response/ Feedback/ Uptake (IRFU) in which Uptake refers to students’ reaction to teacher’s correction and scaffolding instead of the classic classroom interaction pattern of Initiation/ Response/ Evaluation (IRE) or Initiation/ Response/ Feedback (IRF).
References:
Tajeddin, Z., & Kamali, J. (2020). Typology of scaffolding in teacher discourse: Large data‐based evidence from second language classrooms. International Journal of Applied Linguistics, 30(2), 329-343.
The Comanche Nation has begun enrolling students in the Comanche Academy Charter School in Lawton, Oklahoma. The charter school with include instruction in both English and the Comanche language Numunu. According to the Academy’s website, A Comanche-centered education combines the mind, body and spirit. The mind (cognition) cannot be separate from education for the body. The body is a vessel seen as a divine spirit. As a result, the education for mind and body is linked to education for the spirit. Therefore, a Comanche-centered curriculum appeals to the intellect, the humanity, and the spirituality in the learner. In order to make such an appeal, those in charge of teaching and learning must bear in mind that philosophy and thought as well as be convinced of the inherent intellectual capability, humanity, physical capability, and spiritual character of the learner.
An education process with such a firm moral foundation requires a corresponding quality plan of operation. Comanche-centered methods of education emphasize the mentoring, apprenticeship and sociopolitical learning. The content of the educational process includes those things that would help the learner to advance individually along with their families. The intent of this holistic process is to build and develop positive and healthy familial relationships.
The nation was awarded nearly $1 million to aid in the opening of the program, and the dual-language program is accredited by the Oklahoma State Department of Education.. Professional educators will utilize both Comanche (10%) and English (90%) in a dual-language program to teach and reinforce concepts and content. This model will provide a gradual learning process of English and Comanche to acquire proficiency in other subjects such as Math, Science and Social Studies while learning both languages. This approach will support the goals of language and culture revitalization while supporting language and math development.
School Leader Starla Bilyeu told ABC 7, “Death of the language is the dying of your culture as well so it’s a part of total revitalization of our tribal nations and as sovereign entities and to regain that strength and understanding within our own communities and our own tribes.”
“It’s a way to heal our people and to all the different nations and to heal them and provide a way that they can respect and learn about their culture and their history,” Bilyeu said.
The school is currently accepting students grades Pre-K to first, and plans on adding more grades in the future.
Language activists in India are calling for a new language to be added to the country’s list of 23 official languages: Tulu, a Dravidian language related to Tamil and Kannada. Recently, the movement to adopt Tulu as an official language of India has gained traction on social media, with more than 250,000 individuals sharing their support for the movement on Twitter in a month. The language, which is spoken by at least 1.8 million people, is mainly spoken in coastal regions throughout the southern states of Karnataka and Kerala.
The regions in which Tulu is spoken are often lumped together and informally referred to as Tulu Nadu; however, the language does not have a particularly prominent status, as it is not an official language and not widely used in education. While Karnataka students have the option to take their standardized exams in Tulu, very few actually do, according to a report from the Indian Express.
The language has been the subject of prior campaigns as well: In 2014, activists formed the organization Jai Tulunad in order to encourage the use of the language throughout the country. Last year, Jai Tulunad spearheaded another social media campaign with the hashtag #EducationInTulu to promote further use of the language in educational settings within the Tulu Nadu region.
Data on how many people speak the language can be difficult to collect because it is often lumped together with the Kannada language (although Tulu has its own script that was widely used throughout history, nowadays the Kannada script is more commonly used to write it), and as such, figures vary from source to source. Official data from the Indian census states that there are a little more than 1.8 million speakers; however, scholars of the Dravidian language family believe that speakers of Tulu outside the Tulu Nadu geographical area are recorded as speakers of Kannada rather than Tulu. Some estimates say the language has as many as five million speakers around the world.
The Crow Language Consortium (CLC) has received $10,000 through Humanities Montana’s Sustaining the Humanities Through the American Rescue Plan (SHARP) grant program. This rapid-response funding provides general operating support to the state’s museums, historic sites, and other humanities-focused nonprofits affected by the COVID-19 health crisis.
“This funding is vital for the Crow Language Consortium to continue its work supporting the Crow community and the Crow language. More importantly, American Rescue Plan funding through Montana Humanities and the National Endowment for the Humanities is instrumental in helping us and Montana’s other cultural organizations and institutions adapt our programming to continue to serve our communities safely,” said CLC in a press release.
The funds are part of the $1.9 trillion economic stimulus package, the American Rescue Plan, passed by Congress in March, to combat and recover from the economic impact of the COVID-19 pandemic. The American Rescue Plan allotted $135 million (.0071%) of the funds to go to the National Endowment for the Humanities (NEH) through the Strengthening the Humanities through the American Rescue Plan Act (SHARP) initiative, approximately $51.6 million of which was sent to fifty-six state and territorial humanities councils to redistribute to humanities nonprofit organizations in need.
The distribution of SHARP grants comes nearly a year after Humanities Montana distributed $419,080 in Coronavirus Aid, Relief, and Economic Security (CARES) Act funds.
“The success of Humanities Montana’s CARES Act grants taught us that Montana’s cultural institutions are resilient and essential,” Humanities Montana’s executive director Randi LynnTanglen said.
The House Committee on Appropriations has affirmed its support for implementing and providing funding for Seal of Biliteracy programs across the U.S. in its draft report for Labor, Health and Human Services, and Education appropriations for fiscal year 2022.
“The Committee recognizes that State Seal of Biliteracy programs, adopted and implemented in more than 80% of the States, enrich society by encouraging bilingual and multilingual education and demonstrating to employers and higher education institutions that students have attained proficiency in English and one other language,” reads the report, according to the Joint National Committee for Languages–National Council for Languages and International Studies (JNCL-NCLIS), which advocated for the statement.
If the language remains in the final draft of the report, JNCL-NCLIS said that the organization expects that this will deliver a message to state governments and local education agencies (LEAs) that “Congress values Seal of Biliteracy programs and supports efforts to augment English learners and heritage language learners in such programs.”
While the report would not necessarily have the power of law, JNCL-NCLIS appears optimistic about Congress’s displayed support for the Seal of Biliteracy programs.
“The Committee recognizes that ELs and heritage language learners lag behind world language students in attaining seals of biliteracy,” the report continues. “To that end, the Committee is strongly supportive of LEAs using funds available under the Elementary and Secondary Education Act (ESEA) for costs associated with seal of biliteracy benchmark proficiency assessments and final assessments for EL and heritage language learners.”
The report, which was released on July 14, includes other sections which the JNCL-NCLIS notes are victories for the group’s advocacy efforts. The report approves setting aside $3 million for the development of the Native American Language Resource Center and also includes strong support for investing in foreign language and cultural competency programs. Andrew Warner
Although several pundits tried to push the idea that the COVID-19 pandemic was the “great equalizer” early on in the pandemic, it’s become quite clear that these assertions were premature and perhaps overly collectivist judgments. Sixteen months into the pandemic, it’s no secret that there’s been a significant disparity in how the COVID-19 pandemic has affected different demographics in the U.S.—whether it’s those with limited English proficiency (LEP), deaf and hard-of-hearing residents, or racial minorities the COVID-19 pandemic has disproportionately affected.
New reports of the pandemic’s impact on marginalized communities continue to come out, each one adding a new dimension to our understanding of the ways in which COVID-19 has had especially intense effects on linguistic and racial minorities in the country.
In July, results from the U.S. Census Bureau’s experimental Household Pulse Survey (HPS), which focuses on exploring the impacts of COVID-19 on food security among U.S. residents, were released. The survey was conducted in both English and Spanish and found that Hispanic individuals who responded to the Spanish-language version of the survey were significantly more likely to have faced food insecurity during the last year than their counterparts who responded in English.
While a minority of Hispanic respondents to the survey responded in Spanish (just 21.4%), those who did were twice as likely to have experienced food insufficiency during the pandemic. In spite of this, those who responded in Spanish were not more likely to receive SNAP benefits, which statisticians at the Census Bureau attribute to potential language barriers preventing those with LEP from easily accessing public resources that could benefit them.
Another recently released report from the NWEA, exploring the impact of the pandemic on students’ learning outcomes throughout the U.S., also found that racial minorities were disproportionately affected by the pandemic. While students were shown to have made some gains in reading and math during the 2020–2021 school year, these achievements were significantly lower than in past years— American Indian and Alaska Native, Black, and Latino students were shown to have been more negatively impacted than their peers.
“We report the largest achievement declines for AIAN, Black, and Latinx students, and for students attending high-poverty schools. These declines are of greater magnitude in math than reading and for younger students,” reads the NWEA report. “All together, these results highlight that the COVID-19 pandemic impacted marginalized students more, and as a result, exacerbated pre-existing inequities in educational opportunities and outcomes.” Andrew Warner
This fall, many educators across the U.S. will be welcoming students back to brick-and-mortar classrooms for the first time in 18 months. Along with feeling excitement at resuming in-person learning, educators may simultaneously feel enormous pressure to quickly assess learning loss and fill in gaps, all while ensuring grade-level learning for all students. This fall, educators will face an unprecedented challenge. However, this may be even more difficult if educators fail to account for the unique challenges students faced throughout the pandemic. Some have missed friends, familiar routines, or major milestones, while others have experienced significant loss. Schools need to expect and prepare for students experiencing a wide range of emotions as they re-enter school. Now more than ever, educators must invest using social and emotional learning (SEL) to help students re-engage, reconnect, and develop school and classroom communities where all students feel recognized and valued as unique individuals.
Creating community and an authentic sense of belonging can be particularly challenging for educators of multilingual learners (MLLs). Multilingual learners make up a sizeable percentage of schools nationwide and are an incredibly diverse population. Since the start of the pandemic, MLLs have faced unique challenges. Immigrants in the U.S. are overrepresented in frontline industries, putting them at greater risk of exposure to COVID-19.
When schools closed their doors in the spring of 2020, immigrant households were less likely than nonimmigrants to have internet access, making it virtually impossible for students to participate in online classes, and many families of MLLs did not qualify for economic relief due to immigration status. Further, the pandemic continues to rage in countries around the world with limited access to vaccines, and many multilingual learners are concerned for family members who live abroad. MLLs have had to navigate language, cultural, and sociopolitical barriers while confronting the challenges associated with living through a global pandemic. It is incumbent upon educators to acknowledge the struggles MLLs faced throughout the last 18 months, along with the distinctive knowledge and strengths they bring to schools. Therefore, as we welcome back MLLs, it is critical that our SEL strategies are culturally responsive and relevant and align home and school cultures.
BEFORE SCHOOL STARTS Build Your Own Self-Awareness Before planning for the first days of school, educators need to take time to reflect and journal firsthand experiences from the last 18 months. Reflect on questions such as “How do I feel about returning to school this year?”, “What beliefs or biases might I hold about my students and their families around their experiences this year?”, “How will my beliefs and emotions affect the classroom environment and my teaching?”, “How will I manage difficult emotions when they arise during the school day?”, and “What does self-care look like for me?” Building self-awareness not only benefits the educator but it can also create more authenticity with students, which leads to a foundation of openness and trust upon which to build deep connection and learning.
Plan and Calendar Self-Care Caring for oneself is often counterintuitive for educators. Before students arrive, identify potential stress triggers as well as routines and activities that support stress release, respite, and joy. Caring for one’s own mental and physical health allows for better care of others. Calendar activities like exercise, family time, and other acts of self-care and be prepared to say no to invitations that may interfere.
THE FIRST TEN DAYS Learn and Use Names and Preferred Pronouns As quickly as possible, students and educators must learn each other’s names, how to pronounce them correctly, and preferred gender pronouns (name tags or desk tents are helpful visual supports). Using names the way they are used in the home affirms identity, honors culture, and demonstrates respect and care for the individual. Use names in a positive context as often as possible. As noted above, when building community, it is not only important for educators to know how to pronounce names correctly but also for the students. Students need to have the opportunity to learn and regularly practice classmates’ and teachers’ names correctly. Additionally, introduce students to administrators and support staff to reinforce that the educational community extends outside of the classroom.
Throughout the year: When students engage in a partner or group activity, invite them to begin by introducing themselves and/or to thank each other by name when concluding.
Greet and Go In many Latin American cultures and others throughout the world, individual greetings and goodbyes are common and expected and demonstrate acknowledgement and respect for others. Bring this to the classroom by greeting each student at the door by name as they enter and leave. This high-leverage, culturally responsive strategy is quick and easy to implement and has been shown to produce significant improvements in engaged academic time as well as reductions in disruptive behavior (Cook et al., 2018).
Teachers should start the year by greeting students at the door; however, after the first ten days, randomly select a student to greet classmates by name as they enter and leave the classroom. Assign students for one day or week as “greeter,” making sure all students get a turn. If a student is reluctant, assign a partner to greet with them. Greeting at the door is a small act that will help students learn each other’s names, build a sense of leadership, and continue to foster community. As the year goes on, encourage pairing using names with a gesture such as a high-five or fist-bump or a quick question such as favorite singer, color, season, food, etc.
Establish Shared Class Agreements A classroom is a community space that is shared by all who enter. Using schoolwide positive behavioral expectations or agreements as a guideline, work with students to build agreements that not only set clear expectations for classroom behavior but are culturally relevant and purposeful. “Building agreements” with students provide opportunities for students to express what abstract concepts like “respect” and “appropriate” look and sound like to them. It also gives an opportunity to intentionally model and teach agreements or expectations. Consider asking students, “How do you show respect in your family?”, “What might respectful behavior look like in the classroom?”, or “How can I, as the teacher, make sure you feel respected?” This is an opportunity to learn about students’ families and cultures, align home and school cultures, and create community where all feel honored and respected.
“Study” Your Students Make a concerted effort to get to know students and invest in building authentic relationships as the year begins. Use writing prompts to learn about your students’ interests and past schooling experiences. Even simple questions can offer insight about your students. Try “Where have you lived?”, “Where would you like to live in the future?”, “What makes you smile?”, or “What activities do you enjoy with your family or friends?”
Another option is to use Kyle Schwartz’s activity “I wish my teacher knew” to allow students to reflect on what they’d like to share about themselves.
Use the information shared by students throughout the year. To build authentic and trusting communities, students need to know educators value responses and who they are as humans, not just as students. Further, use the information to connect students to clubs, teams, or other extracurricular activities that may be of interest. For MLLs, it is important not just to mention opportunities but to introduce the students to the advisors and/or other students who participate.
Establish Predictable Routines As students return to school buildings this fall, the need for consistent, predictable routines has never been greater. Routines lower anxiety, as they help students know what to expect throughout the day. Create routines that allow not only for community building but also for individual processing and mindfulness. It is important to acknowledge that the cognitive load students will experience this fall may be much higher than in the past 18 months or pre-pandemic. Students may initially be exhausted adjusting to a more rigid schedule, COVID-related rules (masks, social distancing, single entry/exit, etc.), more people, and navigating complex social situations. In addition, MLLs may be more drained from spending a day speaking and learning in their nonnative language. Whenever possible, offer students choice in how learning tasks may be accomplished. Remember to think of learning and communication styles.
Along with choice, allowing students to participate in a group or complete a task in their native language is honoring of culture and offers relief from the strain of speaking and learning in a nonnative language all day. Create a quiet space in the classroom where students can go to sit quietly. This may include different seating (bean bags, unique chairs, pillows, etc.) and be a place where headphones are permitted.
Use self-awareness communication cards. Introduce small cards (3 x 5) that are green, yellow, and red. The cards communicate how an individual is feeling or willingness to interact while focused on a task with a visual cue.
Green—“I am upbeat and happy to talk one on one or in a group” or “please feel free to interrupt me if you need something.”
Yellow—“I am in more of a quiet mode, but glad to interact in small numbers” or “I am focused, but you may interrupt me if it’s important.”
Red—“I am in a quiet mood and prefer not to talk” or “I am focused. Please only interrupt me if its urgent.”
Students can pick up a card on their way into class or retrieve one during work time. To use, students place the cards on their desks to communicate current mood or availability. This system should be taught prior to use, and educators are encouraged to participate as well. This is an effective strategy to develop agency and self-awareness and a great visual support for MLLs.
THROUGHOUT THE YEAR SEL 3 Signature Practices The SEL 3 Signature Practices provide a practical way to promote connection, community, and student voice. The practices consist of welcoming or inclusion activities, engaging strategies or brain breaks, and optimistic or reflective closures. This set of practices from the Collaborative for Social and Emotional Learning (CASEL) is designed to intentionally incorporate SEL into daily routines. The welcoming/inclusion activity should bring every voice into the space at the beginning of the day or period. Engaging strategies are anchors of learning and should find an equilibrium between interaction and reflection. Engaging strategies may also include the use of brain breaks or transitions to support strategically regulating (up or down) the energy in the room. Optimistic or reflective closures reinforce learning and provide opportunity to connect with peers and reaffirm community. When carefully chosen, effectively facilitated, and thoughtfully debriefed, these practices help create an inclusive, language-rich, and equity-centered learning spaces.
2 x 10 Strategy This relationship-building strategy adapted from the book Connecting with Students (Mendler, 2001) can be used to deepen relationships with students throughout the year. To implement the 2 x 10 strategy, spend two minutes per day for ten days connecting with a student on something other than academics. Chat with them about sports, the weather, or anything that interests them.
Take an Asset-Based View Consider what will make this year unique and take an asset-based view of students and families. It is important to acknowledge that many MLLs did not have consistent exposure to academic English over the last 18 months. However, time spent in the home with family offered opportunities for students to broaden their vocabulary and expand literacy in their first language, which supports academic development in English. When focused on deficits and wondering how to help students “catch up,” reframe by intentionally seeking out and capitalizing on students’ strengths.
Welcoming students back to brick-and-mortar learning this fall will be exciting and challenging for students and educators. Intentional planning to help our students reconnect and re-engage will foster the best outcomes for all school communities.
Resources BEFORE SCHOOL STARTS Back-to-School Toolkit from Facing History
References Cook, C. R., et al. (2018). “Positive Greetings at the Door: Evaluation of a Low-Cost, High-Yield Proactive Classroom Management Strategy.” Journal of Positive Behavior Interventions, 20 (3), pp. 149–159, doi:10.1177/1098300717753831.
Hofstede, G., Hofstede, G. J., Minkov, M. (2010). Cultures and Organizations: Software of the Mind (3rd. ed.). New York, NY: McGraw-Hill.
Mendler, A. N. (2001). Connecting with Students. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).
Janna Moyer is a social–emotional learning (SEL) specialist for the Washoe County School District supporting districtwide SEL implementation. In addition to coaching teachers, she designs and facilitates professional learning for staff, presents at family and community workshops in both English and Spanish, and serves on district and statewide committees. Prior to her current role, Janna spent a decade teaching Spanish, English language development, speech and debate, and an SEL-based freshman seminar course at the high school level. She has lived and taught in Colombia, Argentina, and Uruguay.
Trish Shaffer is a passionate educational leader who believes all children and adults are capable, relational, and worthy—a guiding philosophy for her career. With a background in special and general education, ranging from pre-k to university learning, Trish brings a passion for helping students and adults not only succeed but thrive. Currently, she oversees a multitiered system of supports (MTSS), social–emotional learning (SEL), restorative practices, and behavioral health and management for Washoe County School District, a large district in northern Nevada. In addition to her “boots on the ground” experience, Trish has consulted and provided technical assistance for multiple schools and districts and has been a fierce advocate for policy enacting SEL in schools. Trish has been an invited TED Talk speaker, she has given multiple conference and event addresses, and she joyfully co-hosts a regular podcast discussing current research and practice regarding SEL, behavior, and restorative practices. Additionally, Trish was the 2013 recipient of the Mary Utne O’Brien Award for Excellence in Expanding the Evidence-Based Practice of Social and Emotional Learning.
August 9 commemorates the International Day of the World’s Indigenous Peoples. It is celebrated around the world and marks the date of the inaugural session of the Working Group on Indigenous Populations at the United Nations in 1982.
The 2021 commemoration of the International Day of the World’s Indigenous Peoples will focus on the theme “Leaving no one behind: Indigenous peoples and the call for a new social contract.” The 2021 commemoration of the International Day of the World’s Indigenous Peoples will feature an interactive discussion with two speakers on the distinct elements to be considered when building and redesigning a new social contract that is inclusive of Indigenous peoples—where Indigenous peoples’ own forms of governance and ways of life must be respected and based on their free, prior, and informed consent and genuine and inclusive participation and partnership.
The guest speakers will be James Anaya, who has taught and written extensively on international human rights and issues concerning Indigenous peoples, and María Fernanda Espinosa Garcés, an Ecuadorian scholar and diplomat who has held many leadership positions within the government of Ecuador, serving as minister of foreign affairs, minister of defense, and minister of cultural and natural heritage.
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