To be scrupulously fair, the last page of the document does list a handful of initiatives that appear to be intended to partner with underresourced populations (read, students of color), mainly in the form of tutoring or summer programs with intermediate or middle school students from specific schools (mostly charter schools), but they're all "helping" relationships, with a very clearly one-sided power dynamic, rather than equal partnerships where those with power spend more time listening respectfully and thoughtfully than they do speaking.
It's a fair point. Thanks for calling that out, aeh, you're probably right. I missed that last page in my zeal and am doing a re-read now!
When I read "knowledge development partnerships", I hear "knowledge download sessions", and I am quite skeptical about the value to these partners of tutoring. I may be mistaken. However, it feels like little imperialists going forth and awakening the ignorant... And the conference with peer schools: is that similarly affluent ones?
I may be particularly jaded tonight in my interpretations, but one of the key pieces of effective inter-cultural dialogue is striving for self-determination of the disadvantaged group, and reciprocity. As you say, leveling the power dynamic. They may be wonderfully sensitive and have good solutions in place, and I may be being unfairly demanding here.
I'll admit, I'm struggling to get over the ratio and sequencing in which this appears. In 20 pages, the last page is the only one which substantially touches people outside the school. It may be that those partnerships aren�t fully landed yet, so they�re being circumspect. Even if those few activities are totally altruistic and meaningful, the ratio still says a lot.
I am clearly an ornery grump tonight in want of a rant!
If those initiatives are meaningful, power to them.
