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Tag: education

  • Burkina Faso Home to Almost Half of Closed Schools in Central & West Africa

    Burkina Faso Home to Almost Half of Closed Schools in Central & West Africa

    • Opinion by Marine Olivesi (ouagadougou, burkina faso)
    • Inter Press Service

    Nearly one out of four schools country-wide are now out of service due to rampant insecurity and violence, which has forced close to two million people into displacement.

    On the eve of the high-level conference on Education in Emergencies, organised by the European Commission and the United Nations Children’s Fund in Brussels, the Norwegian Refugee Council together with the Education Cluster in Burkina Faso and the FONGIH, two umbrella entities representing 87 national and international organisations operating in the country, called for increased access to education for children left behind, whether they are internally displaced or live in enclaved areas.

    “Only about a quarter of the children driven out-of-school have been given new classrooms. The majority are left without access to education, robbing them of their childhood and of their chance to become independent adults and citizens,” said Hassane Hamadou, NRC’s country director in Burkina Faso.

    “The longer this situation drags on, the graver it becomes, the harder it will be to reverse this trend and protect their futures. The authorities in Burkina Faso as well as humanitarian and development organisations must urgently renew their efforts to stop this educational hemorrhage.”

    Out of eight schools, only two are operational in the blockaded town of Pama in the East region, one of the three regions with the highest number of school closures along with Sahel and Boucle du Mouhoun. Six teachers and a few volunteers are currently serving over 1,000 children in Pama.

    “For those of us who are still here, it’s a very personal decision to stay,” explained a teacher. “Education is a universal right, so we feel it’s our duty to carry on. But fear doesn’t go away easily. Often, we have to stop classes because we hear gunshots here or there.

    Threats loom large, and conditions are tough, but we can and must overcome challenges to assist children who never wished to be put in this situation.”

    Over 31,000 teachers have been affected by the education crisis nationwide, of which about 6,300 have been redeployed so far in schools hosting large numbers of internally displaced students. The reopening or relocation of around 300 schools since January marks a welcome step in the right direction.

    However, it is now crucial to increase the use of “double shifts approach” in operating schools, to set-up more classrooms wherever possible, and to accelerate the reassignment of teachers to new sites in displacement areas.

    This crisis has disproportionately impacted girls. A study conducted by Plan International revealed that girls are 2.5 times more at risk of being driven out of schools than boys in a crisis situation. Meanwhile, ongoing efforts to help teachers meet the growing psycho-social needs of students often traumatized by displacement and conflict must be sustained and increased nationwide.

    “Insecurity is a big part of why so many schools close, but food insecurity in the Sahel and East regions is also a driver of school dropouts,” said Tin Tua’s director, Yembuani Yves Ouoba. “Guaranteeing that schools and non-formal education centers provide meals and children are being fed are effective ways of keeping them in the system.”

    “We are witnessing an accelerating assault on education. Teachers are threatened and parents are frightened. Children are paying the heaviest price. When a child is not at school, he is more at risk of being exploited, being a victim of violence and trafficking, or even being recruited by armed groups,” said the Representative of UNICEF in Burkina Faso, Sandra Lattouf.

    “We welcome the effective partnership and collaboration with the Ministry of National Education, Literacy, and Promotion of National Languages, which is strengthening access to education in challenging contexts. We must act now to not lose the next generation and renew efforts to strengthen emergency and alternative education solutions.”

    Parties to the conflict must do more to protect school infrastructures from attacks and not occupy academic buildings. We welcome the upcoming inter-ministerial order to set up national and regional committees in charge of the implementation of the Safe School Declaration and hope they help make schools safe for all Burkinabè children.

      • At the end of February 2023, 6,134 schools were closed in Burkina Faso, a 44% increase since May 2022 (4,258). This represents 24% of all academic structures in the country. (Source: Ministry of Education’s statistical monthly report on Education in Emergencies from February 28, 2023)
      • Number of closed schools in other West and Central African countries due to insecurity: 3,285 in Cameroon, 1,762 in Mali , 1,344 in the Democratic Republic of Congo, 878 in Niger, 181 in Nigeria, 134 in Chad and 13 in Central African Republic (Source: Unprecedented School Closures Jeopardise the Future of Millions in West and Central Africa, NRC, UNHCR, UNICEF, Education Cannot Wait, March 2023).
      • The regions of Boucle du Mouhoun, East and Sahel in Burkina Faso are the most impacted by school closures and each hosts between 1000 and 1200 closed schools. (Source: Ministry of Education’s statistical monthly report on Education in Emergencies from February 28, 2023)
      • School closures impact 1,050,172 students as well as 31,077 teachers. 262,388 of these children have so far reintegrated a formal classroom. (Source: idem)
      • Girls are 2,5 times more at risk of being driven out of school than boys in a crisis situation according to a 2020 study conducted in Mali and Burkina Faso (Adolescent girls in crisis, voices from the Sahel, Plan International, August 2020)
      • Two schools out of eight are currently operational in Pama, with 6 teachers and 6 volunteers serving over 1,000 children. (Source: NRC interviews of teachers in Pama, March 2023)

    Marine Olivesi, is Advocacy Manager for Norwegian Refugee Council in Burkina Faso

    IPS UN Bureau


    Follow IPS News UN Bureau on Instagram

    © Inter Press Service (2023) — All Rights ReservedOriginal source: Inter Press Service

    Global Issues

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  • After derailment, toxic burn, student-athletes seek normalcy

    After derailment, toxic burn, student-athletes seek normalcy

    EAST PALESTINE, Ohio — On the surface, everything looks normal.

    There’s the East Palestine High School baseball team learning the finer points of baserunning at one edge of Reid Memorial Stadium. At the other, a handful of sprinters dart through the mild March air, the blue parachutes attached to their waists mushrooming behind them as they pick up speed.

    Same as it ever was at East Palestine as it transitions from winter to spring sports. Only, not really.

    A little over a mile east of the small school — student population 285 — tucked near the Pennsylvania state line, cleanup crews are still dealing with the aftermath of the Feb. 3 train derailment. While no one was hurt, concerns over a potential explosion led state and local officials to approve releasing and burning toxic vinyl chloride from five tanker cars that forced the evacuations of half the village and closed schools for a week.

    More than a month later, the cleanup is ongoing. The legal wrangling over who to blame just starting.

    Workers in reflective yellow vests are everywhere you look. There are road closures and a seemingly never-ending series of press conferences and photo ops by state and federal officials, the CEO of rail operator Norfolk Southern, and politicians, including former President Donald Trump. Not to mention all kinds of interlopers — from media to attorneys to environmental activists — who have come to poke and prod a community that wouldn’t mind simply getting on with things.

    “Sometimes it’s like no offense to you guys, but like, when are we going to have our privacy back?” high jumper Mia Lee, who is a senior, told The Associated Press.

    While the dark noxious plumes from the accident are gone, a sense of uncertainty remains.

    Residents worried about lingering environmental and health impacts, and symptoms such as headaches and rashes, are being told their air and water are safe. Yet that hasn’t stopped the spread of what East Palestine athletic director Dwayne Pavkovich describes as “fearmongering” that has disrupted the school’s crowded spring sports schedule.

    Nearly a dozen schools have pulled out of the series of invitational track meets East Palestine hosts. While Pavkovich stressed he’s not criticizing any school that opts not to come, he also pointed out that the school has provided a link to the results of the Environmental Protection Agency’s daily air, water and soil tests in an effort to allay health concerns.

    On Wednesday, the high school hosted a panel of scientific and health experts, and invited all of the local school districts. Pavkovich described it as a “proactive approach” in hopes of enticing more teams to compete.

    When asked by administrators at other schools what they can do to help, his answer is simple: Come and play us. Give our athletes — particularly seniors who didn’t have a spring sports season as freshmen because of the COVID-19 pandemic — the same opportunities as everyone else.

    “We want to create as much normalcy as possible,” he said.

    It’s telling of the importance of athletics to East Palestine’s identity that none of the school’s spring sports lost a single player in the aftermath of the derailment.

    For Owen Elliott, a golfer during the fall and a center — all 5-foot-10 of him — on the basketball team during the winter, these three months of baseball season represent the end of his competitive athletic career. An apprenticeship to become an electrician awaits the high school senior.

    While Elliott believes East Palestine might not be the cleanest place in the world at the moment, he also doesn’t have much of a choice. He can’t tell you how safe it is. He can tell you this is his last chance to stand on a field next to his friends before the next chapter of his life begins.

    “I want to play as many games as I can,” said Elliott. His final baseball season will begin Monday when East Palestine hosts Wellsville High at a turf field 5 miles (8 kilometers) up the road — and typically upwind — of the cleanup that is still likely months from being completed.

    It’s much the same for Lee, a two-time state qualifier in the high jump who is looking to make it three in her spring season. She’s grateful for the opportunity to say goodbye the right way.

    It’s an opportunity she wasn’t afforded at the end of basketball season when her Senior Night ceremony was wiped out by the school closure after the derailment. She hoped for another chance when the Bulldogs earned the right to host a playoff game, but their opponent opted to forfeit rather than travel to East Palestine.

    “I understand they were scared,” said Lee, who had her Senior Night ceremony tucked into a boys’ basketball game. “But if we’re able to come to school that entire week and live here and, you know, everyone’s still here, I think they should have been able to come for a couple of hours to play a game.”

    Her family moved into a house alongside the train tracks four years ago, 1.6 miles (2.6 kilometers) away from the derailment. She grew so used to the constant rumble of passing trains that she long ago tuned it out.

    Until Feb. 3 anyway. Now, whenever she hears a big “thud” she reflexively heads to the window to check things out.

    Being at the track — even if it’s bartering with her coach in an attempt to get out of running — allows Lee to turn her focus away from everything else. The familiar rhythms of practice and the laughter of Lee’s teammates make it easy to forget — for a couple of hours anyway — about the recently installed air quality monitor attached to a pole just outside the stadium, and the uncertainty of what comes next.

    “Mentally, I’m fine,” Lee said. “But like if they said my season was cut, that would affect me. But nothing’s going on right now. I think I’m OK.”

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  • Denver high school shooting suspect dead, coroner confirms

    Denver high school shooting suspect dead, coroner confirms

    DENVER — A body found in the Colorado woods near an abandoned car was that of a 17-year-old student accused of wounding two administrators in a shooting at his Denver high school, a coroner’s office said.

    Park County Sheriff Tom McGraw said the body was discovered Wednesday not far from the student’s car in a remote mountain area about 50 miles (80 kilometers) southwest of Denver, near the small town of Bailey, in Park County. The town had been ordered to shelter in place while while officers from a number of agencies including the FBI combed the forest.

    Earlier in the day, Denver police identified the suspect as Austin Lyle. The Park County coroner’s office confirmed in a Facebook post that the body was that of Lyle’s. Cause of death wasn’t released, pending the completion of an autopsy.

    The shooting occurred at East High School in Denver, not far from downtown, while two administrators searched Lyle for weapons, a daily requirement because of the boy’s behavioral issues, authorities said. Lyle fled after the shooting.

    It occurred at a school shaken by frequent lockdowns and violence, including the recent killing outside the school of a classmate that prompted East High School students to march on the Colorado Capitol earlier this month. Parents who converged on the 2,500-student campus on Wednesday voiced frustration that officials had not done enough to protect their children.

    “I am sick of it,” said Jesse Haase, who planned to talk with her daughter about taking her out of classes for the rest of the school year.

    Amid the flurry of criticism over lax security, Denver school officials said after the shooting that they would once again put armed officers into the city’s public high schools.

    There were no school resource officers on campus at the time of Wednesday’s shooting, said Denver Police Chief Ron Thomas.

    The shooting happened just before 10 a.m. in an office area as Lyle was undergoing a search as part of a “safety plan” that required him to be patted down daily, officials said.

    The gun used in the shooting was not immediately recovered, Thomas said.

    One of the wounded administrators was released from the hospital Wednesday afternoon and the second was in serious condition, said Heather Burke, a spokesperson for Denver Health hospital.

    Hundreds of students on March 3 skipped class and marched in support of stricter gun laws following the death of Luis Garcia, 16, who was shot while sitting in a car near East High School.

    In June 2020, amid a summer of protests over racial injustice following the murder of George Floyd, Denver Public Schools became one of the districts around the US that decided to phase out its use of police officers in school buildings. That push was fueled by criticism that school resource officers disproportionately arrested Black students, sweeping them into the criminal justice system.

    After Wednesday’s shooting, two armed officers will be posted at East High School through the end of the school year, and other city high schools also will each get an officer, said Denver Public Schools Superintendent Alex Marrero.

    In a Wednesday letter to the city’s Board of Education, Marrero said his decision violated district’s policies but added he “can no longer stand on the sidelines.”

    “I am the leader of this district who is charged with keeping our scholars and staff safe every day,” he wrote. The school board said it supported the decision.

    Gun violence at schools has become increasingly common in the U.S. with more than 1,300 shooting incidents recorded between 2000 and June 2022, according to government researchers. Those shootings killed 377 people and wounded 1,025, according to a database maintained by the researchers.

    Students from East High School had been scheduled to testify Wednesday afternoon before the Colorado Legislature on gun safety bills.

    “This is the reality of being young in America: sitting through a shooting and waiting for information just hours before you’re scheduled to testify in support of gun safety bills,” said Gracie Taub, a 16-year-old East High School sophomore and volunteer with Students Demand Action in Colorado.

    Lyle transferred to East High School after being disciplined and removed from a high school in nearby Aurora last school year because of unspecified violations of school policies, said Cherry Creek School District spokesperson Lauren Snell.

    Marrero said safety plans for students are enacted in response to “past educational and also behavioral experiences,” adding that it’s a common practice throughout Colorado’s public schools. Officials did not give further details on why Lyle was searched daily.

    But daily pat downs are rare, said Franci Crepeau-Hobson, a University of Colorado Denver professor specializing in school violence prevention.

    “Clearly they were concerned,” said Crepeau-Hobson. “I can’t imagine they’d do that if there wasn’t a history of the kid carrying a weapon.”

    Safety plans often follow threatening or suicidal behavior from a student, said Christine Harms with the Colorado School Safety Resource Center.

    In response to the shooting, White House press secretary Karine Jean-Pierre repeated President Joe Biden’s calls for stricter gun laws, including bans on assault-style weapons and high-capacity magazines, and for Congress to “do something” on gun control.

    Wednesday was also the second anniversary of 10 people being shot and killed at a supermarket in Boulder, Colorado.

    ___

    Associated Press reporters Sarah Brumfield in Silver Spring, Maryland, and Matthew Brown in Billings, Montana, contributed to this report.

    ___

    Bedayn is a corps member for the Associated Press/Report for America Statehouse News Initiative. Report for America is a nonprofit national service program that places journalists in local newsrooms to report on undercovered issues.

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  • Shift in San Francisco politics serves as warning from Asian American voters to Democrats in 2024 | CNN Politics

    Shift in San Francisco politics serves as warning from Asian American voters to Democrats in 2024 | CNN Politics



    CNN
     — 

    Allene Jue used to vote in a simple, rapid manner – scan the names on the ballot and pick the Asian sounding names.

    That was before 2020.

    “Something turned on during the pandemic and lit a fire,” said Jue, a Chinese American mother of two girls, ages 3 and 5, living on the west side of San Francisco. Throughout the pandemic, Jue watched as violent hate crimes against Asian Americans brought fear to the community with not enough response from local law enforcement or prosecutors. As the school closures wore on and on in California, Jue saw her local school board discuss progressive policy issues like renaming schools ahead of focusing on simply returning students to the classroom.

    Jue, who generally considers herself a Democrat, recalled her anger at liberal local politicians.

    “They care about policies that don’t really help someone who just lives in the city and just want to be safe, who wants their kids to be educated well,” she said. “They forgot the core problems for regular people. I wanted to do something to try to change and take that power back. It was fear and frustration, a lot of frustration, that I turned into action.”

    Her involvement began with stuffing envelopes for recall campaigns against the district attorney and several school board members and then grew – she even appeared in Chinese language campaign ads for a moderate Democrat running for city supervisor.

    It was a political awakening replicated to varying degrees by other Asian Americans in San Francisco, resulting in a series of political upheavals in one of the United States’ most progressive cities – including a moderate White man unseating a progressive Chinese American incumbent for supervisor of the majority-Asian American Sunset District

    California activists warn that these shifts in the politics of San Francisco – a place that has long been a beacon for progressives – are a signal to national Democrats ahead of 2024 that the party needs a course correction with the fastest growing racial group in the US – Asian Americans.

    “I see this frustration with the direction of the party,” said Charles Jung, a civil rights attorney and local Bay Area advocate. “Asian Americans feel like Democrats are focused on the wrong things, that they’ve let ideology run amok. If Democrats don’t redouble their efforts to focus on core Democratic issues, they will lose people of color over time.”

    Supervisor Joel Engardio, a gay married man who by most national standards is a liberal, describes himself as a moderate in San Francisco. And he is quick to criticize the word “progressive.”

    “To me, progressive is forward thinking, moving into the future and building a better city,” said Engardio from his San Francisco City Hall office. “For too long, we have not followed that definition of progressive. Progressive is a city that works and functions and builds toward the future.”

    Engardio unseated a Chinese American incumbent last year, becoming the first non-Asian supervisor to represent the majority Asian American district in more than 20 years. He campaigned on removing roadblocks for small businesses, putting more police officers on the streets, and using merit-standards for public schools. He said his supervisor race, while close, sends a broader political message about the limits of liberal ideology.

    “We should all pay attention that San Francisco, the most liberal place in America, is saying enough. We want safe streets. We want good schools. That should tell anyone – pay attention,” said Engardio.

    CNN national exit polls do show the pendulum shifting among Asian American voters in recent elections. In 2018, during the Donald Trump presidency, Asian Americans overwhelmingly supported Democrats by 77% vs. Republicans at 23%. In 2022, Asian Americans remained supportive of Democrats, but that preference slid 58% vs. Republicans at 40%.

    That’s a significant shift, warns Jung. “You saw a substantial double-digit erosion of support from Asian Americans from this midterm election to 2018. And incidentally, it’s not just Asian Americans, you saw the same thing among Hispanic voters,” he said. “I think if Democrats don’t redouble their efforts to focus on core democratic issues, they will lose people of color over time.”

    While Asian Americans may be thought of as a Democratic constituency, Jung warns recent history shows that wasn’t always the case.

    CNN’s historical exit polls on congressional vote choice show Asian American voters were closely divided or tilting toward Republicans in the 1990s. But since 1998, they have generally leaned toward the Democratic Party, by varying margins.

    Erosion among Asian and Latino voters, said Kanishka Cheng of grassroots community building organization Together SF, is explained by Democrats forgetting the core values for immigrant communities.

    Kanishka Cheng is the founder of community building organization Together SF and Together SF Action, whose mission includes fighting against crime, homelessness and high housing costs through change at San Francisco's city hall.

    “Democrats have a really hard time talking about public education and public safety,” said Cheng. “That’s the common denominator between the Asian and Latino community – we are immigrant communities. We came to America for stability and opportunity. Public safety and public education are the things that give us stability and opportunity. We need education and we need to feel safe.”

    Engardio said that message came through loud and clear as he knocked on “14,000 doors, talking to voters. My advice is to talk about what they need, and actually, listen.”

    Listening to Asian American voters is the work that Forrest Liu continues in the Sunset District as 2024 approaches. A former Bay Area finance worker, Liu left the business world and became an Asian community advocate to fight hate crimes targeting Asians.

    Liu spends his day conducting field interviews to try to understand the political shift that took place among San Francisco’s Asian voters, because Liu believes it’s predictive of what will happen in the upcoming national elections. “I want to understand why they made the decisions they made last year and what they want moving forward. And what we should be advocating for,” said Liu.

    What he’s learned so far, he said, is the community is far savvier than politicians may think.

    “There are some politicians out there who are like, ‘Let me get in a photo with some Asian people. Let me walk through Chinatown, shake hands with a few Asian community leaders and that’s it. I got the Asian vote,’” said Liu. “No. You actually need to be in tune with what this demographic needs.”

    Liu said the political discontent that led to Engardio’s victory remains, even as publicity around “Stop Asian Hate” may have faded.

    “‘Why should I feel unsafe?’ I would say that’s the summary of the emotion of the people I’m interviewing. They still feel unsafe.”

    You hear three languages spoken in Jue’s house – English, Mandarin and Cantonese. Her 5-year-old daughter, Eloise, is in a Cantonese immersion kindergarten, though she also speaks Mandarin. Lucille, 3, speaks Mandarin to her parents. Jue flips from one language to the next, a product of the multilingual public schools in San Francisco.

    “I’m a public school kid, from kindergarten all the way to college,” she said. “There is a common background from my core group – children of immigrants who went through public school.”

    Work hard, strive for educational success, and build a safe community – that’s what Jue and her generation grew up seeking.

    The effects of the pandemic began to crack into all those core values. The attacks targeting Asian American – which spiked 567% from 2019 to 2021 in San Francisco – worried Jue.

    07 Asian American Voters Allene with Kids

    “I’m Asian, my family’s Asian. If I have to worry about just stepping out to run an errand, I think that’s a huge problem and I can’t live in a city like that,” she said.

    Amid those concerns in 2021, Jue noticed the school board vote to rename 44 schools whose names were linked to former presidents like Abraham Lincoln, stating the names were linked to “the subjugation and enslavement of human beings/ or who oppressed women.”

    The school district at that time still had shared no public plan for reopening schools.

    Jue, juggling working at her tech job and raising kids about to enter pre-school, was incensed.

    Jue was among the Asian Americans in San Francisco who rolled out recall actions first against the school board, recalling three members. Jue then helped the successful effort to recall San Francisco District Attorney Chesa Boudin, which a majority of the west side Asian communities backed.

    Last November, Jue volunteered for her neighboring district’s supervisor race – where Engardio successfully challenged the Sunset district’s sitting city supervisor. She was featured in two Mandarin and Cantonese campaign ads.

    Like many political shifts, Jue said the Sunset District was driven by discontent. And Jue said that discontent, while felt most profoundly in her city, is not limited to San Francisco.

    The self-described socially liberal-fiscal conservative said while she is a registered Democrat, she struggles with the current state of the party entering 2024. “I don’t think they’ve gotten those basics down yet, like crime and education,” said Jue. “I know of folks that have traditionally voted Democrat that are now voting Republican because they do not feel that the Democratic Party is representing them.”

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  • How frustrated parents of Los Angeles students are getting creative managing their children while school is out | CNN

    How frustrated parents of Los Angeles students are getting creative managing their children while school is out | CNN



    CNN
     — 

    Tucked into a small art studio at a California university, Sea Krob took their 3-year-old and 7-year-old to graduate school with them because they didn’t have a daycare option this week.

    They are one of the parents of the half-million students who are out of school for three days because of the Los Angeles Unified School District school worker strike.

    “It’s really frustrating that the one thing that was supposed to be dependable is not,” Krob, 32, told CNN. “And it’s not because the workers are striking, but it’s because LAUSD would rather make time to find volunteers and make plans for our kids not to be in school than just meet the needs of the people that they’ve employed.”

    The stakes are high for school workers, including bus drivers, custodians and other support staff represented by Service Employees International Union Local 99 asking for more equitable wages, more work hours and more staffing to provide better student services.

    It is the same district that shut down for a six-day strike in 2019, when teachers went to the picket lines to fight for smaller class sizes, more staff and an increase in wages.

    This strike has left parents scrambling to find childcare, many cobbling together creative solutions to keep their children on track with school, while also working their full-time jobs.

    For Krob, that’s meant notifying individual professors of their situation and asking if they can bring their two children with to classes. Krob is a full-time graduate student pursuing art at California State University, Long Beach.

    “My partner is out of sick days for the year already – it’s March – so I am on the whims of whatever professor I have to have my kids come with me,” they said.

    For safety and liability reasons, Krob cannot take their children into the art lab where they work, so they had to forgo their lab hours this week, they said. Instead, they are getting creative with how they spend time during the strike and borrowing art supplies from a university office.

    “I just stretched out a big piece of paper so that we could color on it for the three days and make art, hang out and do our best,” they said.

    Krob commutes on public transit two hours each way to get to the university from their Los Angeles home. It’s been an extra challenge doing that with their two children in the pouring rain this week.

    What frustrates Krob, who supports the staff on strike, is that the resources for parents are through the school system, which is shut down, they said. They wish there was more support for parents.

    “I think that the people who are striking are totally within their right and they should be able to engage in a strike and parents still have resources to be able to take care of their kids, and that shouldn’t be cut off.”

    Sandra Colton-Medici, an online business entrepreneur, has two children in two different situations: Only one of them gets to go to school this week.

    Her 5-year-old daughter attends kindergarten at a LAUSD school, while her 3-year-old attends some classes at a private school.

    Sandra Colton-Medici smiles with her two children, aged 5 and 3.

    “I had to wake up both of them and say, ‘One of you is going to school and the other one is not,” Colton-Medici said. “That was a little bit difficult for one to say, ‘But what do you mean I’m not going to school?’”

    Her 5-year-old didn’t understand that her teachers and support staff are marching outside the school, but they aren’t in school today, she said. The 44-year-old broke it down into simple terms to explain the strike to her children.

    “The teachers and the support staff there, they’re going to talk to their employer, their boss, to say we need more to take care of ourselves,” Colton-Medici said. “In order to do that, they have to take a break from school.”

    In a moment of innocence, she says her oldest daughter asked, “‘So do they need money? I have money in my coin purse.’”

    Her daughter’s teacher provided informational and educational packets to do at home and Colton-Medici is doing her best to act as a fill-in educator – all while running her business from home.

    “If I had to grade myself with how I’m dealing with their time off from school and me balancing that thing that people call work-life balance, I would probably say I’m giving myself a 10 for effort and like a six for like completion,” she said. “I know that there’s going to be something that I’ve missed.”

    Colton-Medici’s husband is working in the office, but he stayed at home Tuesday morning to care for their older daughter while she took their toddler to her school. She’s grateful she can also call on her mother if she needs backup childcare, especially since she said there was enough advance notice of the strike to make plans.

    “I know by Thursday, in a few days, it might be a little overwhelming, especially since I do run my own business from home,” she said.

    Thousands of Los Angeles Unified School District teachers and SEIU members rally outside the LAUSD headquarters in Los Angeles on Tuesday.

    Colton-Medici said she feels for the support staff when she sees them ushering kids into school, walking them to the nurse or giving them a hug at the end of the day. She knows that some of those staffers work as crossing guards and have double duties.

    She said it’s important to support the people on strike and make sure they are valued. She reminds people that some of these support staffers also have children in school, some of whom may be at home because their parents are on strike.

    “Yes, we are pseudo inconvenienced, but how do you get inconvenienced by your own child?” Colton-Medici said. “I’m just trying to be better, trying to be more of an educator today, in addition to being able to hug my kids because I think that’s really important too.”

    While the strike is inconvenient for parents in the district, Wade Armstrong says he and his wife have the flexibility to make it work with their son, Declan, being out of school.

    “We’re really lucky because my wife and I, we both work at home,” Armstrong, 47, told CNN. “It’s not such a big impact in terms of we have to find child care and stuff like that, which some of our friends do have to do.”

    Yet, the parents are concerned because of the learning time that’s lost for all children during the strike.

    “It’s annoying and we’re sad to see the learning loss for our kids,” Armstrong said. “It’s really coming on the heels of the holidays and with spring break coming up soon, it really feels like we’ve barely even had a spring semester.”

    Their son is a fourth grader, but this isn’t the first time the 9-year-old has been affected by a strike. He was in kindergarten during the 2019 LAUSD strike.

    The previous strike was tougher for the Armstrongs to deal with, as neither of them were working from home and they needed child care. This time around, their son is older and more self-sufficient.

    Armstrong said the materials sent home from school aren’t directly related to what’s going on in the classroom, so he’s focusing more on spending time with his son and having some of Declan’s friends over to help other parents.

    Wade Armstrong and his son, Declan, play with their dogs while Declan is at home on a school day due to the LAUSD strike.

    While Armstrong said he’s “disappointed” that the district and the union couldn’t reach a resolution, he understands why so many staffers are on the picket lines.

    Armstrong said his son talks fondly about classroom aides who help special needs students, and they make time to help the whole class with projects. Cafeteria workers are also doing admirable work, especially after feeding so many children during the pandemic, he said.

    “There’s a lot of the aides and staff in our schools who really aren’t getting paid much at all and I know how essential they are from what my son tells me about his days in school,” Armstrong said. “I hope they get paid.”

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  • DeSantis to expand ‘Don’t Say Gay’ law to all grades

    DeSantis to expand ‘Don’t Say Gay’ law to all grades

    The administration of Florida Gov. Ron DeSantis is moving to forbid classroom instruction on sexual orientation and gender identity in all grades

    ByANTHONY IZAGUIRRE Associated Press

    TALLAHASSEE, Fla. — TALLAHASSEE, Fla. (AP) — Florida Gov. Ron DeSantis ‘ administration is moving to forbid classroom instruction on sexual orientation and gender identity in all grades, expanding the controversial law critics call “Don’t Say Gay” as the Republican governor continues a focus on cultural issues ahead of his expected presidential run.

    The proposal, which would not require legislative approval, is scheduled for a vote next month before the state Board of Education and has been put forth by state Education Department, both of which are led by appointees of the governor.

    The rule change would ban lessons on sexual orientation and gender identity from grades 4 to 12, unless required by existing state standards or as part of reproductive health instruction that students can choose not to take. The initial law that DeSantis championed last spring bans those lessons in kindergarten through the third grade. The change was first reported by the Orlando Sentinel.

    DeSantis has leaned heavily into cultural divides on his path to an anticipated White House bid, with the Republican aggressively pursuing a conservative agenda that targets what he calls the insertion of inappropriate subjects in schools.

    Spokespeople for the governor’s office and the Education Department did not immediately return an emailed request for comment.

    Last year’s Parental Rights in Education Act drew widespread backlash nationally, with critics saying it marginalizes LGBTQ people and their presence in society.

    DeSantis and other Republicans have repeatedly said the measure is reasonable and that parents, not teachers, should be broaching subjects of sexual orientation and gender identity with their children.

    Critics of the law say its language — “classroom instruction,” “age appropriate” and “developmentally appropriate” — is overly broad and subject to interpretation. Consequently, teachers might opt to avoid the subjects entirely for fear of being sued, they say.

    The law also kicked off a feud between the state and Disney, one of the state’s largest employers and political donors, after the entertainment giant publicly opposed the law and said it was pausing political donations in the state.

    At the governor’s request, the Republican-dominated Legislature voted to dissolve a self-governing district controlled by Walt Disney World over its properties in Florida, and eventually gave DeSantis control of the board. The move was widely seen as a punishment for the company opposing the law. The board oversees municipal services in Disney’s theme park properties and was instrumental in the company’s decision to build near Orlando in the 1960s.

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  • How preservice teachers argue about controversial issues

    How preservice teachers argue about controversial issues

    Newswise — Mandatory vaccination, climate change, energy transition: topics at the interface between science and society are often controversial. Science teachers should teach their students to engage with such topics in a differentiated way so that they can make informed decisions and take responsibility. But how well can the future teachers do this themselves? Dr. Nina Minkley from the Behavioural Biology and Biology Education group at Ruhr University Bochum, Germany, together with Professor Moritz Krell and Dr. Carola Garrecht from the Leibniz Institute for Science and Mathematics Education in Kiel, investigated this question with 76 prospective biology teachers. The team’s conclusion: the structural complexity of their argumentation was good. In terms of content complexity, however, they could include a broader range of content areas and perspectives in their argumentation. The researchers report in the International Journal of Science and Mathematics Education of 15. March 2023.

    Should there be a mandatory vaccination against COVID-19?

    The topic of the argumentation that the 76 participants wrote down as part of the study was a possible mandatory vaccination against COVID-19. The study took place in spring 2021, at a time when there was still a shortage of vaccine, but mandatory vaccination was already being discussed.

    On the question of whether there should be a mandatory vaccination against COVID-19, the participants positioned themselves in different ways. “In terms of the structural complexity of their argumentation, they reached a relatively high level and justify their position with several arguments. Around a third even included possible counter-positions in their own argumentation,” reports Nina Minkley.

    Content complexity is only reflected to a limited extent

    However, it was also noticeable that the participants were less confident regarding the content complexity, that is, the consideration of different content areas such as politics, ethics, and social sciences. Here, the participants only considered two of the possible six content areas on average.

    “We also found that those who supported mandatory vaccination most often referred to scientific and ethical arguments, such as protecting others. They rarely used political arguments. Those who argued against mandatory vaccination were slightly less likely to argue with scientific and ethical reasons, but referred much more to political arguments,” says Nina Minkley.

    The researchers recommend that the ability to argue about issues at the interface between science and society should be better embedded in the training of future teachers. “There are many perspectives on such issues, and ideally teachers should be exposed to the full breadth in order to be able to teach this skill to their students, too,” the team says.

    Ruhr-Universitat Bochum

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  • Teens Heal Differently Than Adults After Concussion

    Teens Heal Differently Than Adults After Concussion

    March 22, 2023 — Layla Blitzer, a 17-year-old high school junior in New York City, was playing field hockey for her school last October and was hit hard by the ball, right above her eye.

    She sustained a serious concussion. She’s also had neck issues and headaches for the last 4 months. “They’re so severe I still need physical therapy for them,” she said.

    At first, the staff at the opposing high school where she was playing didn’t realize she had a concussion. “Even the referee said, ‘You’re not throwing up, so you’re fine,’” Allison Blitzer, Layla’s mother, said. 

    It was soon clear that Layla wasn’t “fine.” She consulted with a school-referred neurologist who diagnosed the concussion. 

    Similar Symptoms, Different Severity

    David Wang, MD, head team doctor at Quinnipiac University in Hamden, CT, said concussion symptoms — such as headaches, dizziness, visual disturbances, light and sound sensitivity, mood and cognitive problems, fatigue, and nausea — are similar between adolescents and adults. 

    “But the symptom scores and severity are higher in adolescents, compared to younger kids and adults,” he said.

    Moreover, the recovery time is longer. 

    “The effects of an adult concussion, especially in men, may be around 7 days, but 3 to 4 weeks isn’t unusual in teenagers, and it can be even longer in female teens,” Wang, who is the director of Comprehensive Sports Medicine in Connecticut, said. 

    The severity of symptoms, and how long they last, in teens “has to do with their stage of life because adolescents are going through puberty and in a rapid evolution phase, biologically, and are not neurologically mature,” he said. “The changes going on in their bodies may make them more vulnerable to the impact of a concussion, compared to younger children and adults.”

    Similar to patterns found in adult women compared to men, girls tend to have more severe symptoms and a longer recovery, compared to boys — something Allison Blitzer was surprised to learn. Her older son has had sustained two concussions playing sports in high school, but after a couple of weeks, “he was fine and back at it.” Layla’s symptoms were more severe and long-lasting.

    One of several possible reasons for the sex differences in concussion is that females generally have less neck strength, Wang said. Weaker neck muscles allow for more head acceleration following a blow, which results in greater forces to the brain. 

    Working With a Teen’s Recovery Time

    Layla attempted to go to school 3 days after the concussion, but “it didn’t go well,” she said. The bright classroom lights disturbed her eyes. And most of the instruction was digital, on a computer or a projector, and too much screen time causes eye strain and headaches following a concussion. 

    “I couldn’t look up and I couldn’t do any of the work my class was doing,” Layla said. The noise stimulation in the lobbies, cafeteria, and elsewhere was overwhelming, too, so after 2 weeks, she stopped going to school.

    Because Layla has several siblings, her home wasn’t consistently quiet either, so she isolated in her room.

    “I fell behind in work,” Layla said, despite help from a concussion specialist who arranged with the school so Layla could have a reduction in workload, breaks, and extra time to complete assignments and exams.

    Even after a few months, Layla was unable to keep up with her schoolwork. The school was “super supportive,” she said, but still didn’t understand how extensive her recovery time would be.

    “It seemed like I was expected to be fully better much quicker. And although I’ve been improving, it’s almost 5 months since the injury and we’re in the middle of midterms, but I can’t take them because I’m still behind on my work,” Layla said.

    In addition to headaches and memory issues, Layla experienced prolonged fatigue, which was worsened because of insomnia. The neurologist gave her medication for sleep, which helped the fatigue, but the headaches continued.

    Finally, Layla consulted another specialist who was able to localize exactly where the headaches were coming from. He prescribed highly targeted physical therapy, which Layla attends twice a week.

    “PT has been the most helpful for me and I’m finally beginning to catch up on my work, even though I’m still behind,” she says.

    A recent analysis of eight studies (including almost 200 participants) looked at the effectiveness of physical therpay for post-concussion symptoms (such as headaches) in adolescents. 

    The researchers found evidence that physical therapy is effective in treating adolescents and young adults following a concussion, and that it may lead to a quicker recovery compared to complete physical and cognitive rest, which are traditionally prescribed. 

    Return to sports cannot be rushed, Wang said, not only because the person is still recovering and might not be “on top of their game” but because a second injury can be more harmful during recovery time.

    “We call this “overlapping concussion syndrome,” he said. “The concussion is partially resolved, and the adolescent is functional enough to return to some playing, but then they get hit again. This complicates the situation and prolongs the recovery even more.”

    ‘Academic Quicksand’

    Adolescence is a “challenging time,” Wang said. Teens are learning about themselves in the world, in school, and in their social group. An interruption in this process can disrupt the flow and make this process even more challenging.

    “What we’ve seen with 2 years of teens who have missed school due to COVID is that they’re often not well adapted and not yet ready for the college environment,” Wang said. “These are critical maturation years. Similarly, when a teenager misses school or social activities due to a concussion, it increases the stress.”

    Wang likens this to “academic quicksand,” and said, “it feels like the more the teenager struggles, the deeper they sink because the struggle itself can be so stressful.”

    Layla can attest to this. 

    “The stress of being behind, especially in a highly competitive academic environment, has definitely caused me a lot of anxiety,” she said. “I see everyone in my grade moving up and I’m still catching up on old math units, doing one old unit that the class had finished a long time ago, as well as the one everyone is working on now.”

    Layla sees a therapist for anxiety and finds it helpful. Her mother said it’s hard for Layla to watch her friends go out on weekends and knowing that wherever they hang out is likely to be too loud and too bright for her while she’s still recovering. 

    “This is an invisible injury and it’s hard to quantify or show someone else how much a person is suffering, so it’s very isolating,” she said.

    Advocacy Efforts 

    Layla is an intern at PINK Concussions, a nonprofit organization focused on concussions in women, where she advocates for other teenagers who have sustained concussions.

    When she was playing field hockey, “we weren’t wearing goggles or helmets because the hockey league felt there wasn’t enough evidence to support wearing protective gear for girls,” Layla said.

    Now she’s working with her school’s athletic director and with the director of other private schools to change her league’s rules so that protective gear will be required in field hockey games. 

    “I think my concussion could have been prevented if I’d been better protected,” she said.

    She’s also advocating for a more realistic back-to-school protocol. 

    “Some teachers might worry that students with concussions might delay returning to school,” Katherine Snedaker, a licensed clinical social worker and founder of PINK Concussions, said. “But our research found that students want to be back in school so badly, they were minimizing their symptoms to get back to school/sport before they were ready. Students were not using their concussion as an excuse to stay out longer.” 

    Layla said teachers “should be educated to expect that kids who have had a concussion may not be up to speed in work for some time. Some teachers may not be aware that recovery in girls and boys can be different. And they should know how to help a student successfully handle schoolwork again.”

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  • A Texas university president canceled a student drag show, calling it ‘divisive’ and misogynistic. First Amendment advocates disagree | CNN

    A Texas university president canceled a student drag show, calling it ‘divisive’ and misogynistic. First Amendment advocates disagree | CNN



    CNN
     — 

    A student drag show aimed at raising money for the LGBTQ community was canceled Monday by West Texas A&M University’s president, who called such shows “derisive, divisive and demoralizing misogyny,” drawing backlash from students and free speech advocates.

    In an email to the school community, university President Walter V. Wendler said drag shows “discriminate against womanhood,” compared them to blackface and said there was “no such thing” as a harmless drag show.

    “A harmless drag show? Not possible. I will not appear to condone the diminishment of any group at the expense of impertinent gestures toward another group for any reason, even when the law of the land appears to require it,” the email read.

    Proceeds of the show were due to support The Trevor Project, a suicide prevention organization for LGBTQ young people.

    The show was scheduled for March 31.

    A university spokesperson declined to provide further comment on the president’s email, citing pending litigation.

    Wendler’s decision and remarks drew backlash from both students and advocates who said the move was wrong – and unconstitutional.

    A Change.org petition said the university’s student body “is calling for the reinstatement” of the performance on campus and called its canceling an “indirect attack on the LGBT+, feminist, and activist communities of the WTAMU student body.”

    The petition said the president’s comparison of blackface and drag performances was a “gross and abhorrent comparison of two completely different topics” and “an extremely distorted and incorrect definition of drag as a culture and form of performance art.”

    In a letter to Wendler, the Foundation for Individual Rights and Expression, a group focused on freedom of speech and religion in academia, wrote it was “seriously concerned” by his decision and asked that he reinstate the performance.

    “The First Amendment and Texas law protect student expression from administrative censorship,” FIRE said in a later statement.

    “As an individual, Wendler can criticize this particular drag show, or the existence of drag writ large. No reasonable person would argue that public university administrators personally endorse the views expressed at every event hosted by every student group on campus. But as a government actor, President Wendler cannot co-opt state power to force his own views on the WTAMU community,” the statement said.

    “WTAMU must allow the show to go on — and we’ll continue watching to ensure that happens,” it added.

    PEN America, a literary and free expression advocacy organization, called the cancellation an “abhorrent trampling on students’ free expression rights.”

    “Drag shows should be welcome on campus; censoring speech the university president dislikes should not,” Kristen Shahverdian, PEN America senior manager of free expression and education, said in a statement.

    As transgender issues and drag culture have increasingly become more mainstream, a slew of bills – mostly in Republican-led states – have sought to restrict or prohibit drag show performances.

    LGBTQ advocates have told CNN those bills add a heightened state of alarm for the community, are discriminatory and could violate First Amendment laws.

    Earlier in March, Tennessee became the first state this year to restrict public drag show performances. Its law will go into effect on July 1.

    A Texas House bill introduced this year also seeks to regulate public venues hosting drag performances.

    At least nine other states are also considering anti-drag legislation.

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  • Joshua Tree Residents Pledge $4 Million Gift to CSUF to Support Desert Science

    Joshua Tree Residents Pledge $4 Million Gift to CSUF to Support Desert Science

    Newswise — Brian and Lori Rennie have pledged a planned gift to Cal State Fullerton valued at $4 million to support desert science studies, conservation and climate change research. The couple’s gift to the university includes their Joshua Tree property and 2,500-square-foot Santa Fe pueblo-style home.

    Alumnus Brian Rennie ’70 (B.S. biological science) said the property can be used for events and research.

    “We were seeking the right organization to respect the land and the desert as much as we do, and to continue to utilize it in a way that supports our intentions,” Rennie said. “We feel confident that this will happen through our gift to the university.”

    Marie Johnson, dean of CSUF’s College of Natural Sciences and Mathematics, said this gift will allow faculty to expand their research efforts in desert environments, which will create impactful learning experiences for CSUF students.

    “We often say our university aspires to be a steward of place,” Johnson said. “Brian and Lori’s gift will allow us to fulfill that aspiration by creating the conditions for deep, meaningful engagement with desert ecosystems and our arid Southern California environment.”

    Read more about Brian and Lori Rennie’s donation at CSUF News.

    About Cal State Fullerton: The largest university in the CSU and the only campus in Orange County, Cal State Fullerton offers 110 degree programs and Division 1 athletics. Recognized as a national model for supporting student success, CSUF excels with innovative, high-impact educational practices, including faculty-student collaborative research, study abroad and competitive internships. Our vibrant and diverse campus is a primary driver of workforce and economic development in the region. CSUF is a top public university known for its success in supporting first-generation and underrepresented students, and preparing all students to become leaders in the global marketplace. Our It Takes a Titan campaign, a five-year $250 million comprehensive fundraising initiative, prioritizes investments in academic innovation, student empowerment, campus transformation and community enrichment. Visit fullerton.edu.

    # # #

    California State University, Fullerton

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  • Florida bill would ban elementary school students from learning about menstruation

    Florida bill would ban elementary school students from learning about menstruation

    A controversial piece of legislation in Florida, which would prevent educators from teaching about menstruation and other sex education topics in elementary school, advanced out of the House Education Quality Subcommittee last week.

    The bill is sponsored by Republican Florida state Representative Stan McClain, and would mandate that only children from grades sixth through 12 can learn about human sexuality topics, such as reproduction and sexually transmitted diseases.

    During last week’s subcommittee hearing, Democratic state Rep. Ashley Gantt questioned McClain, asking if it would restrict children who get their period at a younger age from getting their questions answered in school.

    “So if little girls experience their menstrual cycle in fifth grade or fourth grade, will that prohibit conversations from them since they are in the grade lower than sixth grade?” Gantt asked.

    McClain responded, “It would.”

    According to the Cleveland Clinic, girls in the U.S. typically get their first period between ages 11 and 14, but can get them as early as age 9 and as late as age 15. Children in third and fourth grades are typically 8 to 10 years old.

    Gantt also asked if teachers would face disciplinary action for broaching the subject of menstruation with students who get their first period but are not yet in sixth grade.

    “We hadn’t contemplated that, but that would not be the intent of the bill,” McClain said, adding he would be “amenable” to changing some of the text of the bill to allow for those conversations.

    HB 1069, like several other proposed pieces of legislation in the state, also stipulates how instructors can define sex and reproduction to their students, adding that reproductive roles are “unchangeable.”

    The bill’s suggested version of sex education would “teach that sex is determined by biology and reproductive function at birth; that biological males impregnate biological females by fertilizing the female egg with male sperm; that the female then gestates the offspring; and that these reproductive roles are binary, stable, and unchangeable.”

    The legislation also stipulates teachers should instruct older students about abstinence, emphasizing heterosexual relationships.

    “Teach abstinence from sexual activity outside of marriage as the expected standard for all school-age students while teaching the benefits of monogamous heterosexual marriage,” the bill reads.

    This is not the first time Florida schools have been in hot water over the topic of menstruation. Earlier this year, the state responded to heavy criticism after making it mandatory for female athletes to include their menstrual history on the medical forms they have to submit in order to participate in school sports. Florida removed that requirement in February, though it still requires athletes to note down their “sex assigned at birth” rather than just their sex.

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  • Los Angeles schools shut down as staff begin 3-day strike

    Los Angeles schools shut down as staff begin 3-day strike

    LOS ANGELES — Tens of thousands of workers in the Los Angeles Unified School District walked off the job Tuesday over stalled contract talks, and they are being joined in solidarity by teachers in a three-day strike that has shut down the nation’s second-largest school system.

    Demonstrations began at a bus yard and are expected at schools across the city by members of Local 99 of the Service Employees International Union, which represents about 30,000 teachers’ aides, special education assistants, bus drivers, custodians, cafeteria workers and other support staff.

    The workers joined picket lines in a steady rain before dawn, demanding better wages and increased staffing. Some held signs that read “We keep schools safe, Respect Us!” The district has more than 500,000 students from Los Angeles and all or part of 25 other cities and unincorporated county areas.

    “The working conditions have gone down every year,” Danielle Murray, a special education assistant who was picketing, told KABC-TV. “We’re very understaffed. The custodial staff is a ghost crew, so the schools are dirty. They’re doing the best they can.”

    She added, “Some people are saying, ‘If you want more money, get a better job.’ Well, some of us have bachelor’s degrees, but we choose to work with a special population that some people don’t want to work with. We want to make a difference to these students.”

    Superintendent Alberto M. Carvalho accused the union of refusing to negotiate and said that he was prepared to meet at any time day or night. He said Monday a “golden opportunity” to make progress was lost.

    “I believe this strike could have been avoided. But it cannot be avoided without individuals actually speaking to one another,” he said.

    Local 99 said Monday evening that it was in discussions with state labor regulators over allegations that the district engaged in misconduct that has impeded the rights of workers to engage in legally protected union-related activities.

    “We want to be clear that we are not in negotiations with LAUSD,” the union said in a statement. “We continue to be engaged in the impasse process with the state.”

    Those talks would not avoid a walkout, the statement said.

    During the strike, about 150 of the district’s more than 1,000 schools are expected to remain open with adult supervision but no instruction, to give students somewhere to go. Dozens of libraries and parks, plus some “grab and go” spots for students to get lunches also planned to be open to kids to lessen the strain on parents now scrambling to find care.

    “Schools are so much more than centers of education — they are a safety net for hundreds of thousands of Los Angeles families,” Los Angeles Mayor Karen Bass said in a statement Monday. “We will make sure to do all we can to provide resources needed by the families of our city.”

    Workers, meanwhile, said striking was the only option they had left.

    Instructional aide Marlee Ostrow, who supports the strike, said she’s long overdue for a raise. The 67-year-old was hired nearly two decades ago at $11.75 an hour, and today she makes about $16. That isn’t enough to keep pace with inflation and rising housing prices, she said, and meanwhile her duties have expanded from two classrooms to five.

    Ostrow blames the district’s low wages for job vacancies that have piled up in recent years.

    “There’s not even anybody applying because you can make more money starting at Burger King,” she said. “A lot of people really want to help kids, and they shouldn’t be penalized for wanting that to be their life’s work.”

    The union says district support staffers earn, on average, about $25,000 per year and many live in poverty because of low pay or limited work hours while struggling with inflation and the high cost of housing in LA County. The union is asking for a 30% raise. Teachers want a 20% pay hike over two years.

    Carvalho said the district has offered a wage increase totaling more than 20% over a multiyear period, along with a 3% bonus. In addition, the deal would include a “massive expansion of healthcare benefits,” the superintendent told Fox 11 on Monday.

    The strike has wide support among union members.

    SEIU members have been working without a contract since June 2020, while the contract for teachers expired in June 2022. The unions decided last week to stop accepting extensions to their contracts.

    United Teachers Los Angeles, the union representing 35,000 educators, counselors, nurses and other staff, expressed solidarity with their striking co-workers.

    “Educators will be joining our union siblings on the picket lines,” a UTLA tweet said. The teachers’ union is also bargaining with the district.

    Teachers waged a six-day strike in 2019 over pay and contract issues but schools remained open.

    ___

    Associated Press writer Collin Binkley in Washington contributed to this report.

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  • Cruise wants to test self-driving cars all over California

    Cruise wants to test self-driving cars all over California

    General Motors’ Cruise autonomous vehicle unit has asked California for permission to test the cars across the entire state

    DETROIT — General Motors’ Cruise autonomous vehicle unit on Monday asked California for permission to test the cars across the entire state.

    The GM subsidiary already is running an autonomous ride-hailing service in its hometown of San Francisco after testing for more than two years. It doesn’t have specific plans yet to expand testing in California, but applying with the Department of Motor Vehicles is a step toward entering cities such as Los Angeles.

    “While this application doesn’t represent any immediate change to our testing or operations, we hope to continue working with the California DMV to safely and responsibly test our services in other cities in the future,” Cruise spokesman Drew Pusateri said in a statement.

    If granted, the test permit won’t allow Cruise to carry non-employee passengers outside of San Francisco. Testing could be done up to 55 miles per hour (88 kilometers per hour) statewide, Cruise said.

    Cruise also has been testing autonomous Chevrolet Bolt electric vehicles, and carrying employees, friends and family members in central Austin, Texas, and parts of Phoenix.

    The GM subsidiary is under investigation by U.S. safety regulators for reports that its autonomous robotaxis can unexpectedly come to a halt, potentially stranding passengers. Cruise says it’s cooperating in the probe and has driven 1 million autonomous miles (1.6 million autonomous kilometers) without causing any life-threatening injuries or deaths.

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  • Teacher shot by 6-year-old describes challenging recovery

    Teacher shot by 6-year-old describes challenging recovery

    RICHMOND, Va. — A Virginia teacher who was shot and wounded by her 6-year-old student said she has had four surgeries and is going through a challenging recovery.

    Speaking publicly for the first time since the Jan. 6 shooting, first-grade teacher Abby Zwerner said during an exclusive interview with NBC’s Savannah Guthrie that she has some days when she “can’t get up out of bed,” while others she is able to go about her day and make it to appointments.

    “For going through what I’ve gone through, I try to stay positive. You know, try to have a positive outlook on what’s happened and where my future’s heading,” Zwerner said in a portion of the interview that was aired Monday on “NBC Nightly News.”

    Zwerner was hospitalized for nearly two weeks after being shot in the chest and left hand as she taught her class at Richneck Elementary School in Newport News, Virginia. The shooting rattled the military shipbuilding community and sent shock waves around the country, with many wondering how a child so young could get access to a gun and shoot his teacher.

    Zwerner’s attorney, Diane Toscano, told reporters in January that concerned staff at the school had warned administrators three times that the 6-year-old had a gun and was threatening other students in the hours before Zwerner was shot. Toscano said the school administration “was paralyzed by apathy” and didn’t call police, remove the boy from class or lock down the school.

    In early February, Zwerner’s legal notice of her intent to sue the school district said the boy who shot Zwerner had constantly cursed at staff and teachers, tried to whip students with his belt and once choked another teacher “until she couldn’t breathe.”

    Two days before the shooting, the boy allegedly “slammed” Zwerner’s cellphone and broke it, leading to a one-day suspension. When the boy returned to her class the following day, he pulled his mother’s 9mm handgun out of his pocket and shot her while she sat at a reading table, the legal notice said.

    The Newport News School board fired its superintendent in the wake of the shooting. Ebony Parker, an assistant principal who was a primary focus in Zwerner’s intent to sue notice, resigned.

    Newport News’ top prosecutor said earlier this month that he would not seek charges against the 6-year-old because the child lacked the competency to understand the legal system and what a charge means. But Newport News Commonwealth’s Attorney Howard Gwynn said his office hadn’t decided if any adults would be held criminally accountable.

    The boy used his mother’s legally purchased gun, according to police. James Ellenson, a lawyer for the child’s mother, stated in January that the weapon was secured on a high closet shelf and was locked away.

    Ellenson said it was unclear how the boy got access to the gun. He also said that the boy “was under a care plan at the school that included his mother or father attending school with him and accompanying him to class every day.”

    In a statement released through Ellenson, the boy’s family said the week of the shooting “was the first week when we were not in class with him. “

    “We will regret our absence on this day for the rest of our lives,” the statement said.

    More of the interview with Zwerner will be aired during the “Today” show Tuesday morning.

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  • Cruise wants to test self-driving vehicles across California

    Cruise wants to test self-driving vehicles across California

    General Motors’ Cruise autonomous vehicle unit has asked California for permission to test the cars across the entire state

    DETROIT — General Motors’ Cruise autonomous vehicle unit on Monday asked California for permission to test the cars across the entire state.

    The GM subsidiary already is running an autonomous ride-hailing service in its hometown of San Francisco after testing for more than two years. It doesn’t have specific plans yet to expand testing in California, but applying with the Department of Motor Vehicles is a step toward entering cities such as Los Angeles.

    “While this application doesn’t represent any immediate change to our testing or operations, we hope to continue working with the California DMV to safely and responsibly test our services in other cities in the future,” Cruise spokesman Drew Pusateri said in a statement.

    If granted, the test permit won’t allow Cruise to carry non-employee passengers outside of San Francisco. Testing could be done up to 55 miles per hour (88 kilometers per hour) statewide, Cruise said.

    Cruise also has been testing autonomous Chevrolet Bolt electric vehicles, and carrying employees, friends and family members in central Austin, Texas, and parts of Phoenix.

    The GM subsidiary is under investigation by U.S. safety regulators for reports that its autonomous robotaxis can unexpectedly come to a halt, potentially stranding passengers. Cruise says it’s cooperating in the probe and has driven nearly 700,000 autonomous miles (1.1 million autonomous kilometers) without causing any life-threatening injuries or deaths.

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  • Officials: 2 hurt after shooting at Texas school

    Officials: 2 hurt after shooting at Texas school

    Police and school officials in Texas say two students were injured after a shooting at a high school

    ARLINGTON, Texas — Two students were injured after a shooting at a Texas high school on Monday and a suspect is in custody, police and school district officials said.

    The shooting happened on the Lamar High School campus in Arlington outside a school building, news outlets report.

    The school was placed in lockdown and once that is lifted, students will be released for the day, Arlington Independent School District spokeswoman Anita Foster said in an email. Others, including parents, were urged to stay away from the campus while Arlington Police investigate, she said.

    The two injured students were receiving medical care, according to the district. Their conditions were not known, the Arlington Fire Department said.

    Arlington police said the scene was secure in a tweet at 7:21 a.m.

    Monday was the first day back to class after the district’s spring break last week.

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  • Digitunity Report Identifies Need for Audio Enhancement

    Digitunity Report Identifies Need for Audio Enhancement

    A new report examines the role of audio enhancement in education, healthcare and other applications.

    Digitunity, a nonprofit organization committed to ending the digital divide, with the support of award-winning audio solution provider AVID Products, has released a commissioned report titled “The Crucial Role of Audio Enhancement in Learning & Health” on the role of audio enhancement in education, healthcare, and other applications. 

    The report is written by Richard West, a professor at Brigham Young University and an expert in using emerging technologies in education. The report examines how audio enhancement can be used in settings such as healthcare and education and provides recommendations to businesses, nonprofits and others who support digital equity on how they can incorporate audio enhancement in their work.

    Digitunity’s research shows how it is imperative to provide computers to the 36 million people in the United States who don’t have one, in order to connect them to educational and economic opportunities. However, the new report shows computers alone often are not enough. Audio devices like headphones, speakers, and other similar peripherals, greatly enhance individuals’ experience using a computer.

    “Digitunity operates on the belief that device ownership is the cornerstone of digital equity. However, it is just part of the digital equity equation,” Scot Henley, executive director of Digitunity, said. “This report clearly defines the need for audio enhancement as one of the many key hardware and software essentials that enable the productive use of a computer.”

    AVID is one of the cornerstone partners of Digitunity’s Corporate Pledge to End the Digital Divide. They also offer audio products to Digitunity’s Digital Opportunity Network members at a discount from the list price. These projects are among many that the two organizations partner on in the quest to improve digital equity across the U.S.

    “Audio is an underappreciated primary sense. It has the ability to open the door to opportunity on a variety of levels,” said Tom Finn, president & CEO of AVID Products. “Audio transcends many aspects of our everyday lives, allowing us to connect with one another, and with ourselves, through music, entertainment and information. Providing tools that aid in delivering sound to anyone, anywhere, anytime is our mission.” 

    This report also comes on the heels of Digitunity’s January 2023 webinar highlighting device essentials for digital equity. These essentials include audio accessories like speakers and headsets. They’re also featured in Digitunity’s “Device Essentials for Digital Equity” infographic that illustrates the factors that support device adoption and use.

    Through these publications and other similar works to be released, Digitunity intends to leverage its body of work and national lens to inform the field and provide communities with novel ideas on how to eliminate the digital divide. To learn more about Digitunity’s partnership with AVID, its Device Essentials, and other initiatives, please visit digitunity.org.  

    About Digitunity

    Since the 1980s, Digitunity has advanced digital inclusion by connecting donors of technology with organizations serving people in need. Our mission is to ensure everyone who needs a computer has one, along with robust internet connectivity and digital literacy skills. To learn more about our mission, please visit digitunity.org.

    About AVID Products

    Founded in 1953, AVID is a 100 percent employee-owned company supplying mindful, innovative, and accessible audio solutions to learners of all ages within education, healthcare, hospitality, travel, and more. They are passionate about providing solutions with impact and delivering an outstanding experience every step of the way. Learn more at avidproducts.com

    Source: Digitunity

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  • Digital literacy: Can the republic ‘survive an algorithm’?

    Digital literacy: Can the republic ‘survive an algorithm’?

    SEATTLE — Shawn Lee, a high school social studies teacher in Seattle, wants to see lessons on the internet akin to a kind of 21st century driver’s education, an essential for modern life.

    Lee has tried to bring that kind of education into his classroom, with lessons about the need to double-check online sources, to diversify newsfeeds and to bring critical thinking to the web. He’s also created an organization for other teachers to share resources.

    “This technology is so new that no one taught us how to use it,” Lee said. “People are like, ‘There’s nothing we can do,’ and they throw their hands in the air. I disagree with that. I would like to think the republic can survive an algorithm.”

    Lee’s efforts are part of a growing movement of educators and misinformation researchers working to offset an explosion of online misinformation about everything from presidential politics to pandemics. So far, the U.S. lags many other democracies in waging this battle, and the consequences of inaction are clear.

    But for teachers already facing myriad demands in the classroom, incorporating internet literacy can be a challenge — especially given how politicized misinformation about vaccines, public health, voting, climate change and Russia’s war in Ukraine has become. The title of a talk for a recent gathering of Lee’s group: “How to talk about conspiracy theories without getting fired.”

    “It’s not teaching what to think, but how to think,” said Julie Smith, an expert on media literacy who teaches at Webster University in Webster Groves, Missouri. “It’s engaging about engaging your brain. It’s asking, ‘Who created this? Why? Why am I seeing it now? How does it make me feel and why?’”

    New laws and algorithm changes are often offered as the most promising ways of combating online misinformation, even as tech companies study their own solutions.

    Teaching internet literacy, however, may be the most effective method. New Jersey, Illinois and Texas are among states that have recently implemented new standards for teaching internet literacy, a broad category that can include lessons about how the internet and social media work, along with a focus on how to spot misinformation by cross-checking multiple sources and staying wary of claims with missing context or highly emotional headlines.

    Media literacy lessons are often included in history, government or other social studies classes, and typically offered at the high school level, though experts say it’s never too early — or late — to help people become better users of the internet.

    Finnish children begin to learn about the internet in preschool, part of a robust anti-misinformation program that aims to make the country’s residents more resistant to false online claims. Finland has a long history of combating propaganda and misinformation spread by one of its neighbors, Russia, and expanded its current efforts after Russia’s 2014 invasion of Crimea set off another wave of disinformation.

    “Media literacy was one of our priorities before the time of the internet,” Petri Honkonen, Finland’s minister of science and culture, said in a recent interview. “The point is critical thinking, and that is a skill that everybody needs more and more. We have to somehow protect people. We also must protect democracy.”

    Honkonen spoke with The Associated Press earlier this year during a trip to Washington that included meetings to discuss Finland’s work to fight online misinformation. One recent report on media literacy efforts in western democracies placed Finland at the top. Canada ranked seventh, while the U.S. came in at No. 18.

    In Finland the lessons don’t end with primary school. Public service announcements offer tips on avoiding false online claims and checking multiple sources. Additional programs are geared toward older adults, who can be especially vulnerable to misinformation compared to younger users more at home on the internet.

    In the U.S., attempts to teach internet literacy have run into political opposition from people who equate it to thought control. Lee, the Seattle teacher, said that concern prevents some teachers from even trying.

    Several years ago, the University of Washington launched MisinfoDay, which brought high schoolers and their teachers together for a one-day event featuring speakers, exercises and activities focused on media literacy. Seven hundred students from across the state attended one of three MisinfoDays this year.

    Jevin West, the University of Washington professor who created the event, said he’s heard from educators in other states and as far away as Australia who are interested in creating something similar.

    “Maybe eventually, someday, nationally here in the United States, we have a day devoted to the idea of media literacy,” West said. “There are all sorts of things we can do in terms of regulations, technology, in terms of research, but nothing is going to be more important than this idea of making us more resilient” to misinformation.

    For teachers already struggling with other classroom demands, adding media literacy can seem like just one more obligation. But it’s a skill that is just as important as computer engineering or software coding for the future economy, according to Erin McNeill, a Massachusetts mother who started Media Literacy Now, a national nonprofit that advocates for digital literacy education.

    “This is an innovation issue,” McNeill said. “Basic communication is part of our information economy, and there will be huge implications for our economy if we don’t get this right.”

    The driver’s education analogy comes up a lot when talking to media literacy experts. Automobiles first went into production in the early 20th century and soon became popular. But it was nearly three decades before the first driver’s education courses were offered.

    What changed? Governments passed laws regulating vehicle safety and driver behavior. Auto companies added features like collapsible steering columns, seat belts and air bags. And in the mid-1930s, safety advocates began to push for mandated driver’s education.

    That combination of government, industry and educators is seen as a model by many misinformation and media literacy researchers. Any effective solution to the challenges posed by online misinformation, they say, must by necessity include an educational component.

    Media literacy in Canadian schools began decades ago and initially focused on television before being expanded throughout the digital era. Now it’s accepted as an essential part of preparing students, according to Matthew Johnson, director of education at MediaSmarts, an organization that leads media literacy programs in Canada.

    “We need speed limits, we need well-designed roads and good regulations to ensure cars are safe. But we also teach people how to drive safely,” he said. “Whatever regulators do, whatever online platforms do, content always winds up in front of an audience, and they need to have the tools to engage critically with it.”

    ___

    Klepper reported from Washington.

    Source link

  • Digital literacy: Can the republic ‘survive an algorithm’?

    Digital literacy: Can the republic ‘survive an algorithm’?

    SEATTLE (AP) — Shawn Lee, a high school social studies teacher in Seattle, wants to see lessons on the internet akin to a kind of 21st century driver’s education, an essential for modern life.

    Lee has tried to bring that kind of education into his classroom, with lessons about the need to double-check online sources, to diversify newsfeeds and to bring critical thinking to the web. He’s also created an organization for other teachers to share resources.

    “This technology is so new that no one taught us how to use it,” Lee said. “People are like, ‘There’s nothing we can do,’ and they throw their hands in the air. I disagree with that. I would like to think the republic can survive an algorithm.”

    Lee’s efforts are part of a growing movement of educators and misinformation researchers working to offset an explosion of online misinformation about everything from presidential politics to pandemics. So far, the U.S. lags many other democracies in waging this battle, and the consequences of inaction are clear.

    But for teachers already facing myriad demands in the classroom, incorporating internet literacy can be a challenge — especially given how politicized misinformation about vaccines, public health, voting, climate change and Russia’s war in Ukraine has become. The title of a talk for a recent gathering of Lee’s group: “How to talk about conspiracy theories without getting fired.”

    “It’s not teaching what to think, but how to think,” said Julie Smith, an expert on media literacy who teaches at Webster University in Webster Groves, Missouri. “It’s engaging about engaging your brain. It’s asking, ‘Who created this? Why? Why am I seeing it now? How does it make me feel and why?’”

    New laws and algorithm changes are often offered as the most promising ways of combating online misinformation, even as tech companies study their own solutions.

    Teaching internet literacy, however, may be the most effective method. New Jersey, Illinois and Texas are among states that have recently implemented new standards for teaching internet literacy, a broad category that can include lessons about how the internet and social media work, along with a focus on how to spot misinformation by cross-checking multiple sources and staying wary of claims with missing context or highly emotional headlines.

    Media literacy lessons are often included in history, government or other social studies classes, and typically offered at the high school level, though experts say it’s never too early — or late — to help people become better users of the internet.

    Finnish children begin to learn about the internet in preschool, part of a robust anti-misinformation program that aims to make the country’s residents more resistant to false online claims. Finland has a long history of combating propaganda and misinformation spread by one of its neighbors, Russia, and expanded its current efforts after Russia’s 2014 invasion of Crimea set off another wave of disinformation.

    “Media literacy was one of our priorities before the time of the internet,” Petri Honkonen, Finland’s minister of science and culture, said in a recent interview. “The point is critical thinking, and that is a skill that everybody needs more and more. We have to somehow protect people. We also must protect democracy.”

    Honkonen spoke with The Associated Press earlier this year during a trip to Washington that included meetings to discuss Finland’s work to fight online misinformation. One recent report on media literacy efforts in western democracies placed Finland at the top. Canada ranked seventh, while the U.S. came in at No. 18.

    In Finland the lessons don’t end with primary school. Public service announcements offer tips on avoiding false online claims and checking multiple sources. Additional programs are geared toward older adults, who can be especially vulnerable to misinformation compared to younger users more at home on the internet.

    In the U.S., attempts to teach internet literacy have run into political opposition from people who equate it to thought control. Lee, the Seattle teacher, said that concern prevents some teachers from even trying.

    Several years ago, the University of Washington launched MisinfoDay, which brought high schoolers and their teachers together for a one-day event featuring speakers, exercises and activities focused on media literacy. Seven hundred students from across the state attended one of three MisinfoDays this year.

    Jevin West, the University of Washington professor who created the event, said he’s heard from educators in other states and as far away as Australia who are interested in creating something similar.

    “Maybe eventually, someday, nationally here in the United States, we have a day devoted to the idea of media literacy,” West said. “There are all sorts of things we can do in terms of regulations, technology, in terms of research, but nothing is going to be more important than this idea of making us more resilient” to misinformation.

    For teachers already struggling with other classroom demands, adding media literacy can seem like just one more obligation. But it’s a skill that is just as important as computer engineering or software coding for the future economy, according to Erin McNeill, a Massachusetts mother who started Media Literacy Now, a national nonprofit that advocates for digital literacy education.

    “This is an innovation issue,” McNeill said. “Basic communication is part of our information economy, and there will be huge implications for our economy if we don’t get this right.”

    The driver’s education analogy comes up a lot when talking to media literacy experts. Automobiles first went into production in the early 20th century and soon became popular. But it was nearly three decades before the first driver’s education courses were offered.

    What changed? Governments passed laws regulating vehicle safety and driver behavior. Auto companies added features like collapsible steering columns, seat belts and air bags. And in the mid-1930s, safety advocates began to push for mandated driver’s education.

    That combination of government, industry and educators is seen as a model by many misinformation and media literacy researchers. Any effective solution to the challenges posed by online misinformation, they say, must by necessity include an educational component.

    Media literacy in Canadian schools began decades ago and initially focused on television before being expanded throughout the digital era. Now it’s accepted as an essential part of preparing students, according to Matthew Johnson, director of education at MediaSmarts, an organization that leads media literacy programs in Canada.

    “We need speed limits, we need well-designed roads and good regulations to ensure cars are safe. But we also teach people how to drive safely,” he said. “Whatever regulators do, whatever online platforms do, content always winds up in front of an audience, and they need to have the tools to engage critically with it.”

    ___

    Klepper reported from Washington.

    Source link

  • Digital literacy: Can the republic ‘survive an algorithm?’

    Digital literacy: Can the republic ‘survive an algorithm?’

    SEATTLE — Shawn Lee, a high school social studies teacher in Seattle, wants to see lessons on internet akin to a kind of 21st century driver’s education, an essential for modern life.

    Lee has tried to bring that kind of education into his classroom, with lessons about the need to double-check online sources, to diversify newsfeeds and to bring critical thinking to the web. He’s also created an organization for other teachers to share resources.

    “This technology is so new that no one taught us how to use it,” Lee said. “People are like, ‘There’s nothing we can do’ and they throw their hands in the air. I disagree with that. I would like to think the republic can survive an algorithm.”

    Lee’s efforts are part of a growing movement of educators and misinformation researchers working to offset an explosion of online misinformation about everything from presidential politics to pandemics. So far, the U.S. lags many other democracies in waging this battle, and the consequences of inaction are clear.

    But for teachers already facing myriad demands in the classroom, incorporating internet literacy can be a challenge — especially given how politicized misinformation about vaccines, public health, voting, climate change and the war in Ukraine has become. The title of a talk for a recent gathering of Lee’s group: “How to talk about conspiracy theories without getting fired.”

    “It’s not teaching what to think, but how to think,” said Julie Smith, an expert on media literacy who teaches at Webster University in Webster Groves, Missouri. “It’s engaging about engaging your brain. It’s asking, ‘Who created this? Why? Why am I seeing it now? How does it make me feel and why?’”

    New laws and algorithm changes are often offered as the most promising ways of combating online misinformation, even as tech companies study their own solutions.

    Teaching internet literacy, however, may be the most effective method. New Jersey, Illinois and Texas are among states that have recently implemented new standards for teaching internet literacy, a broad category that can include lessons about how the internet and social media work, along with a focus on how to spot misinformation by cross-checking multiple sources and staying wary of claims with missing context or highly emotional headlines.

    Media literacy lessons are often included in history, government or other social studies classes, and typically offered at the high school level, though experts say it’s never too early — or late — to help people become better users of the internet.

    Finnish children begin to learn about the internet in preschool, part of a robust anti-misinformation program that aims to make the country’s residents more resistant to false online claims. Finland has a long history of combating propaganda and misinformation spread by its neighbor, Russia, and expanded its current efforts after Russia’s 2014 invasion of Crimea set off prompted another wave of disinformation.

    “Media literacy was one of our priorities before the time of the internet,” Petri Honkonen, Finland’s minister of science and culture, said in a recent interview. “The point is critical thinking, and that is a skill that everybody needs more and more. We have to somehow protect people. We also must protect democracy.”

    Honkonen spoke with The Associated Press earlier this year during a trip to Washington that included meetings to discuss Finland’s work to fight online misinformation. One recent report on media literacy efforts in western democracies placed Finland at the top. Canada ranked seventh, while the U.S. came in at No. 18.

    In Finland the lessons don’t end with primary school. Public service announcements offer tips on avoiding false online claims and checking multiple sources. Additional programs are geared toward older adults, who can be especially vulnerable to misinformation compared to younger users more at home on the internet.

    In the U.S., attempts to teach internet literacy have run into political opposition from people who equate it to thought control. Lee, the Seattle teacher, said that concern prevents some teachers from even trying.

    Several years ago, the University of Washington launched “MisinfoDay,” which brought high schoolers and their teachers together for a one-day event featuring speakers, exercises and activities focused on media literacy. Seven hundred students from across the state attended one of three MisinfoDays this year.

    Jevin West, the University of Washington professor who created the event, said he’s heard from educators in other states and as far away as Australia who are interested in creating something similar.

    “Maybe eventually, someday, nationally here in the United States, we have a day devoted to the idea of media literacy,” West said. “There are all sorts of things we can do in terms of regulations, technology, in terms of research, but nothing is going to be more important than this idea of making us more resilient” to misinformation.

    For teachers already struggling with other classroom demands, adding media literacy can seem like just one more obligation. But it’s a skill that is just as important as computer engineering or software coding for the future economy, according to Erin McNeill, a Massachusetts mother who started Media Literacy Now, a national nonprofit that advocates for digital literacy education.

    “This is an innovation issue,” McNeill said. “Basic communication is part of our information economy, and there will be huge implications for our economy if we don’t get this right.”

    The driver’s education analogy comes up a lot when talking to media literacy experts. Automobiles first went into production in the early 20th century and soon became popular. But it was nearly three decades before the first driver’s education courses were offered.

    What changed? Governments passed laws regulating vehicle safety and driver behavior. Auto companies added features like collapsible steering columns, seat belts and air bags. And in the mid-1930s, safety advocates began to push for mandated driver’s education.

    That combination of government, industry and educators is seen as a model by many misinformation and media literacy researchers. Any effective solution to the challenges posed by online misinformation, they say, must by necessity include an educational component.

    Media literacy in Canadian schools began decades ago and initially focused on television before being expanded throughout the digital era. Now it’s accepted as an essential part of preparing students, according to Matthew Johnson, director of education at MediaSmarts, an organization that leads media literacy programs in Canada.

    “We need speed limits, we need well-designed roads and good regulations to ensure cars are safe. But we also teach people how to drive safely,” he said. “Whatever regulators do, whatever online platforms do, content always winds up in front of an audience, and they need to have the tools to engage critically with it.”

    ___

    Klepper reported from Washington.

    Source link