All posts by Cherie Baloche

“A Fearsome Thing to Behold”

Observing to Learn and Learning to Observe, Urban Adolescents

“It is also critical that the presenter and participants focus on describing what is there and not what seems to be missing. […] The Prospect Center processes are also useful and are more widely associated with the powerful and respectful way they allow teachers to assess children, not as students with ‘deficits’ of understanding but as full human beings making sense of the world.” Continue reading “A Fearsome Thing to Behold” →

Why So Silent?

Culturally, Linguistically, and Socioeconomically Diverse Adolescents in Urban Contexts: Framing the Conversation, Urban Adolescents

“In low-income schools, then, the process of inquiring into students’ lived experience is assumed, a priori, unsafe territory for teachers and administrators. Silencing permeates classroom life so primitively as to render irrelevant the lived experiences, passions, concerns, communities, and biographies of low-income, minority students. Continue reading Why So Silent? →