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Building Learner-Centered Schools: Three Perspectives

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Building Learner-Centered Schools: Three Perspectives Building Learner-Centered Schools: Three Perspectives James A. Banks Linda Darling-Hammond Mayne Greene Foreword by Ann Lieberman ',',C$C.9,.,:lr..-CIAAWMTvC.:4:2.;:r;47:5; : -allhalalliallentS041401405M-.A.MitiagUlLVAIT 'SWAZEIZIssrasr...trOgzW vtli0 OCARTSIMINT Or UUCATION Once ol Edurahonei Peewee en. trollievemael EDTVIIONALResounctsiNfORMATION CENTERWOO doCument hoe been nmoodeced as received from tee ?bear Of ereetetelren ononeene 0 Move cnenoes nee* been mode lo memo MOtOduCirOn Quinsy name oleo"opeonssteleelsnOneeneen, 111111111111101T 11111111111111111111, MOM do not neceelenly repreeent ofeael OEM poeon or nonce "PERMISSION TO REPRODUCE THIS IMMOMUSE6, MATERIAL HAS BEEN GRANTED BY 13111111=111111111111111MMIll 1111111111111. TO THE EDUCATIONAL RESOURCES EN11111111111ENIMihalealMIMIEZINOMMI1111INPIRMATION CENTER (ERIC)." BESTrairi =L AI 11 CREST 2 The National Center for Restructuring Education, Schools, and Te whirl (NCREST) was created to document, support, connect, and make lasting the many restructuring efforts ping on throughout the nation. NCREST's work builds concrete, detailed knowledge about the intense and difficult efforts undertaken in restructuring schools. This knowledge is used to help others in their attempts at change, to begin to build future education programs for school practitioners, and to promote the policy changes that will nurture and encousJle needed structural reforms. The Center brings together many voices: those of practitioners and researchers, parents and students, policy makers and teacher educators. NCREST is supported by a major grant from the DeWitt Wallace-Reader's Digest Fund. NCREST's work in New York City, through its Center for School Reform, is supported by the Leon Lowenstein Foundation and the Aaron Diamond Foundation. Other funders have included the Center for Collaborative Education, the Danforth Foundation, the Fund for New York City Public Education, the National Center for Research on Vocational Education, the New York Community Trust, and the Regional Laboratory for Educational Improvement of the Northeast and Islands. Additional copies of this publication may be ordered for $5 each. All orders must be prepaid by check or money order payable to NCREST. Contact: NCREST Box 110, Teachers College Columbia University New York, NY 10027 Fax: (212) 678-4170 Building Learner-Centered Schools: Three Perspectives Building Learner-Centered Schools: Three Perspectives James A. Banks Linda Darling-Hammond Maxine Greene with a Foreword by Ann Lieberman November 1992 5 copyright c1992 by NCREST National Center fry Restructuring Education, Schools, and Teaching Teachers College, Columbia University New York, New York 10027 6 Acknowledgements Publication of these papers, originally speeches at our 1991 "Building Learner- Centered Schools" Conference, would not have been possible without the contributions of many people. First, we thank the authors for their willingness to transform their spoken words into written words. The results, these papers, remain true to the spirit of the original speeches -- no easy task! The conference itself, the first of what has become an annual NCREST event, was generously supported by a grant from the Aaron Diamond Foundation. The entire NCREST staff worked long and hard to make that first conference a success, especially coordinator Ann Spindel. Thanks are also due to NCREST editors Elizabeth Lesnick and Alice Weaver, who, together with communications director Diane Harrington, polished the drafts and produced this volume. Linda Darling-Hammond Ann Lieberman Co-Directors, NCREST v Contents Foreword ix Ann Lieberman Creating Multicultural Learner-Centered Schools 1 James A. Banks Building Learner-Centered Schools: Developing Professional 17 Capacity, Policy, and Political Consensus Linda Darling-Hammond Restructuring and Possibility 33 Maxine Greene vii Toward Learner-Centered Schools Ann Lieberman The need to create school communities that provide quality education for an increasingly diverse student body in America's schools has never been greater. Rapid and deep social, cultural, and political changes produce unprecedented challenges and opportunities for schools to change. And change they must. Increasingly interdependent and fluid global economies demanding a more flexible and creative work force require schools to teach critical thinking rather than simply train workers. The survival and development of a democratic society require schools to become places where students and teachers can participate actively in creating learning communities that encourage both individual and collective responsibility. Against this background, the necessity for developing learner-centered schools -- an increasingly powerful concept in the effort to restructure our nation's schools -- is readily apparent. The three papers presented here enable us to better understand the why of this restructuring, the what of what it looks like, and the how of going about the work of creating such schools and the systems that support them. Jim Banks presents a fundamental challenge to educators, calling for a "reexamination and reconstruction of the goals, values, and purposes of schools." Creating schools that are authentically multicultural and learner-centered will take visionary leaders, the restructuring of the curriculum, and a rethinking of how students construct knowledge. Banks points out three major areas of concern for builders of such schools: the social construction of knowledge, the ability to care, and the motivation to act. Drawing on research, his own and others', he describes environments that help students understand the full nature of human experience as they grapple with broader perspectives of a "transformative" curriculum that includes "voices" of the text (writers of history and literature) as well as the "voices" of students and teachers. Challenging the materialistic nature of our culture, Banks uses research to illustrate how to create conditions that encourage sharing and caring for others instead of uncritical self-aggrandizement. He emphasizes the importance of students being involved in social action, playing constructive roles in efforts to solve social problems. Linda Darling-Hammond argues persuasively for the need to build and secure institutional capacities to create and maintain learner-centered schools. If we are to have schools that consider student needs, interests, and talents, and that reflect deeply held values of human diversity, we must not only engender a curriculum that reflects these ideas, but a school organized to provide conditions supporting such a curriculum. She considers problems of longevity and continuity when she asks, "How do we make it last when we get it?" Referring to past reform eras, when similar ideas were propounded, implemented, and subsequently lost to new social and political imperatives, she suggests workable solutions that ix require ongoing attention: professional development, which includes a process for continuous learning as part of a culture of support and inquiry provided by facilitators, networks, and collaborations; policy development, which affects the ways that teachers are certified, licensed, and accredited as well as areas of curriculum and assessment that support and shape a professional structure of teaching; and politicaldevelopment, which includes organizing and speaking out for a coherent program of educational reform that unites the educational community in building the capacity to change. Reminding us that routine, the dailiness of our lives, keeps us from thinking seriously about the necessity to imagine and act on new possibilities, Maxine Greene confronts us with ourselves as individuals and the collectivities of which we are a part. She urges us toward a unity of thougl." and action, following a tradition emanating from John Dewey and his contemporaries, continued by progressive educators such as Lillian Weber and Deborah Meier, and including modern intellectuals like Vac lav Havel. Greene warns that the path to change is crowded with obstacles. Encouraging us to engage with our students, reflect on our experiences, and continuously learn from artists and writers who struggle tounderstand the complexities of the human condition, she helps us to see how important we can be to building a more just society, in our schools and with our students. We come to see that learner-centered schools are indeed communities of students and teachers who are engaged in a mutual pursuit of making meamng and making sense of their world. x 0 Creating Multicultural Learner-Centered Schools James A. Banks Professor of Education and Director Center for Multicultural Education University of Washington, Seattle Schools must become learner-centered to meet the needs of today's diverse students. To create effective multicultural, learner-centered schools for the 21st century, educators must respond to the increasing class, cultural, ethnic, and racial diversity of U.S. students. In this paper, I describe a set of societal conditions to which schools must respond in order for the United States to enter the 21st century as an economically strong, humane, and democratic society.I also describe some of the salient characteristics of effective multicultural, learner-centered schools. Our nation faces a number of serious problems and issues that the schools can help to solve if they are substantially reformed and restructured. While reforming and restructuring schools can help solve some of the nation's it iportant
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