Interlude

in·ter·lude

ˈin(t)ərˌlo͞od/ - a brief dance inserted between the sections of a longer performance.

We are about to witness the interlude of a provocative dance performance between two principal dancers, the family and the independent school. 

The first half the performance, the application process, could best be described as seductively demanding. The interlude promises to be climactic. 

During the interlude, schools take the lead hoping for requited love as they make their intentions known to families. Quickly, things begin to shift as families take the lead determining how they will help choreograph the second half of this independent school journey performance by saying yes, saying no, waiting, or trying again.

The dance moves chosen during the interlude can have a huge impact on educational outcomes. However, we can not underestimate the success the second half of the educational journey can have when developed with cultural competencies.

Regardless of where the second half of the performance plays out – independent school setting or not, the expectation for our children’s educational journey – academic success and character development, begins and ends with the partnerships we establish in our schools. 

The partnerships we have with our children, other families, faculty, staff and administrators should encourage and advocate cultural competency in our school curriculum and community.

This idea of culture as a context for academic and social success was emphasized in a recent presentation at Loyola Marymount University by Carol Brunson Day, Ph.D., thought leader and advocate for early childhood education [https://youtu.be/cmd4RkjY5qE]

Dr. Brunson Day presented passionately and methodically about the educational success of black and brown children being dependent on the cultural competency of our schools in helping to eradicate ethnocentric world views, racism, and victim blaming. 

Dr. Brunson Day offers an intricate explanation of how recognizing and acknowledging collective monologues and value orientations, rather than single narratives and value judgements, results in socially and academically successful students. 

The presentation closed with an excerpt of a poem by Dr. Margaret T. Burroughs written in 1963 called “What Shall I tell my Children who are Black?” Reflections of an African American Mother. Today, this poem continues to challenge systemic cultural value judgments and the unethical results [https://youtu.be/fEwU86r-nTo].

As the curtains reopen for the second half of the performance, we give a standing ovation to our families who seek a seat at an independent school and to the schools that wish to be a part of our family legacies. Moreover, we join Dr. Brunson Day in the ‘army of the urgent’ for social justice, equity, and anti-racist empowerment in all of our schools.

 Google Doodle 2.1.16

Google Doodle 2.1.16

Power concedes nothing without a demand. It never did and it never will.

- Frederick Douglass 

Related:  Love Admissions.3 Love Admissions.2  & Love Admissions

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