Education in Ithaca
We support the transition of our public school into community schools that address the needs and education of an entire community. Research done by: Joyce Epstein shows the ultimate social benefit to these types of supportive developments.
We support the diverse development of charter schools, alternative schools and homeschooling groups through our community. We support the ICSD school board as a continuing evolution towards complete inclusiveness and community engagement as an ethical and equitable governing body.
We support the ICSD mission and the bridging of governing ideology and practice:
Our mission is: to educate every student to become a life-long learner; to foster academic, social, emotional and physical development; to nurture an understanding and a respect for all people in a multicultural and multiethnic world; and to promote responsible citizenship in a democracy. (Policy: 4000 Adopted: September 10, 1991)
We support the diverse development of charter schools, alternative schools and homeschooling groups through our community. We support the ICSD school board as a continuing evolution towards complete inclusiveness and community engagement as an ethical and equitable governing body.
We support the ICSD mission and the bridging of governing ideology and practice:
Our mission is: to educate every student to become a life-long learner; to foster academic, social, emotional and physical development; to nurture an understanding and a respect for all people in a multicultural and multiethnic world; and to promote responsible citizenship in a democracy. (Policy: 4000 Adopted: September 10, 1991)
Opinion: : In a time when social and educational equity could be a reality…we look around our ICSD schools and still find a lack of diversity that could create true equity. Apparent in almost every school there is an atmosphere of segregation based on class and race. Underlying the reality of segregation our schools lack the role-models and dedication to encourage a social transformation away from the “Jim Crow” practices.
If we look a little further we can see that the school’s stifle the diversity of social approaches specifically among ethnic “minorities”. For instance, the common disposition’s imposed upon a “minority” district employee, as a barometer for their success and credibility, are impartiality and complacency. The complexity of the Duboisian “Double Consciousness” explains the phenomenon.
Contrary to common practice, there are benefits to encouraging the alternative approaches of transformative and empowering education. These approaches could foster young people who are educated, socially aware and active in the constructive and equitable transformation of our society. Potentially, empowered and transformative youth could grow to diversify the district’s employment pool. Simply put, everyone needs and deserves positive and empowering models.
(Anthony Gallucci)
If we look a little further we can see that the school’s stifle the diversity of social approaches specifically among ethnic “minorities”. For instance, the common disposition’s imposed upon a “minority” district employee, as a barometer for their success and credibility, are impartiality and complacency. The complexity of the Duboisian “Double Consciousness” explains the phenomenon.
Contrary to common practice, there are benefits to encouraging the alternative approaches of transformative and empowering education. These approaches could foster young people who are educated, socially aware and active in the constructive and equitable transformation of our society. Potentially, empowered and transformative youth could grow to diversify the district’s employment pool. Simply put, everyone needs and deserves positive and empowering models.
(Anthony Gallucci)