Summary of Shane Safir & Jamila Dugan's Street Data

By IRB Media

Please note: This is a companion version & not the original book. Book Preview:

#1 As we write this book, we are experiencing a quadruple pandemic: COVID-19, systemic racism, near economic collapse, and climate change.

#2 Street data is the qualitative and experiential data that arises at eye level and on lower frequencies when we train our brains to discern it. It is asset based, and it helps educators look for what’s right in their students, schools, and communities instead of seeking out what’s wrong.

#3 I have learned that there are many ways of learning and succeeding outside of the traditional American and Western education system. Learning does not require a school building or a classroom. Equity work is primarily pedagogical.

#4 We hope to offer you a vision of an educational system that doesn’t yet exist, one rooted in human experience and decolonized ways of being, knowing, and learning.

• Language: English
• Publisher: IRB Media
• Release date: Aug 27, 2022
• ISBN: 9798350017625

IRB Media

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Insights on Shane Safir & Jamila Dugan's Street Data

Contents

Insights from Chapter 1

Insights from Chapter 2

Insights from Chapter 3

Insights from Chapter 4

Insights from Chapter 1

#1

As we write this book, we are experiencing a quadruple pandemic: COVID-19, systemic racism, near economic collapse, and climate change.

#2

Street data is the qualitative and experiential data that arises at eye level and on lower frequencies when we train our brains to discern it. It is asset based, and it helps educators look for what’s right in their students, schools, and communities instead of seeking out what’s wrong.

#3

I have learned that there are many ways of learning and succeeding outside of the traditional American and Western education system. Learning does not require a school building or a classroom. Equity work is primarily pedagogical.

#4

We hope to offer you a vision of an educational system that doesn’t yet exist, one rooted in human experience and decolonized ways of being, knowing, and learning.

#5

During a listening leadership session, I was seated with other educators in a circle, and we were instructed to form a Western society. The older women in the back shouted out how they felt being shut out and isolated.

#6

In the village, we are directed to re-form as a pre-colonial Indigenous community. We pull the chairs to the edges of the room, and an elder places a patchwork of woven blankets in the center. The children are asked to select a gift before sitting in a circle around the fabrics.

#7

I grew up in a white, middle-class family in the suburbs of Oakland, California. I experienced deep disconnection from myself as an aspiring feminist and antiracist, as well as from my peers and family.

#8

I have written this book as an offering: May we dig up the roots of our deepest beliefs about education that have never served children at the margins.