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Congratulations to authors Safir and Dugan on this book and model for transformational change. Well thought-out and emotionally engaging, it is a good resource to bring about the changes that we are seeking in schools and school districts. The illustrations, models and dialogue questions are powerful tools in bringing about sustainable change to support the learning and development of all students. I found the glossary of terms particularly useful for bringing clarity to a nuanced and critically important school transformation process. The book was excellent, and I hold great expectations for the dialogue and actions that will grow from the principals, vice principals, teachers and school district leaders who read it and walk through the doors that it opens.
I love this book! Shane and Jamila have produced a beautifully written book full of passion and heart. This is one of those rare works that is practical and transformational at the same time. The authors provide an inspirational guide for all of us actively pursuing deeper / transformational learning experiences in our schools. Thank you, Shane and Jamila, for articulating a new grammar for schooling that is aspirational and acheivable.
Street Data shares a systems-based leadership model and strategies to “walk the talk” of truly transformative school and district transformation. As someone with 25+ years experience in education as a teacher, school building leader, and district leader, this book is the handbook I am going to be referring to often. Safir and Dugan name powerful truths about how we often make decisions without listening to those who are most marginalized in our school systems. This book includes a powerful structure supported with specific practices and examples that avoid a cookie cutter one-size fits all model. Street Data bridges a cohesive equitable school transformation that is both visionary and sustainable. I strongly urge all district and school administrators and teacher leaders to read this book.
Street Data is an insightful book that digs deep into the underpinnings of the present systems of aggregating and disaggregating data that perpetuate systems of oppression. I have been in the field of data work in education for 15+ years and this book speaks to leveraging data in a manner that will truly bring about change within education for all students. I have been devouring this book and integrating its principles in my professional learning sessions because this content absolutely needs to be scaled so that more educators shift their thinking around the effective and efficient use of data. This should be a "must read" for every aspiring educational leader.
I was shocked by the irrational, anti-scientific diatribes that were made in the epistemology section, and shoot through the book. It makes no attempt to analyze the historical causes of the use of science to justify bigotry, just mentions that it happened, then throws out the baby with the bathwater in terms of the epistemological underpinnings of science. Furthermore it makes no mention of the fact that science is not belief set but a continuous process that self-corrects.
It is racist and disturbing that a philosophy, which on its own has no race, has been attributed to a "white" or "western" worldview. This is demeaning to the Underprivileged for whom science and reason was the source of liberation from bigotry, superstition, and inspires the fight for equality and freedom.
The Book cites pseudo-scientific, bigoted, and right wing efforts, which are rightly condemned, and concludes that Science is the problem! No mention of the fact that it was Science that ultimately helped to undermine bigoted theories. No mention of the fact that Science and Reason are products of the philosophical movement that brought down Aristocrats and Monarchies, which fought for the belief of natural inequality and its own privilege. The philosophy of the Kings and the philosophy of the authors have more in common with each other in their intellectual development than either have to do with the philosophy of science, rationality, or freedom.
In recent years, the postmodern equity industry has itself touted pseudo-science in the form of the implicit bias test, which in several studies with sample sizes in the thousands, repeatedly concluded that so-called "implicit bias" has "no impact on outward behavior". The Implicit Bias test was even denounced as being misused by one of its creators.
Of course in dealing with humans, children, and people, it is necessary to take into account decency, be tolerant of differences, and actively listen to needs. But this in no way justifies a fundamental shift in epistemology. The teaching of intrinsic difference, is right wing, is not progressive, and will Reify division and difference. Science and Reason have become the backbone of the anti-bigotry that has massive popular support. The forms of anti-bigotry that reject the philosophy of the Enlightenment and Scientific Revolution, have historically, and are presently, being used to undermine the achievements of previous struggles for Equality. The philosophical arguments used to justify the book's ostensible worldview, are indistinguishable in content from the arguments used by Nazis and Neo-Nazis.
Read "The Seduction of Unreason" by Richard Wolin. It holds a mirror to the worldview and philosophy that defines this book.