I am a devoted follower of the late Sir Ken Robinson (may he rest in peace). Somewhere in his massive body of work he described math as a party to which many of us feel we have not been invited. Although I can't find the quote I have never forgotten it because I'm one of the people that got excluded from that guest list--or at least that's what I've always believed. I've gone along with the casual dogma of, "there are math people, and there are non-math people."
In May of 2019 the Guardian updated its style guide and publicly announced that they would be changing their use of terms regarding the environment. "Climate change" was replaced by "climate emergency, crisis, or breakdown." Editor-in-chief, Katherine Viner explained, "The phrase 'climate change' for example, sounds rather passive and gentle when what scientists are talking about is a catastrophe for humanity." Several other media outlets followed the Guardian's example.
“The truth of what you say is what really matters,
There's a fabulous scene in the 1986 film Ruthless People, where the character, Ken, is vehemently lecturing his wife, Sandy, about how, in order to pull off the scheme they've hatched, they've got to become different people--ruthless people. They need to be cold-blooded, heartless, and completely without mercy. The entire time he's delivering the diatribe, he is ever so gently scooping up a spider off of the kitchen floor onto a page of newspaper and safely depositing it outside on the back porch.
"The power of music and the plasticity of the brain go together very strikingly, especially in young people." Oliver Sachs
Neck and neck with COVID-19 for hottest topic of 2020 is the discussion around systemic racism and its antidote, antiracism. For educators, the specific focus of this conversation is how to move toward anti-racist curriculum and instruction. We are endeavoring to turn all of the dialog, debate, and social outrage into teachable moments. We are also, in some ways, building the plane as we fly. We're still working to achieve a shared understanding of terms, knowing that it's important to agree on what we mean when we talk about anti-racist curriculum and instruction.