User:Sumomox4nouchi/sandbox

== Articles == Oakland International High School - (SECTOR) This article is a stub article that needs some development so that people are more informed about what this unique school is doing and how it seeks to generate social impact. I plan to create a section for its curriculum and pedagogical model, drawing on scholarly work from academics such as Richard Rothstein, Roberto G. Gonzales, and Molefi Assante. I will add some missing statistics about the school relative to other schools by referring to the SARC reports available to the public. I will also connect the school's supposed approach to education, the Internationals Approach, to a subsection of an article I found on The Internationals Network for Public Schools.

West Oakland, Oakland, California - (AREA) This article focuses on the history of the region in which I am locating my practice. It describes the immigration history of various groups and the social changes and movements created by these populations. I plan to add a section that can neutrally discuss environmental racism regarding air quality and public safety and access, as well as what it is like to live there in such a mixed community today.

Article Evaluation
I evaluated the Oakland International High School page. Overall, the article was pretty barren and could use more information! Here's what I found:


 * Evaluating Content
 * I found that although most of the information on this article was relevant, the history section of OIHS was about something completely different and didn't discuss the history of the school itself at all.
 * The page was missing a lot about its programs, curriculum, and all of the services they provide their students. This information is critical to understanding how the school achieves its mission.
 * Evaluating Tone
 * The tone was neutral. However with the addition of some of the facts that I intend on publishing (e.g. graduation rates), it may be difficult to maintain neutral tone.
 * The school's history was outshined by the article going on about The Internationals Network for Public Schools. OIHS as a unique entity in the Bay Area was underrepresented because of the umbrella organization is falls under.
 * Evaluating Sources
 * Several paragraphs were missing sources.
 * The links worked.
 * The one source used was seemingly reliable since it came out of an academic study by Stanford.
 * Checking the Talk Page
 * There were no discussions on the Talk Page.

Area
Curriculum

Seeing space as cultural education:

Sector
Acculturation histories

Neighborhood histories

Sector
Bilingual education was barred from the classroom in 1998 by California Proposition 227, but these restrictions were repealed by California Proposition 58 when it passed in 2016. In support of this, Professor Ofelia García of the Graduate Center of the City University of New York, argued that dynamic bilingualism which integrates culture and language together in the classroom can yield more desirable results in both the short and long term than complete immersion in an English-only classroom. Although OIHS is advertised as an English immersion school, language support from teachers, volunteers, and even other students is encouraged. Furthermore, teachers are trained on the refugee experience and its various narratives in order to best educate their students and help with the resettlement of these populations. Refugees may or may have not had formal education prior to arriving in the American classroom.

In the ongoing debate on bilingual education, OIHS chooses to implement an immersion approach, despite scholarly evidence that supports transitional and bilingual education models.

The high drop out rates reported by the SARC can be attributed to external factors. Immigrant students and language learners often drop out of school because they must go to work to support their families, and these youth often see no promise in getting a degree for a job that cannot hire them due to their citizenship status and fear of deportation.

(Curriculum section, new)

Experts conclude that we must infuse our textbooks with information from the minority perspective, instead of incorporating a few instances of it into a white history book, placing an emphasis on culturally relevant teaching. Teachers at Oakland International High School incorporate many aspects of the students' culture into the everyday curriculum. Additionally, the school organizes "Community Walks" in which students become the teachers and educate the staff on their cultural backgrounds and customs. These Community Walks include the sharing of cultural dishes and visits to local ethnic enclaves such as grocery stores and churches.

[SENIOR PORTFOLIOS]

(Modern Context section, new)

25,000 new refugee students enter the U.S. public education system each year. In 2008 (OIHS was founded in 2007) the U.S. received 70% of the world’s refugees (60,190 people). Notably, about half of the world's refugee population is comprised of minors. Through the Refugee Act, refugees upon arrival in the U.S. receive 8 months of medical and cash assistance, however, services for youth refugees are limited, even in schools which have been proven to be the most stable and effective institution of support for refugee families. Refugees may or may have not had formal education prior to arriving in the American classroom. Teacher training on the refugee experience, and its various narratives is crucial in order to educate and help with the resettlement of these populations. Students at OIHS support each other in their language acquisition, and this is supplemented by outside volunteers inserted into the classroom.

(Space section, new)

According to curriculum experts such as David M. Callejo Pérez and Stephen M. Fain, space can and should be purposefully created to enact its inhabitants' cultural and social conditions. Space, particularly that of schools, should be utilized to enrich human potential. Classrooms at OIHS are plastered with English vocabulary, sentence starters, flags of countless nations, and maps to foster both a sense of cultural connection and stimulation to progress in a new environment.

Area
Environmental racism is when a particular group (most often racial minorities or those with specific disadvantages) is subject to dangerous pollutants and deprived of access to basic resources such as clean air, water, healthy groceries, etc. In West Oakland, a case study revealed that the predominantly African American and Latino neighborhoods in this area were exposed to disproportionate levels of diesel exhaust from 6,300 container trucks that frequented this route on their way to and from the Port of Oakland and a prominent US Post Office distribution center. Air pollution generated from traffic and truck idling is tied to early asthma onset in children, and approximately 64 pounds of diesel particulate matter emissions were released into the air in a single day in West Oakland according to one study. Residents in the surrounding neighborhoods reported regular findings of diesel exhaust soot on windows and vents of their homes. In part to environmental racism, these people could be exposed to ‘‘90 times more diesel particulates per square mile per year than the state of California.’’ In light of this information, community organizers called together a case for a new truck route ordinance that would re-navigate container trucks and their harmful emissions away from the neighborhood. Currently, the community is more engaged in environmental decision-making to protect their families.

(Histories section)

West Oakland is the oldest district in Oakland. In the 1800s, West Oakland was dominated by marshes and Oak groves. Then in 1862, a wharf and ferry terminal was erected to designate the final stop of the Transcontinental Railroad, West Oakland station. WWI brought the shipbuilding industry to West Oakland, and along with it a migration of diverse people into a new, strong working class neighborhood. African, Irish, Italian, Dutch, Mexican, and Portuguese workers flocked to the area. African American culture flourished strongly, garnering West Oakland the name of "the Harlem in California" from Jazz singer Horace Silver. The shipbuilding industry boomed again during WWII until it halted in 1945. Thus ensued a drastic decline in jobs and devastation of the economy in West Oakland. Several decades later, West Oakland still felt the economic low it incurred from the 1945. In 1990, 60% or more of the children living in West Oakland experienced poverty, as opposed to the Alameda county average at that time of 15.32%.

West Oakland suffers from persistent poverty, meaning it has been the site of high poverty for five decades or more. 33% of West Oakland residents are in poverty, and poverty affects 46% of children in this neighborhood. The continued disinvestment in this area has been a major barrier to health and educational attainment.

The acculturation histories of the immigrants who have come to West Oakland are vast. Immigrants from El Salvador flee to the United States because of the harsh political and economic conditions there. Throughout the 1980s, the Salvadoran government supported death squads which tortured, killed, or harassed citizens who opposed the current regime. The human rights violations that occurred in El Salvador were heard and condemned worldwide. Despite this record, the United States government still deeply supported the government of El Salvador throughout the 1980s, seeing it through a civil war. Hundreds of thousands of Salvadorans were driven to the United States in search of sanctuary during and after the civil war which lasted a grueling 12 years. Currently, many Salvadorans find refuge in West Oakland and the greater Bay Area.

(Education section, new)

In 1990, the educational attainment for West Oakland dwellers was stratified. Only about 8% of residents 25 years of age and older had obtained a bachelor's, graduate, or professional degree. This almost doubled by the year 2000, when this figure rose to 14%. There have been significant improvements in the education attainment of West Oakland residents. In 1990, almost half (45%) of residents 25 years of age and older did not have a high school degree, compared to Alameda county which had a figure of only 18%. However, this figure dropped to 34% by the year 2000. In the academic school year 1999-2000, 35.1% of a total of 55,051 students within the Oakland Unified School District were English language learners, many of which lived in West Oakland. [INTEND TO ADD PRESENT DAY STATS ON EDUCATION ATTAINMENT] In analyzing a four-year cohort rate of dropouts for the academic year 2014-2015, 30.6% of students dropped out of a West Oakland high school. It may pique readers' interest upon noticing that at this regular high school, 0.0% of English language learners completed their high school graduation requirements, even though 6.7% of the student body was ELL.

Sector

 * 1) Molefi Assante, “Multiculturalism: An Exchange” The American Scholar 60 (1991): 267-276.
 * 2) *Assante insists that we infuse our textbooks with information from the minority perspective, instead of incorporating a few instances of it into a white history book, placing an emphasis on culturally relevant teaching.
 * 3) Borrero, N., Ziauddin, A., & Ahn, A. (2018). Teaching for Change: New Teachers’ Experiences with and Visions for Culturally Relevant Pedagogy. Critical Questions in Education, 9(1), 22–39. Retrieved from https://libproxy.berkeley.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3deric%26AN%3dEJ1172314%26site%3deds-live
 * 4) *culturally relevant pedagogy (CRP) = “a theoretical model that not only addresses student achievement but also helps students to accept and affirm their cultural identity while developing critical perspectives that challenge inequities that schools (and other institutions) perpetuate”
 * 5) *"CRP counters the deficit narratives tied to historically marginalized students of Color, as teachers enacting CRP utilize student culture as a valuable tool for learning instead of positioning culture as an explanation for student failure."
 * 6) *"CRP counters simplistic versions of multicultural education in which students are limited to learning about people of Color through heroes and holidays. Multicultural education via heroes and holidays marginalizes legacies of people of Color to a few themed lessons or celebrations throughout the school year. In contrast, CRP works to position students’ cultural identities at the center of their learning every day."
 * 7) Schiff, Katie. 2014. "Redefining Success: Refugee Education and Oakland International High School." eScholarship, EBSCOhost (accessed September 12, 2018).
 * 25,000 new refugee students enter the U.S. public education system each year.
 * 1) *In 2008 (about when OIHS was founded) the U.S. received 70% of the world’s refugees (60,190 people), and about half of the world's refugee population is comprised of minors.
 * 2) *"Under the Refugee Act, youth refugee services are limited in scope and are not embedded in public school systems, despite schools being the most frequented and stable source of support for refugee families."
 * 3) *Through the Refugee Act, refugees upon arrival in the U.S. receive 8 months of medical and cash assistance.
 * 4) *"Annette Lareau argues that class and cultural capital greatly influence educational attainment."
 * 5) *"School for refugee youth after arriving in America is an essential element of their rehabilitation of mental and physical health, trauma coping, and the ability to become self-sufficient."
 * 6) *Refugees may or may have not had formal education prior to arriving in the American classroom.
 * 7) *Teacher training on the refugee experience, and its various narratives is crucial in order to educate and help with the resettlement of these populations.
 * 8) *Students at OIHS support each other in their language acquisition, and this is supplemented by outside volunteers inserted into the classroom.
 * 9) Ofelia Garcia and Claire E. Sylvan. Pedagogies and Practices in Multilingual Classrooms: Singularities in Pluralities. The Modern Language Journal. 95 (3) 2011.
 * 10) *Dynamic bilingualism that integrates culture and language together in the classroom can yield more desirable results in both the short and long term than complete immersion in an English-only classroom.
 * 11) *"Bilingual Education Act, programs were defined as transitional, with home languages used only until the children were proficient in English (transitional bilingual education programs)."
 * 12) Roberto G. Gonzales. “Learning to Be Illegal: Undocumented Youth and Shifting Legal Contexts in the Transition to Adulthood,” in Arum, Beattie, and Ford,  Structure, pp. 709-727
 * 13) *Immigrant students and language learners often drop out of school because they must go to work and see no promise in getting a degree for a job that cannot hire them due to their citizenship status and fear of deportation.
 * 14) Callejo-Pérez, D. M., Slater, J. J., & Fain,;  S. M. (2004). Pedagogy of place : seeing space as cultural education. New York : P. Lang, c2004. Retrieved from https://libproxy.berkeley.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dcat04202a%26AN%3ducb.b16014850%26site%3deds-live
 * 15) *Space can and should be purposefully created to enact its inhabitants' cultural and social conditions. Space, particularly that of schools, should be utilized to enrich human potential. They address issues around place and identity in three aspects: social, aesthetic, and political historical.
 * 16) Elsa Billings and Aída Walqui. Dispelling the Myth of “English Only”: Understanding the Importance of the First Language in Second Language Learning. http://www.nysed.gov/common/nysed/files/dispelling_myth_rev-2.pdf
 * 17) *Benefits of being bilingual: Cognitive
 * 18) **Cognitive flexibility, Creative Problem Solving, Advanced metacognitive development, Increased metalinguistic awareness, Delay of age-related mental decline
 * 19) *Benefits of being bilingual: Social-Emotional Benefits
 * 20) **Positive self-concept, connection to family and community, Effective communication/Ability to see multiple perspectives
 * 21) *Benefits of being bilingual: Academic
 * 22) **Academic Benefits: Higher proficiency levels in L1 are associated with higher EL proficiency, higher academic achievement, math scores, overall GPA, and academic aspirations
 * 23) *Research on bilingual Latino students shows higher achievement score, GPAs, and maintenance of higher educational expectations compared to English-dominant Latinx peers.
 * Lee, S. J., & Walsh, D. (2015). Welcoming immigrant students with a high-quality education: the Internationals Network for Public Schools models a high-quality education for immigrant students and shows how to prepare teachers to support students who are adjusting to the United States.(R&D). Phi Delta Kappan, (4), 46. Retrieved from https://libproxy.berkeley.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedscpi%26AN%3dedscpi.A443132459%26site%3deds-live
 * 1) *"The Internationals Network for Public Schools has a reputation for engaging in culturally and linguistically responsive pedagogy with immigrant youth. The 19 schools in the internationals school network serve the unique academic and emotional needs of recently arrived immigrant youth who are English language learners."
 * 2) *It's students originate from 100 countries and speak 90+ languages
 * 3) *"What constitutes a high-quality education for immigrant students and what teachers can do to provide a high-quality education for immigrant youth?"
 * 4) *Four-year graduation rate is 64% (15 INPS NYC schools)
 * 5) *Compare that figure with only 37% for ELL in other NYC schools
 * 6) *Six-year graduation rate is 74%
 * 7) *Known for the large numbers of students who are accepted and enroll in two- and four-year colleges
 * 8) Sylvan, C. (2013). Newcomer High School Students as an Asset: The Internationals Approach. Voices in Urban Education, (37), 19–24. Retrieved from https://libproxy.berkeley.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3deric%26AN%3dEJ1046132%26site%3deds-live
 * 9) *All teachers support both content and language learning
 * 10) *"In virtually all our schools, students in grades 9 and10 are mixed in classes and work on projects together in a two-year program where they remain with the same set of teachers"

Area

 * 1) Organista, K. C. (2018). The Americanization of Latinos: Central Americans and Dominican Americans. Draft written for 2nd edition of, Solving Latino psychosocial and health problems: Theory, research, and populations.
 * 2) *Immigrants from El Salvador flee to the United States because of the harsh political and economic conditions there. Throughout the 1980s, the Salvadoran government supported death squads which tortured, killed, or harassed citizens who opposed the current regime. The human rights violations that occurred in El Salvador were heard and condemned worldwide. Despite this record, the United States government still deeply supported the government of El Salvador throughout the 1980s, seeing it through a civil war. Hundreds of thousands of Salvadorans were driven to the United States in search of sanctuary during and after the civil war which lasted a grueling 12 years.
 * 3) Organista, K. C. (2007). Chapter 1: The Americanization of Latinos: Patterns of acculturation and adaptation in the United States (pp. 3-38). In K.C. Organista, Solving Latino psychosocial and health problems: Theory, research, and populations. New Jersey: John Wiley & Sons, Inc.
 * 4) *Reading regarding the achievement gap between Latinx populations at, Organista revealed a study that explained cultural differences such as language barriers and immigrant status do play a part in the achievement gap but only if combined with disadvantaged social class. Thus, the history of acculturation into American society and family income are extremely important to consider when dealing with education of immigrants.
 * 5) Gonzalez, P. A., Minkler, M., Garcia, A. P., Gordon, M., Garzón, C., Palaniappan, M., & ... Beveridge, B. (2011). Community-Based Participatory Research and Policy Advocacy to Reduce Diesel Exposure in West Oakland, California. American Journal Of Public Health, 101(S1), S166-S175. doi:10.2105/AJPH.2010.196204
 * 6) *Gonzales et al. conducted a case study analysis in West Oakland California regarding the high levels of diesel air pollution from trucks. Their research unveiled remarkable figures which supplied data for a truck route ordinance. The community came together to organize and is now involved in the decision-making process to address the environmental concerns.
 * 7) Sudhinaraset, M, Ling, I., Tob, T.M., Melo, J., & Quach, T. (2017). Dreams deferred: Contextualizing the health and psychosocial needs of undocumented Asian and Pacific Islander young adults in Northern California. Social Science & Medicine, 184, 144-152.
 * 8) *1.5 million undocumented Asians and Pacific Islanders reside in the United States today. "Undocumented API young adults, in particular, come of age in a challenging political and social climate, but little is known about their health outcomes." Documentation status is often a barrier to accessing health, mental health, and sexual/reproductive services.
 * 9) Ghandnoosh, N., & Rovner, J. (2017). Immigration and public safety. Washington DC: The Sentencing Project, 1-16.
 * 10) *Homicide and property crimes decreased in cities with larger immigrant populations. This contrasts with many Trump supporter beliefs
 * 11) Landgrave, M., & Nowrasteh, A. (2017). Criminal immigrants: Their numbers, demographics and countries of origin. The Cato Institute: Immigration and Research Policy Brief, 1, 1-7.
 * 12) *Statistically, immigrants, whether legal or illegalized, are less likely to end up in prison when compared to natives
 * 13) Wong, T. K. (2017). The effects of Sanctuary policy on crime and the economy. Center for American Progress, 1-24.
 * 14) *Crime is statistically significantly lower in sanctuary counties and the economies are stronger because there is higher household income and less reliance on public assistance
 * 15) *Poverty is 2.3% lower in sanctuary counties than nonsanctuary counties
 * 16) http://acphd.org/media/496252/air-pollution-health-impacts-west-oakland-acphd-2018.pdf

Non-Scholarly Sources

 * West Oakland : community information book 2001. (2001). Oakland, Calif. : Alameda County Public Health Dept., 2001.
 * West Oakland is the oldest district in Oakland. In the 1800s, West Oakland was dominated by marshes and Oak groves. Then in 1862, a wharf and ferry terminal was erected to designate the final stop of the Transcontinental Railroad, West Oakland station. WWI brought the shipbuilding industry to West Oakland, and along with it a migration of diverse people into a new, strong working class neighborhood. African, Irish, Italian, Dutch, Mexican, and Portuguese workers flocked to the area. African American culture flourished strongly, garnering West Oakland the name of "the Harlem in California" from Jazz singer Horace Silver. The shipbuilding industry boomed again during WWII until it halted in 1945. Thus ensued a drastic decline in jobs and devastation of the economy in West Oakland.
 * Several decades later, West Oakland still felt the economic low it incurred from the 1945. In 1990, 60% or more of the children living in West Oakland experienced poverty, as opposed to the Alameda county average at that time of 15.32%.
 * In 1990, the educational attainment for West Oakland dwellers was stratified. Only about 8% of residents 25 years of age and older had obtained a  bachelors, graduate, or professional degree. Almost half (45%) of residents 25 years of age and older did not have a high school degree, compared to Alameda county which had a figure of only 18%.
 * In the academic school year 1999-2000, 35.1% of a total of 55,051students within the Oakland Unified School District were English language learners, many of which lived in West Oakland.
 * West Oakland, Social and Demographic Characteristics http://www.acphd.org/media/53477/woakland05.pdf
 * SARC Report http://sarconline.org/Sarc/About/01612590115667
 * Sanchez, T. (2018, September 17). Oakland’s growing Mayan community: “I can hear people speak Mam in every corner.” San Jose Mercury News (CA). Retrieved from https://libproxy.berkeley.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dnfh%26AN%3d2W62496058196%26site%3deds-live
 * Mam
 * SARC Report https://www.sarconline.org/SarcPdfs/Temp/01612590110189.pdf
 * McClymonds High School Accountability Report Card Reported Using Data from the 2016—17 School Year

Introduction
TOKIHA is an educational initiative whose mission is to spark self-discovery, inspire the pursuit of passions, and ultimately liberate the mind through peer dialogue and collaboration. The name TOKIHA is derived from the Japanese word “tokihanatsu 解き放つ,” meaning “to release," hence its slogan to "Liberate Your Mind." Founded in 2015, TOKIHA has since evolved into an organization that operates experimental summer camps, day workshops, and local events in Japan for predominantly high school and middle school children. TOKIHA is a legal entity in Japan registered in December 2017 as 一般社団法人, which would translate to a general corporation, a hybrid form of B Corp and NPO. It currently operates out of Kanagawa Prefecture, but has hosted programs in Fukushima, Fukuoka, and Ibaraki.

History
TOKIHA

Program Curriculum
TOKIHA