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May 22, 2018

Gleanings From the 2018 Network Leadership Training Academy

Connection is a social determinant of health.

 

 

Last week I participated in the Network Leadership Training Academy hosted by the University of Colorado at Denver’s Center on Network Science. It was wonderful to meet fellow network geeks and enthusiasts from around the country and Canada and to hear about diverse applications of network theory and practice, from public health to public transportation, from early childhood education to after-school programming, from housing to firefighting.

I was invited to share some of what we at the Interaction Institute for Social Change are learning as we work at the intersection of networks and equity, which included telling the evolving story of Food Solutions New England. There seemed to be resonance with and appetite for going deeper to unpack how networks can be forces for truly equitable liberation from dysfunctional and damaging systems.

And there were many other presenters over the course of the couple of days I was able to attend. Here are some of my take-aways.

From network scientist Dr. Danielle Varda:

  • In networks, less is often more with respect to personal connections. Given that people can only manage a certain number of social connections, a good question to ask is “How can we cultivate and maintain the fewest number of connections that are valuable?”
  • Closed networks do not lend themselves to novelty. For innovation (and presumably for both resilience and adaptability) it is important to pay attention to “structural holes” in networks.

From community engagement leaders and network weavers Lah Say Wah, Maria Saldana and Brenda Mendoza Ortega with the Campus Community Partnership at UC-Denver:

  • Effective engagement rests on authentic listening, informal exchanges and meetings (lunch, coffee), identifying and honoring strengths and assets, thinking of people as people and not projects, constantly showing up and closing loops.

From network scientist Phil Wilburn:

  • In order to activate a network you have to have established sufficient trust and reciprocity.
  • Effective networks for individual “leaders” are open (distributed), diverse and deep.

From conversation and reflection with participants:

  • Connection is a social determinant of health.
  • Increasingly healing needs to be viewed as a foundational goal of developing networks.
  • Effective networks for individuals are not necessarily effective networks for collectives and social change. We have to be clear about what our scale and intentions are. (ON this front, check out this wonderful post by Christine Capra – “Networking Does Not Equal Network WEAVING“)

Additional resources to consult:

  • The Partner Tool, a social network analysis tool designed to measure and monitor collaboration among people/organizations.
  • Person-Centered Network App, for use by a provider to first screen a person to assess their gaps and strengths in their personal support systems and then, based on the results, link them to available community resources.
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May 17, 2018

25 Behaviors That Support Strong Network Culture

“Only connect! That was the whole of her sermon. Only connect the prose and the passion, and both will be exalted, and human love will be seen at its height. Live in fragments no longer.”

E.M. Forster, from Howard’s End

Photo by eflon, shared under provisions of Creative Commons Attribution license 2.0.

This is an excerpt from the final post in a series of five focused on networks for change in education and learning that have appeared on the Education Week and Next Generation Learning Challenges websites.

In this series on network design and network thinking, I explored the power and promise of networks as residing in how connection and flow contribute to life, liveliness and learning. See, especially, Connection is Fundamental.

In Why Linking Matters, I looked at how certain networks can more optimally create what are known as “network effects,” including small world reach, rapid dissemination, resilience, and adaptation.

I also noted, in Structure Matters in particular, that living systems–including classrooms, schools, school districts, and communities–are rooted in patterns of connection and flow. That’s why shifts in connections–between people, groups, and institutions–as well as flows of various kinds of resources can equate with systemic change, and ideally they can lead to greater health (in other words, equity, prosperity, sustainability).

Networks can also deliver myriad benefits to individual participants, including: inspiration; mutual support; learning and skill development; greater access to information, funding, and other resources; greater systemic or contextual awareness; breaking out of isolation and being a part of something larger; amplification of one’s voice and efforts; and new partnerships and joint projects.

It’s also true, however, that not every network or network activity creates all of these effects and outcomes. The last two posts looked at two factors that contribute to whether networks are able to deliver robust value to individual participants and the whole, including network structure and what form leadership takes. Networks are by no means a panacea to social and environmental issues and can easily replicate and exacerbate social inequities and environmentally extractive practice. So values certainly have a place, as does paying close attention to dynamics of power and privilege.

It is also the case that individual and collective behavior on a day-to-day basis have a lot to say about what networks are able to create. The following is a list of 25 behaviors for you to consider as part of your network practice as an educator:

  1. Weave connections and close triangles to create more intricacy in the network. Closing triangles means introducing people to one another, as opposed to networking for one’s own self, essentially a mesh or distributed structure rather than a hub-and-spoke structure.
  2. Create connections across boundaries/dimensions of difference. Invite and promote diversity in the network, which can contribute to resilience and innovation.
  3. Promote and pay attention to equity throughout the network. Equity here includes ensuring everyone has access to the resources and opportunities that can improve the quality of life and learning. Equity impact assessments are one helpful tool on this front.
  4. Name and work with power dynamics and unearned privilege in the direction of equity.
  5. Be aware of how implicit bias impacts your thinking and actions in the network. Become familiar with and practice de-biasing strategies.
  6. Think, learn, and work out loud, in the company of others or through virtual means. This contributes to the abundance of resources and learning in the network.
  7. Don’t hoard or be a bottleneck. Keep information and other resources flowing in the network.
  8. Identify and articulate your own needs and share them with others. Making requests can bring a network to life as people generally like to be helpful!
  9. Stay curious and ask questions; inquire of others to draw out common values, explicit and tacit knowledge, and other assets.
  10. Make ongoing generous offers to others, including services, information, connections.

For behaviors 11-25, see this link.

“… Keep reaching out, keep bringing in./This is how we are going to live for a long time: not always,/for every gardener knows that after the digging, after/the planting, after the long season of tending and growth, the harvest comes.”

Marge Piercy, from “The Seven of Pentacles”

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May 14, 2018

Offerings From the Fourth Annual 21 Day Racial Equity Challenge

On April 22nd, the fourth annual 21 Day Racial Equity Habit Building Challenge wrapped up. This project with Food Solutions New England was originally conceived as a “network innovation” to spread and deepen the conversation about and commitment around addressing race and racism in food and related systems. This year the organizing team sought to go deeper, noting how much the national conversation has evolved in the past year. And we were heartened by the numbers (over 3,000 people from all 50 states and parts of Canada signed up) and by the quality of the conversation on-line and in different in-person venues where we met people who were participating. Certainly no one is under the illusion that the Challenge is enough, but we have heard that it is changing the way many see their work in food systems. Below you will find some of what was generously offered on-line in response to the daily email prompts and associated resources (readings, videos, audio clips). 

History of Race and Racism in the Food System: What is the history you hold in your head (and heart and body) about our current food systems?

“In my work at a non profit in the ‘good food’ movement, we constantly use language like ‘fix the broken food system.’ Reading these pieces on the historical underpinnings of racism in our food system illuminated for me just how much that statement (almost a throw away now) is situated within a racial caste system. To presume that ‘we’ must ‘fix’ a system ignores (by not naming) the racism present in that system. It lumps the goals of racial and food justice in with other, non-racialized issues (like soil health) also plaguing our current system, thereby continuing to perpetuate injustice through silence.”

“The consistent glorification of a food system, broken or fixed, imagined or real, that has systematically ignored the people that make it function, throughout the past and yet still in the present, is something I think I unknowingly participate in. Will naming this, calling it out, help us to change the structural racism that fuels this reality? How? I hope that by learning, studying, reflecting, and communicating that this group can indeed be somehow change-making, but it’s challenging to see a positive horizon when the change to be had is so large and primarily resides in legal, political and social institutions and structures. Forgive me for being still inside a state of feeling overwhelmed.”

The Colonization of Indigenous Land Rights and Food Ways: How does colonization continue to exist in our food systems and how can you support decolonization and celebrate indigenous rights and food ways?

“I just finished listening to The True History & Foods of Thanksgiving. My immediate reaction is shock and shame. I accepted Thanksgiving as an American celebration without ever wondering about its history. The podcast is a great conversation that educated me about how interwoven food, land, location, spirituality and culture are for some traditions within Native Americans. I wish we treated our lands and environment with the same care that many people were able to do before they were colonized.”

“In my state, treaties still continue to be broken with Native American communities, the most recent agreement being broken in 2015. State programs aimed to “help” are rooted in white supremacist ideologies. I think of Audrey Lorde when she declared, “For the master’s tools will never dismantle the master’s house. They may allow us to temporarily beat him at his own game, but they will never enable us to bring about genuine change. Racism and homophobia are real conditions of all our lives in this place and time. I urge each one of us here to reach down into that deep place of knowledge inside herself and touch that terror and loathing of any difference that lives here. See whose face it wears. Then the personal as the political can begin to illuminate all our choices.”
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April 19, 2018

IISC is Hiring!

IISC is pleased to offer the following two opportunities for qualified candidates. Applications will be accepted until the positions are filled. Please scroll down to review IISC’s values and for details about each position.

  • Executive Assistant/Project Coordinator
  • Associate Director of Training & Capacity Building

IISC’s Values

Our values are as important as the skills you will provide to our organization. These values guide IISC in our work internally and externally:

  • We believe that social change is possible when three key elements are attended to: shared power and equity, network building, and love as a force for social change
  • We believe that transformative leadership is the kind of leadership we need in the 21st century
  • We believe in people’s right to be involved in the decisions that affect them so that they have influence over the quality of their lives
  • We believe in the dignity of all human beings and in taking care of our planet so that we can all live healthy lives and our communities can thrive

Associate Director of Training & Capacity Building Description:

IISC has a long history of offering public workshops and trainings with clients in addition to designing and facilitating change processes for organizations and networks. We now seek a skilled individual to join our team as we develop our training in line with our racial equity and collaborative change strategy. IISC is 25 years young; we bring experience and flexibility as we operate at the intersection of networks, collaboration, and equity, striving for loving community in all that we do. 

Position Summary: 

The Associate Director of Training & Capacity Building will be responsible for strategy, program planning and implementation of IISC’s trainings and public offerings. The Associate Director will bring energy, ideas and experience to ensure that IISC is bringing the best leadership, collaboration and equity learning to social change practitioners.

Essential Functions:

Strategy & Program Development

  • Develop and share a vision and plan for training and capacity building in alignment with IISC values, capabilities and 2018-2020 strategy.
  • Establish financial strategy for the training & capacity building program that meets IISCs goals for the program’s contribution to the overall budget
  • Work with IISC’s Delivery Staff (Senior Associates & Affiliates) to determine training strategies and modalities to achieve target outcomes.
  • Facilitate the development of new courses/products/trainings/transformational leadership offerings, both in person and virtual, in coordination with Senior Associates & Affiliates.
  • Build the current Licensed Client program, creating a vision, financial goals and marketing strategy.

Management & Program Implementation

  • Manage day to day operations (including programmatic strategies, goals & objectives, public workshop implementation oversight, client communications, and financial goals)
  • Manage day to day operations of all training and capacity building staff, including supervising IISC trainers, training coordinator and interns.
  • Supervise and facilitate the development of training programs, curricula and materials for workshops and presentations.
  • Work with training coordinator & operations staff to manage records and training-related CRM
  • Standardize training material design and production

Marketing & Business Development

  • Lead the achievement of revenue targets for training and capacity building programs
  • Develop business development and marketing strategies and materials for training and capacity building offerings in coordination with Business Development Manager, Director of Practice, Marketing Consultant and Senior Associates
  • Conduct sales and scoping calls and develop scopes for key training clients
  • Network/Build relationships to develop new clientele and training opportunities
  • Thought Leadership (blogging, speaking, interviews etc.)
  • Work directly with marketing and business development staff to assess the needs of training clients and related market demands (including regional markets)

Training & Capacity Building Delivery

  • Design and deliver key trainings

Learning & Professional Development

  • Ensure the systematic recruitment, development and training of all trainers/delivery staff in existing and new material and pedagogy
  • Oversee evaluation and continuous improvement of core public trainings

Qualifications/Characteristics

We’re looking for an innovative, self starter who loves experimenting and is willing to look at things in new ways in order to challenge the status quo. If you’re someone who sees things that could be and asks, “why not?”, then we think you’d be a great fit. Here are some of the other things that we think would be a great fit for our organization and this role:

  • A facilitative leader who is able to use great communication skills to foster collaboration with team members, partners and clients to make decisions and advance our collective goals.
  • Someone with experience in training and capacity building especially related to leadership, organizational change, adult learning, facilitation, racial justice, network building, curriculum design, systems thinking, design thinking, public engagement, collaboration skills etc.
  • Someone with the ability to manage and lightly coordinate 20-25 trainers with the support of a Project Coordinator who is dedicated to Training & Capacity Building.
  • Someone with a good grasp of financial strategy/budget management.
  • Someone who is attentive to transformative practice, self-care, and balance
  • Someone who has deep love for social and racial justice as well as curiosity/insight about the social change sector and what social change leaders need in the 21st century to prepare them for carrying the important work ahead of us.
  • Someone with a commitment to continuous learning, improvement, and evaluation.

We understand that no one person will have all of these characteristics so in the application and interview process we’re interested to hear which of these characteristics most connect to your strengths.

To apply, please submit your resume and a brief cover letter with salary requirements to iisc-hire@interactioninstitute.org.

Executive Assistant/Project Coordinator (Boston, MA)

Position Summary: 

The Executive Assistant/Project Coordinator (based on Boston, MA) is a passionate and collaborative individual committed to social justice and racial equity who will work to support the smooth and efficient operations of the Interaction Institute of Social Change (IISC) Board of Directors, President and Leadership Team. In addition, they will support and coordinate key organizational meetings and assist with special projects to support IISC leadership. They will handle scheduling for the IISC President and IISC Senior Associates (currently five lead consultants and trainers) in the United States. Lastly, they will manage small or discrete client projects requiring coordination.

The Executive Assistant should have demonstrated the ability to work collaboratively in a fast-paced environment, working with undefined and shifting priorities, and diverse people with many different backgrounds.

The role requires these competencies:

  • Excellent organizational skills, including a strong attention to detail, the ability to multi-task, prioritize and meet deadlines.
  • Strong relational and communication skills, both verbally and in writing.
  • Excellent listening and communication skills, with sensitivity to differing communication styles.
  • Strong critical thinking skills necessary to analyze complex information and situations and solve problems.
  • Ability to adapt to new technology quickly and contribute to improving the way IISC uses multiple modes of technology.
  • Strong typing skills.
  • Advanced skills in Microsoft Office applications, including Outlook, Word, Excel and PowerPoint; familiarity with Salesforce is a plus.

Education and Years of Experience:

  • Experience supporting executive leaders is required.
  • Experience with boards of directors a plus.
  • Minimum of five years of related, progressively responsible work experience, including extensive scheduling and meeting management experience.

To apply, please submit your resume and brief cover letter with salary requirements to iisc-hire@interactioninstitute.org

IISC is an Equal Opportunity Employer.

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April 18, 2018

Leadership in a Network Age

“Network entrepreneurs are keenly aware that they are few among many working across the larger system, and in this way they embody a special type of … leader[ship].

Jane Wei-Skillern, David Ehrlichman & David Sawyer, “The Most Impactful Leaders You’ve Never Heard Of”

Image by tarotastic, shared under provisions of Creative Commons Attribution License 2.0.

This is the third in a series of blog posts that appear in their entirety on the Education Week website. In the previous post we considered how structure has implications for the extent to which a network or networked activity is able to leverage different kinds of net effects and create value for diverse participants. We also considered how structure has implications for both equity and how power is distributed. Another important consideration in how to create equitable benefit is what leadership looks like and how it plays out in and around networked activity.

The concept of leadership seems to be undergoing a rapid evolution lately. Especially in this “network age” there appears to be both a growing appreciation that leadership has always been about more than the singular and highly visible heroic individual, and that going forward, leadership must be upheld as much more of a shared and multi-dimensional endeavor.

“Leadership for this era is not a role or a set of traits; it is a zone of inter-relational process. Step in, step out.”

– Nora Bateson from Small Arcs of Larger Circles

In much of the collaborative consulting work that we do through the Interaction Institute for Social Change, leadership (or what we at IISC often call Facilitative Leadership) is about “holding the whole.” That is, there is a need for groups, teams, organizations and communities to think more expansively about the state of a given complex system (community, economy, food system, organization, school, school district) and pay attention to what is required to support resiliency and/or change for more equitable and sustained benefit. In these situations, the traditional top-down images of leadership fall short.

In education, for example, we have seen hopes often pinned on seemingly superhuman teachers and principals who are brought in to “rescue failing kids and schools.” The assumption underlying such moves is that these extraordinary individuals will of their own drive and volition beat the odds and dramatically reverse the downward trajectory. This story may be the making of a box office smash, but in reality is met with mixed results at best. This is not to say that individuals cannot provide crucial sparks at important moments in organizations and communities. But holding out for heroic singular leadership ignores the systemic reality of what got us to where we are in the first place, and denies the more complex and connected response that is actually required.

“Leadership is helping to make the network smarter.”

Harold Jarche

Indications are that network leadership is at its best a dynamic, diverse, and multi-dimensional phenomenon. Many of those with whom IISC partners in the work of social and systems change understand this implicitly, and we have found it important to help them externalize and be more explicit about this by naming some of the roles that leadership can embody in a collaborative/networked world. Read More

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April 16, 2018

Dayenu: What is enough? White people confronting racism and privilege.

At Passover, there is a song about being thankful for each thing we are blessed with. Dayenu means “it would have been enough.” It is a call to appreciate the small things and to recognize that they are enough. And yet, within the “enough” there is a simultaneous recognition that the first gift or step is not enough without the next one.

In a world where racism is rampant, and where the impacts are real – often deadly, even – is there an “enough” in terms of being collaborators for change? It feels like it is never enough when lives are at stake.

On the one hand, there is never enough until we have envisioned and called into being the liberated and equitable and pleasing community that allows us all to thrive. This reality requires a commitment that is bone deep. It is the kind of commitment that requires constant thinking and action to live into new ways. It is held knowing that upending racism and racist systems is something to die for.

On the other hand, each action, each change to the individual and to the system, needs to be celebrated. For that one moment, it is enough. As long as we know that a new moment emerges when more is needed, and the past action is certainly no longer enough.

What is the first step and what is the next one? For many white people striving to be collaborators, the work begins with learning and knowing and then shifting awareness, then teaching, then ultimately embodied anti-racism practice in relationship with other white people and people of color. Perhaps a move from external to internal; from pointing out the faults of others to seeing how, despite best intentions, we are each implicated in racist systems; from tight vigilance to looser living and correcting.

  • Reading books and learning by black artists and intellectuals who have created parts of the world we want Dayenu
  • Understanding the history of racism and how it got institutionalized in the US and globally Dayenu
  • Bringing a new consciousness to my actions as I walk through the world Dayenu
  • Naming racism in all-white spaces Dayenu
  • Building authentic relationship across difference Dayenu
  • Helping other white people along the journey through openness and kindness Dayenu
  • Showing up as a vulnerable person who can acknowledge my mistakes and own my racism Dayenu
  • Ongoing learning through books, workshops, conversation, community Dayenu
  • Contributing to and investing in multi-racial community at work and at home Dayenu
  • Putting my life on the line Dayenu

The work of a white ally or accomplice is never ending, to be sure. It requires a lot of effort. And yet, it should not be a slog. We are doing this for ourselves as much as for anyone else. We recognize that ending white privilege and white supremacy allows us to be full human beings as we disrupt the notion of superiority on which this country was founded.

In my work in trainings and coaching, I encourage both the ongoing effort and the need to celebrate.

Maybe this is one way to be gentle and joyful in our work for liberation – to celebrate each small step as if it were enough while also knowing that it is never enough until we are all free and that we need to want and to create more.

What does it mean to you to do equity work with both insistence and gentleness, step by step?

“Ours is not the task of fixing the entire world all at once, but of stretching out to mend the part of the world that is within our reach…  What is needed for dramatic change is an accumulation of acts, adding, adding to, adding more, continuing.”      – Clarissa Pinkola Estes

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April 13, 2018

We will be Undone: A View on Achieving Racial Equity

Everything grows.

Everything changes.

And you will be undone forever.

Pursuing racial equity and systems change is a forever equation. I am noticing that our clients and friends believe that if we just implement racial equity, diversity, and inclusion “the right way,” our organizations, movements, and networks will immediately become effective multiracial ecosystems that produce transformative results.

We will always be undone. People and systems – the very world we live in – are ever changing and reverting and that’s why I have to be honest that the work of racial equity will always be unfinished.

People are always coming in and out of our organizations, some with knowledge of our path to create racial justice and others completely unknowing and beginning the discovery of systemic racism. Even if we root out systems of injustice and racism in specific institutions or sectors, they will exist in other places and invariably slip back into our ecosystem. The world is encased in racial stratification. We can dismantle racism in one territory and it can spread elsewhere as people and their ideas travel.

Oppression cannot be fixed. It’s not a linear proposition. It swarms, grows, gets attacked at moments, dissipates, and then finds its way back into our systems as fearful ways of thinking and unproductive ways of doing. And because we are a species and planet dependent on each other, the chronic patterns of racism can reenter our minds and societies. We are imperfect people in deeply imperfect systems.

We are making progress but it’s not the kind where there’s a clear end in sight. We’re learning together. We’re trying new practices of shared power. We’re rooting out racist policies in our laws and organizations. Our systems are feeling the pressure because of our joint actions.

But we won’t do it “right” and we won’t get it “right.” We will be undone.

But don’t let this disappointment get in the way of persistent bold action.

We will have moments of clarity. Moments of seeing new possibilities. Months of progress in our leadership for equity and justice. Years of growth and learning. Examples of power shifting and sharing all around us. Detrimental laws defeated. It will feel like freedom, like less damage is around and inside of us.

Let’s see ourselves as equilibrium makers, re-introducing people to see the problem of racism once again, re-balancing power as the dynamics return, re-calibrating systems when they revert, revisiting change in ourselves and others with humility, and re-birthing our best nature and ideas toward liberation.

Each of us are needed to extricate the roots of racism. We can still be a constant catalyst for change all the while knowing that we will be undone.

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April 4, 2018

Equity and Power in Network Structures

The following is an excerpt from the third in a series of posts on networks, education and learning. The full post and series are published on the Education Week website. This post builds on two previous ones –  Connection is Fundamental and Why Linking Matters – and looks at the importance of structure in supporting network effects while considering equity and power dynamics. 

Networks are not necessarily easy to control in terms of their overall structure, especially when they are large and complex (diverse and widely distributed). And it is important to note that there are network phenomena that may tend to pull a networked endeavor in a certain structural direction.

For example, homophily is a phenomenon where social networks tend to form clusters of nodes with similar properties or attributes. This is captured by the adages, “Birds of a feather flock together,” and “Those close by form tight ties.” The result can be self-segregation along various lines of difference, for example racial, cultural, or class divisions in schools. Or consider the current pronounced political polarization in our country. The key to confronting homophily is to be both aware of the tendency and diligent about creating structures and incentives for bridging across boundaries.

“Opportunity … depends, at least in part, on our inherited networks.” 

-Julia Freeland Fisher, from “Disrupting Opportunity Gaps Will Hinge on Networks”

One of the great hopes and marvels of networks is that they can be liberating, especially in the face of bureaucracy and various barriers (see more about “network effects” in the previous post in this series). While this is worthy of celebration, another important phenomenon to be aware of is that networks can be deeply inequitable.

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March 27, 2018

Why Linking Matters: Network Effects and Other Benefits

“We cannot live for ourselves alone.  Our lives are connected by a thousand invisible threads, and along those sympathetic fibers, our actions run as causes and return to us as results.” 

– Herman Melville

Image by David Amano, shared under provision of Creative Commons Attribution license 2.0.

In an earlier post in this series on networks and education, we explored the underlying vitality of connection and flow in our world and how this can create opportunity and health in our lives and in learning. According to network theory and practice, it can make a big difference when we are aware of who is and is not connected and then act intentionally to build and leverage relationships in both number and quality. Stories from a variety of fields illustrate the phenomenon of small and great change being rooted in creating ties and flows between different actors and elements in a system.

Now let’s take a step back and ask, “What is a network?” A basic definition is that networks are nodes and links. That is, they are elements of different kinds (people, schools, other kinds of organizations) that are tied together (consciously or unconsciously) in some larger pattern by one or more types of connectedness–values, ideas, friends and acquaintances, likes, exchange, transportation routes, communications channels. Social networks, comprised of individual people or groups, can be experienced in person and also virtually.

In the world of education and learning, here are some of the ways networks show up:

  • Open classrooms – Digital technology is used to connect students to a wide array of information and a diversity of community partners and real-world learning experiences both within and beyond a classroom’s walls. (e.g., CommunityShare)
  • Communities of practice –  Students, teachers, and school or district leaders connect their learning, engage in inquiry, and refine practice through learning webs within or across schools and districts.
  • Community schools/schools robustly connected to local community ecosystem – Connections create opportunities for authentic learning, job readiness, and student resilience; wrap-around services ensure fuller suite of supports for students. (e.g., Dudley Street Neighborhood Initiative)
  • Networks of schools – Schools are connected by their alignment to a model or philosophy, influencing a culture shift within the broader field of education.
  • Movement networks/”networks of networks” – Collectives of schools or education organizations push for transformation in the field toward greater equity, democracy, “education as a public good” (e.g., National Public Education Support Fund).
  • You (yes, you!) as a network (student, teacher, leader … all learners) – As individuals, we are (or can be) internally connected to multiple intelligences and ways of knowing–analytical/intellectual, embodied/somatic, emotional, spiritual.

The Value of Networks for Education and Learning

So what is the big deal about networks? Is there really anything new here? These are questions that come up, though seemingly less often over the past five years or so with the proliferation of various social media. On the one hand, networks have always existed as long as life has existed, so there is not anything new here. On the other hand, the various digital tools and technologies that have evolved to rapidly and dramatically shrink the world are showing us what more intricate and efficient forms of communication and exchange can make happen.

And while it is true that virtually all collaborative forms of social organization meet the basic definition of being a network (coalitions, alliances, organizations, communities), not all such forms leverage to the same extent what are called “network effects.” … To continue reading this post on the Education Week website, go to this link.

“You’ve got to keep asserting the complexity and the originality of life, and the multiplicity of it, and the facets of it.”

– Toni Morrison

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March 22, 2018

Love While Challenging Racist Behavior

This post was originally published on this date in 2016 and we find it enduringly relevant today. It contains a true story and a Facilitator’s Guide for handling situations like this. 

A True Story

At a recent training I was leading for an all queer and multiracial group, an older white man “John” took offense to my use of the word queer.  As an icebreaker, I had asked the group to share in a pair, when did you first know you were queer?  During the debrief, John took time to explain how the Q-word brought back painful memories of the many ways he was shamed growing up.  As he explained, he got emotional and then said “using the Q-word is like using the N-word for me.”  And he actually said the N-word.

The air in the room suddenly got heavy and many people shifted uncomfortably in their seats. The three black men in the group looked stunned, and the rest of the people of color in the circle turned to me to do something. The white man kept talking, completely unaware of that this micro-aggression had caused a change in the room. I waited for a white person to address what happened. But folks remained silent, so just as the next person began sharing, I stopped the process.

“I want to stop and check something out with you and the group. Is it ok if I do that?” I asked John and turned to the group to seek their approval. “John, thank you for sharing the impact that I had on you when I used the Q-word in this circle. I want to account to you for that. I also heard you use the N-word and I am wondering if you would be open to hearing the impact that that word could have had in the space?”

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March 10, 2018

Connection is Fundamental: Networks for Life, Learning and Livelihood

“Relationship is the fundamental truth of this world of appearance.”

-Rabindranath Tagore

The following is a segment from the first post in a series focused on network theory and its actual and potential applications to education and learning. This series appears on the Education Week website and was invited by Next Generation Learning Challenges (NGLC) as it explores the potential of networks to advance equity, adaptability and excellence in public education …

Network theory is on the one hand a new and emerging interdisciplinary science and on the other hand it is ancient, grounded in indigenous and experiential ways of knowing about the reality of interconnectedness. Another important element of “network science” is imagination–the use of creative expression and metaphor that recognizes and works with relationship and relatedness that can help to guide our minds, hearts, and hands. These posts will draw insight from this broader understanding of network theory. This first post offers a larger view of the nature and potential of networks in our lives.

There is a lot of talk about networks these days. And there is considerable hope and effort being put into more interconnected ways of working and learning in order to bring about much needed innovation and change in multiple fields, including education. This is exciting, and at the same time I am concerned that the conversation can be relatively narrow, or leap ahead of some deeper insights of network theory and practice. In so doing there is a risk of not getting to the more promising potential of networks.

Connection is fundamental. This is a core observation of network theory (and various wisdom traditions). Network theory starts by pointing to the fact that we often talk about the world in terms of individual things and their properties. This kind of approach may work in situations and in systems that are fairly simple and relatively static. But when the interactions and the complexity of the elements in a system increase, it is the connections that determine the characteristics of the elements in the system and its overall health. This holds true for any kind of dynamic living system–ecosystems, human communities, economies, etc.

“Network theory suggests that what a system becomes emerges from the complex, responsive relationships of its members, continuously developing in communication.” 

-Esko Kilpi

Life is at base a network. It thrives on connection. We all know this, experientially, because we are alive! And when we are not feeling alive or lively it is often because we are disconnected, cut off in some way–from other people, from the natural world, from our selves (feelings, bodies, values), from power or a sense of purpose. (See the UK’s recent move, incidentally, to appoint a Minister of Loneliness to address the multiple ills stemming from growing social isolation). Life thrives on connection. …

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February 20, 2018

Not Again!

I am becoming pretty good at compartmentalizing – focusing on the work that is right in front of me, even as more tragedy surrounds us and more outrage wells up within me. It’s certainly functional to be able to do that. But I don’t know that it’s always good. Part of me despairs. How many more people – and especially children – have to die needlessly? How is it that in other countries, people experience mental illness, firing from a job, expulsion from school, and all manner of personal tragedy without turning to mass killings? I want to be in the streets. I want to raise my voice with others in ways that will make a big and immediate difference. I want an end to politicians offering “thoughts and prayers.” I know there is power in prayer, and I also know that powerful prayer motivates powerful, compassionate action.

In a workshop the other day, we were exploring the ways that collaborative leadership practices support organizations and networks in pursuing broader diversity, deeper inclusion, and expanded equity and justice. Someone asked me if I really thought we would ever get closer to justice in this country, given the recent sharp turn we’re taking in the opposite direction. I offered two thoughts in response: (1) I think things are getting much better and much worse at the very same time. There is an expanding consciousness of the sacredness of human life and the interconnectedness of people and the planet; and many people who suffer under oppression are finding ways to resist and to build alternatives. That is all advancing and it’s good. And, the forces of racism, sexism, homophobia, zealotry, and more are also advancing, most recently with tacit and explicit support from the White House.  (2) As a woman of faith, what keeps me going is anticipating that in 50 years, when people look back on this era, they will see it as the last moments of flailing by a dying beast. May it be so!

Our friends at Spirit in Action remind us that there are four interdependent ways to transform society: “reimagine culture, resist domination, reform institutions and recreate society.” Whichever of the “Rs” are in the center of your work, go forth with strength and power!

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