empathy

Students take on kindness project to send a message on first day of school

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South Shore Elementary School Principal Nicole Young wanted to set the tone for the new school year, so she crafted a schoolwide project to spread love and hope throughout the community.

The Regina Beach, Saskatchewan students were asked to bring a rock to school for the first day of class, then encouraged to decorate them with kind words, and encouragement. Afterwards, students stashed their creations under trees and along benches, on guardrails and in playgrounds throughout the community in hopes of inspiring others with kindness, Global News reports.

“We just thought we would start off the year with a kindness initiative,” Young said. “It’s nice to make it something simple that the kids can do – kindergarten to grade eight, they can be kind and it’s easy.”

The idea came from a local mother of two, Geneva Haukeness, who combined her love of art with her growing rock collection to start Regina Beach Rocks, a project on Facebook designed to offer something for those who both create and find the special stones.

“I would just draw on rocks and it helps to (relieve) stress from this chaotic life (and) it just helps me to relax and get away,” Haukeness said. “If you find a rock you can keep it, you can post to on the Facebook page, (or) you can re-hide it for someone else to find.

“If it makes you smile, that’s all I want,” she said.

South Shore students were beaming as they discussed their artwork with Global News.

“I chose golfing because I love golfing, and it just makes me happy,” one student said of his rock’s theme. “I also feel kind, and feel like spreading that kindness.”

“It makes up happy,” his classmate added.

The intentional focus on instilling kindness in students comports with research from the Institute for Advanced Studies in Culture that shows parents want their children to be good people.

“The overwhelming majority of American parents (96 percent) say ‘strong moral character’ is very important, if not essential to their child’s future,” according to the Institute’s “Culture of American Families” report.

The kindness rocks in Regina Beach are part of a broader movement to inspire and encourage through painted rocks and stones that was started by Cape Cod, Massachusetts empowerment coach Megan Murphy.

Murphy’s The Kindness Rocks Project offers an educational curriculum that includes a Skype session with the founder, as well as a video explaining how it all got started.

“We believe that the earlier that you begin building understanding, empathy and kindness in children the sooner the world will have understanding, empathetic, and kinder human beings that care for one another. This educational module can help build the foundation of early social-emotional learning for children,” according to the website.

“You will find the curriculum module, additional resources and family sheets to assist you in implementing the activities. Included in the curriculum packet are a list of vocabulary words, suggested books, photos to use as prompts, links to videos to reinforce the curriculum, additional resource links, and family engagement activity sheets.”

ACE Flight Program promotes character, diversity in next generation of aviators

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The U.S. Air Force teamed with Delaware State University (DSU) this summer to launch a new, three-week pilot training program that’s offering students much more than a chance to fly an airplane.

The ACE Flight Program – an acronym for Aviation, Character and Education – hosted two dozens students from across the country in July and August to learn about aviation and military careers as part of an effort to address a severe pilot shortage.

The camp offered students up to 10 hours of simulation instruction and 15 hours of actual flight time in a PA-28 Piper with certified flight instructors from DSU’s aviation program. During the last week of camp, students complete a solo flight, operating the aircraft from takeoff to landing on their own, an experience ACE Flight Program deputy director Maj. Kenneth Thomas said is a tremendous confidence booster and motivator.

“This was probably the greatest experience I’ve ever had in my life,” said Amon Jackson, an 18-year-old from Chicago. “It’s not just the fact that all 24 of us got to fly every single day, but also friends we made, the laughs we shared, the places we visited. Because of this program, I’ve solidified my passion for flying, and flying for the Air Force. To say I’ve been blessed is truly an understatement.”

In addition to flight lessons, students discussed the importance of character with Air National Guard and Air Force reserves officers during field trips to military bases in Virginia, Delaware and Maryland, where they also toured several military programs.

The character lessons “gave students the opportunity to visualize their goals and plan for the future,” according to Air Force Public Affairs. “Students learned how their personality traits contribute to their decision making capability, prepared for college applications, set personal and professional goals and created life maps.”

“The character lessons helped establish a baseline for the students,” ACE Flight Program DSU liaison William Charlton said. “It was meant to help them better understand themselves in an effort for better interactions between other students, their leadership and later, when they are in leadership positions themselves.”

The program aims to diversify the overwhelmingly white, male pilot pool, as well, with two women, 11 African-American, four Hispanic or Latino and eight women taking part in the class of 2018.

“Participating in the Air Force’s inaugural ACE Flight Program in Dover, Delaware, has been life changing,” Notre Dame University AFROTC cadet Jill Ruane said. “It was truly a blessing to have been given this opportunity. I am eternally grateful to DSU and all of the Air Force cadre for their tireless work to make this program a reality.”

A major component of the successful program revolves around the daily interactions and conversations between students from a variety of backgrounds, as well as the flight instructors and military officers who guided them along the way.

Joseph E. Davis, scholar at the Institute for Advanced Studies in Culture quotes Massachusetts Institute of Technology’s Sherry Turkle about the impact those conversations have on character:

… It is in this type of conversation – where we learn to make eye contact, to become aware of another person’s posture and tone, to comfort one another and respectfully challenge one another – that empathy and intimacy flourish.

In these conversations, we learn who we are.

The U.S. Department of Education offers a look at how racial and socioeconomic diversity can strengthen communities, schools, and students themselves on its “Diversity & Opportunity” webpage. The page provides links to grants and programs aimed at fostering diversity in several different kinds of schools, along with an outline of other initiatives the federal government is pursuing through the U.S. Departments of Housing and Urban Development and Transportation to narrow opportunity gaps for poor and minority students.

 

Michaela Weinstein was a freshman when she decided to take action.

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The barrage of racist messages at California’s Albany High School – scrawled in hallways and on text books, along with attacks on social media – convinced her the only way to change the situation was through a cultural shift, led by students.

An Instagram post in March 2017 depicting the lynching of a black female student by the Ku Klux Klan served as the final straw, and Weinstein partnered with good friend Melia Oliver to create Speak, a social justice program focused on educating elementary students about empathy, racism, sexism and anti-Semitism, The Jewish News reports.

“The Friday the Instagram account was discovered, Melia and I had this really big conversation,” Weinstein said. “We realized that there was this need and we had a responsibility as citizens of our school and citizens of our world to make this change.”

The two recruited classmates to join the group and help lead discussions, then went to work designing a curriculum to cover a variety of topics, from bullying to LGBTQ discrimination, for students in grades three through five.

“Fourth- and fifth-graders are so influenceable,” Weinstein said. “They are really malleable, so you can give them information and they are willing to talk about it and they don’t have these walls built up yet.”

“We realized that we really needed a cultural shift, through education at a young age, to not tolerate hate. Obviously it’s not something that can be solved so quickly, but with something like Speak and other activist groups, hopefully some things like this can be helped.”

Speak held 38 presentations in fourth- and fifth-grade classrooms at three Albany elementary schools last year, and now has plans to spread the message to sixth-graders, as well, in 2018.

Weinstein, now a junior, recently won $36,000 to continue her work from the 2018 Diller Teen Tikkun Olam Awards, a national program that recognizes Jewish students who exemplify the values of their faith.

“At the end of the presentations we often have a closing circle and we ask what have you learned in the past hour, and they’ll sometimes say, ‘I want to make a difference like you’re making a difference,’” Weinstein told The Jewish News. “If a girl in her freshman year with her friend was able to create a program that can reach all these people, it shows we have the ability to make a difference.”

Students in Speak crafted the program to address the specific issues of racism and anti-Semitism gripping the high school, and educators and administrators who encouraged the program will undoubtedly benefit from the positive changes to school culture.

“We can only care for the young in their particularity,” researchers at the Institute for Advanced Studies in Culture wrote in “The Content of Their Character,” an analysis of character education in a wide variety of schools. “If we are not attentive to and understanding of these contexts, we are not caring for real, live human beings, but rather abstractions that actually don’t exist at all.”

Speak offers more information about the program, including its mission, presentations and team biographies at AHSStudentsSpeak.org.

 

“Robot apocalypse” could affect character education

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A series of reports by Education Week is highlighting how automation and a possible “robot apocalypse” could impact the way schools educate students for the future, and how the outcome of many of the moral dilemmas that await the next generation will depend on how well schools instill good character.

The education site suggests that by the time today’s sixth graders are in the workforce, robots will have likely replaced many of the working and middle class jobs available today. Top economists and technology experts offer a wide range of predictions for the future, from a full-blown robot revolution to a slow integration of new technologies in a variety of sectors, and now schools are grappling with how to prepare students for the uncertain.

“What skills will today’s students need? Will the jobs available now still be around in 2030? Should every kid learn to code? What about apprenticeships, career-and-technical education, and ‘lifelong learning?’” Education Week questions. “Just as importantly, how can schools prepare children to participate in the political, civic, and moral debates stirred up by technology-driven changes?”

Futurists like Martin Ford, author of Rise of the Robots, predict many routine jobs could soon be gone, such as paralegals, radiologists, line cooks, truck drivers, tax preparers, office assistants and others.

Such “predictions tend to overgeneralize from a breakthrough at one level of engineering to quote another level of sophistication,” wrote Mike Rose in The Hedgehog Review, and tend to ignore history showing that new technologies often “draw on existing knowledge and skills, even as it might alter them.”

Massachusetts Institute of Technology’s Paul Osterman, who ran the state’s workforce training programs, told Education Week that people will likely adapt with technology. And while some jobs will be lost, people will create new opportunities and new occupations in ways similar to the country’s transition from an agricultural economy to an industrial economy a century ago.

Either way, most agree students will need new skills for an unpredictable future, and will likely need a foundation in math and science, as well as other, uniquely human abilities.

“To maintain their edge, workers would also need to focus on cultivating the human qualities that robots still lack, such as creativity, empathy and abstract thinking,” Education Week reports. “And because most jobs could constantly evolve, today’s students could eventually face a make-or-break question: Can you adapt?”

That question will guide the flourishing of students after they graduate, and the answer could rest with how well schools instill good character in the classroom.

“ … Consider how deeply robots, algorithms, and digital agents are being woven into important aspects of our lives, from loan applications to dating to criminal sentencing. Will tomorrow’s citizens be thoughtful and vigilant in deciding how much control they’re willing to give to technology? Will they be able to recognize and challenge automated decision-making systems that replicate existing racial, gender, and other biases?” Education Week questions. “For all the attention to technology, the answer may have more to do with our laws, policies, and values.”

Many believe it’s especially critical for educators to help students reflect on the wise use of technology as part of a broader character formation lesson. Such lessons require intention and planning beginning with resources about character, technology, and making decisions based on good sense.

Student explains how her Christian faith supports strong character

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Dinuba High School student Audrey Menard is well-known for her outstanding character, and she isn’t shy about explaining what drives her to stay kind and positive through life’s challenges.

The California junior is active in Dinuba’s Ignite Club, a Christian student group on campus, and it’s her faith in Christ that has helped her stay strong when her “papa” was diagnosed with cancer earlier this year, Your Central Valley reports.

“I came home after a choir concert to find out my Papa was diagnosed with pancreatic cancer,” she said. “At first you didn’t want to believe it and it was really shocking.”

Ignite Club advisor Christopher Seitz, a Dinuba science teacher, credited Menard’s ability to persevere through the bad news to her Christian faith.

“Audrey had a positive attitude, in fact she says, ‘We believe he will be healed.’ And I was floored by that statement and I think she can say that because she has a profound faith,” he said.

Despite her own issues, Audrey has continuously worked to help others at school, serving as an example of kindness and compassion for both students and staff, Seitz said.

“Her smile alone is enough to make me smile and people respect her, students and teachers alike, because she is so mature for her age and radiates beauty and kindness,” he said.

Menard, who was recognized for her remarkable character by Your Central Valley in February, said her faith has taught her to use kindness and resilience to her advantage, particularly when times are tough.

“When it feels like everything is going wrong in the world to focus on that positive thing,” she said. “That can change your whole view on everything that will get you through the hardest moments.”

“I have this positive mindset that (papa) is healed, we are going to pass through this, and it will be a miracle that we can use to help other people,” Menard said.

Menard’s story highlights the important role faith plays in many students’ lives, and it serves as a reminder about the critical sacred quality of good character.

“This point bears repeating: character does not require religious faith,” James Davison Hunter, founder of the Institute for Advanced Studies in Culture, wrote in The Death of Character. “But it does require conviction of truth made sacred, abiding as an authoritative presence within consciousness and life, reinforced by habits institutionalized within a moral community.”

The Ignite Club obviously offers one avenue for reinforcing the religious habits that guide Menard’s strong character. Teachers can also take the lead in encouraging students to draw on their deepest convictions – including religious convictions – in ways that honor the sacredness of those beliefs and makes space for the convictions of others.

The Jubilee Centre for Character and Virtues offers a research report titled Flourishing from the Margins: Living a Good Life and Developing Purpose in Marginalized Young People that explains how students perceive their own sense of purpose and their vision of a “good life.”

In addition to research on how character education plays into education, the report suggests key recommendations for educators and provides teaching resources to help put the findings into action.

‘Roots of Empathy’ brings babies into classrooms to help students understand emotions

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Educator and author Mary Gordon believes babies are the “Roots of Empathy,” and her nonprofit by that name is reducing bad behaviors in classrooms across the globe, with help from those who can’t help themselves.

Gordon launched Roots of Empathy in Canada more than two decades ago to expose K-8 students to babies as a means of helping them understand their own emotions and empathize with classmates. The program includes 27 lessons centered on monthly visits from a parent volunteer and their infant, supervised by a Roots of Empathy-trained instructor, Nation Swell reports.

“What we do know and what teachers know is that the children really do learn to understand the alphabet of their emotions,” Gordon said. “And even better, they are able to talk about how they feel.”

Over the last 22 years, Roots of Empathy has expanded to 11 countries including the United States, driven by both anecdotal evidence and research showing its powerful impact. One study suggests the program can cut the number of students picking fights in half, while another highlights reductions in “difficult” behavior and increases in positive communication and social behaviors.

University of Missouri researchers in 2005 wrote Roots of Empathy shows “particularly strong evidence for its potential to reduce aggression and violence,” according to the news site.

The Seattle school district first adopted Roots of Empathy in 2007-08, and more than 15,000 Seattle students have participated in the program since its inception.

“Roots of Empathy provides a unique way to bring out compassion and tenderness in students,” Nancy Smith, a third-grade teacher in Seattle’s Olympic Hills Elementary, told Seattle’s Child in 2015. “For kids, Roots of Empathy is a respite from the day-today realities of school, and helps them deal with the difficulties and challenges in their home lives, as well. The visits are a breath of fresh air, giving kids a break from the work of academic learning and interactions with peers.”

Gordon said the program is designed to take a proactive approach to bullying and other student discipline issues.

“It’s not medicine, it’s vitamins, and we all need vitamins,” she told Nation Swell. “If you offer a universal program, you head off a lot of trouble, and it’s a benefit that we head off aggression and bullying.”

“This is our solution to building a caring, peaceful and civil society; through children,” Gordon said.

James Davison Hunter, founder of the Institute for Advanced Studies in Culture at the University of Virginia, discussed the importance of addressing specifics of each school’s moral ecology to created personalized solutions to bullying.

“We can only care for the young in their particularity,” Hunter wrote in “The Content of Their Character,” an analysis of character education programs in a wide variety of schools. “If we are not attentive to and understanding of these contexts, we are not caring for real, live human beings, but rather abstractions that actually don’t exist at all.”

The “universal program” offered by Roots of Empathy involves broad lessons for all students. Other programs like the Olweus Bullying Prevention Program take a similar all-inclusive approach, along with lessons targeted specifically at victims and perpetrators of bullying.

“Because the Olweus Bullying Prevention Program is not a curriculum, its core principles, rules, and supportive materials can be adapted for use by any program that children and youth attend on a regular basis, such as after-school programs, camps, or community youth programs,” according to the Olweus website. “All students participate in most aspects of the program, while students identified as bullying others, or as targets of bullying, receive additional individualized interventions.”

NZ school recognized for culture of inclusion

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Deputy principal Bruce Farthing of Otumoetai College in Tauranga, New Zealand believes the college’s culture of inclusion is driving its success.

“There is an absolute acceptance here of one and all,” he told New Zealand’s Bay of Plenty Times.

The news site recently featured the school as an example of excellence, which Farthing credits to the principles of socialization, openness and acceptance the school’s founders weaved into the institution three decades ago.

“I think the strength of this place lies in the school’s ability to be able to do exactly that,” Farthing said.

Students seem to agree.

“The most significant factor to why I believe Otumoetai College is the best college is the instalment of what I like to call our Otumoetai culture, which is a culture of acceptance, diversity and overall caring of each other,” 17-year-old Redemption TeWiki said. “That is why I think we are such a great school.”

Principal Russell Gordan told the news site he took the job as head of the school six months ago, and has been impressed with what he’s seen.

Gordan noted the school takes its name from a Maori word that means “still waters.”

“Still waters run deep,” he said. “What I have seen in my sort time here, is a depth of character,” he said. “There is something particular and peculiar to the culture at this school.”

That culture is something that’s passed down through students, head student Thomas Chaney explains. The 18-year-old explains new students are introduced to school’s positive culture on day one, and are expected to carry on Otumoetai’s inclusive traditions.

“It’s one of those things that have been passed down the generations,” Chaney said. “You look up to those role models who are older than you, and you want to recreate what they are doing. It is a bit of a circle.”

James Davison Hunter, founder of the Institute of Advanced Studies in Culture at the University of Virginia, noted the powerful influence of culture in forming character in his book “The Death of Character.”

“Much of our moral sensibility, of course, is acquired in our early socialization through the acquisition of language, and in our participation in everyday life,” he wrote. “Yet primary socialization is also that stage in life when moral instruction is articulated.”

The Association for Supervision and Curriculum Development, a group that represents 114,000 educators in 127 countries, delves deeply into school culture and climate, and explains how those important factors influence its goals of “advancing student achievement and supporting the whole child.”

ASCD offers articles, books, webinars, online learning and other materials, including a video highlighting what the experts have to say about culture and climate titled “When A School Feels Inviting.”

“School climate and culture have a huge impact on student learning,” ASCD author Peter DeWitt said. “It’s something you feel when you walk into a building, and students feel that, as well.”

Ohio student travels to France to eulogize local WWII veteran at Normandy American Cemetery

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When Springfield High School student Joshua Fox was selected to pay tribute to a soldier who died in the historic World War II D-Day invasion of Normandy, France, he didn’t have to search far to find a local hero.

The Ohio senior worked with the Normandy: Sacrifice For Freedom project through the Albert H. Small Student & Teacher Institute to honor Lucas County resident Private Jack William Runkel, a paratrooper with the U.S. Army’s 101 Airborne unit who died in action during the 1944 invasion, WTVG reports.

“Something about Private Runkel just spoke to me, that he was young kind of reminded me of how they were young men, most of them, who gave their life during this campaign,” Fox said.

The teen researched Runkel’s history and family, then traveled to Washington, D.C. to attend lectures and activities by World War II historians. Fox and his history teacher, Andrew Screptock, were among 15 teacher-student teams to participate in the Sacrifice for Freedom project, which culminated with students reading eulogies about the soldiers at their gravesites in France’s Normandy American Cemetery.

“That five minutes,” Fox said of the eulogy, “I can’t even explain it.”

“To know that I was possibly the first to memorialize him and honor him in that way was powerful to say the least,” he said. “We could all be speaking German right now if it wasn’t for these heroes. And it’s just something we all need to remember because of how important it was and what they gave up for us.”

“You know, it’s authentic,” Screptock added. “We got to get our hands dirty with history. So seeing Josh participate in that was especially gratifying.”

Researchers with the Institute for Advanced Studies in Culture recently analyzed character education in a wide variety of schools and published the findings in “The Content of Their Character.”

The research shows many schools, particularly rural schools, center character formation on three spheres of moral obligation: an appreciation of immigration, religious responsibility, and military service.

In rural schools, for example, students are not pressured to join the military, but rather “there was simply a clear expectation that people respect and honor those serving, those who had served, and those students thinking about joining.”

Fox’s memorial to Runkel is another prime example of how the expectation translates into something students and teachers can be proud of. The Sacrifice for Freedom project also creates role models, both in military heroes who gave their lives for freedom and students like Fox who step up to ensure their sacrifices are not forgotten.

The Jubilee Centre for Character and Virtues offers lessons on developing role models that explains “the positive effect that role models can have in your professional lives.”

“Inspiration can come from anywhere, but some people in our lives make a lasting contribution towards creating a better world for us and others,” according to the unit Character in the Professions: Law “These people may have inspired others through their various achievements but also their attitude and virtues.”

School supply drive for homeless offers lessons about gratitude

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Students at Queensland, Australia’s St. Mary’s Catholic School recently learned about people in their community who struggle with accessing basic necessities like food and water, and they decided to do something about it.

“We were learning about how we should be grateful for the things we’re given,” third-grader Patrick Chopping told The Bulletin.

Chopping and his classmates spent several days scavenging for items to donate to the local Homeless Connect – shoes, clothes, blankets, and other supplies – as part of a project set in motion by Councilor Rose Swadling, who emailed teacher Ruth Coughlan about giving a helping hand.

The students didn’t disappoint.

“I gave the children a challenge to fill five Gormans moving boxes within eight days … they filled them in three days,” Coughlan told the news site.

In total, the students and their families donated enough to fill 21 boxes over the course of 13 days.

Patrick told The Bulletin the items should be enough to help 100 homeless people.

“The families of our students were simply amazing with their generosity of clothing, bedding, food and toiletries,” Caughlan said.

“Gormans Removals donated the moving boxes and we are extremely grateful for that,” she said.

Syracuse University philosopher Laurence Thomas wrote about the dynamic of “Gratitude and Social Equality” for The Hedgehog Review, a publication of the Institute for Advanced Studies in Culture at the University of Virginia.

Thomas explained that it’s through gratitude that people acknowledge the significance of each other to form basic social connections.

“When a person acts in good will towards another, then she or he is acknowledging that the other has moral value,” Thomas wrote. “Gratitude is a natural response to being so treated.”

The Jubilee Centre for Character and Virtues at the University of Birmingham offers a teacher handbook to help educators grow gratitude in students to cultivate an appreciative outlook on life.

“Gratitude has been associated with a host of benefits, both individually and interpersonally. It has been found to play a role in increasing and maintaining subjective wellbeing or happiness, and satisfaction with life,” according to the handbook.

“From a more collective point of view, gratitude promotes pro-social behavior and strengthens social bonds. Gratitude has been shown to lead to improved mental health in clinical and educational contexts.”

The handbook provides activities that encourage youngsters to “cultivate a sense of appreciation for the network of people from whom they receive benefits,” and “to reflect on the meaning of gratitude” outlined in an associated workbook.

‘Culture coordinator’ connects students, family, school and community to build ‘positive environment’

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Esek Hopkins Middle School in Providence, Rhode Island “culture coordinator” Carina Monge is working to connect with students, parents, and local officials to bring her Rhode Island school community closer together.

She’s one of seven culture coordinators hired by the district to help address chronically low academic performance. At Esek Hopkins and other district schools, the culture coordinators are inspiring students to re-engage with their studies, and to work through life’s struggles, the Providence Journal reports.

Culture coordinator Monge, who is bilingual, spends much of her days building relationships – with students, faculty and families – in a variety of different ways, from connecting with Spanish-speaking parents who may be leery of officials, to working with students with excessive absences, local police, and teens dealing with trauma.

Researchers at the Institute for Advanced Studies in Culture strongly support this emphasis on culture. A students learning environment also includes the student’s mental state, home life, and after school community. James Hunter writes, “The form of character is one thing, but the substance of character always takes shape relative to the culture in which it is found” (The Tragedy of Moral Education in America, p. 6). Shaping this culture positively is crucial.

Monge launched “power lunches” and hands out Hula-Hoops to get kids moving, and invites officials like Providence police officer Taylor Britto in to chat with students and offer encouragement.

“When I first got here, school lunch was kind of sad,” Britto told the news site. “Now the kids are smiling. They’re engaged.”

“She has created such a positive environment,” officer Britto said.

Monge helped students launch an LGTBQ club and find an advisor, connected local musicians with the school band, brought in processionals from the community to speak at Career Day, and linked students with summer jobs programs. She also offers her office as a “quiet room” reprieve for overwhelmed students, and works with others to settle disputes and determine discipline.

“She exudes positivity,” music teacher Marilyn Russo told the Journal. “I see kids coming out of their shells.”

“By the time they leave her office, they’re smiling,” Britto said. “To have someone who makes them feel safe … it’s so important.”

Students seem to agree, with one girl telling the Journal her life has changed since she joined the LGTBQ club.

“It made me feel more comfortable,” she said. “Miss Russo and (Youth) Pride have given me a confidence I never had before.”

It would be great if every school had a person like Carina Monge on staff to help students face exceptional challenges and adversity in their lives.  Many schools do not have such a staff member.  However, teachers can help students flourish despite their circumstances by getting help from the UK’s The Jubilee Centre by looking at the Centre resource for teachers about Flourishing From the Margins.

 

©2017 Advanced Studies in Culture

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