During summer 2018, Upper School science teacher Emily Veres was a fellow with Re-Imagining Migration. The group of fellows included educators working in schools, museums, districts in the US and abroad. They listened to speakers and engaged in brainstorming and thinking about migration, with the goal of creating an idea/project to bring back to their individual schools. The group's work is highlighted in this article (the project Emily envisioned and implemented at WIS is also briefly mentioned).
In fall 2018, Emily and her students focused on the following questions posed by the Re-Imagining Migration group:
- How can we reframe our understanding of migrant-origin students, maximizing their cultural and psychological assets and responding to their unique challenges?
- How can we help all learners to develop the understanding of migration, and the dispositions toward inquiry, empathy, dialog and civic action necessary to sustain inclusive and welcoming societies?
- How can we create and sustain learning environments able to enculturate children, youth and adults into the dispositions necessary to sustain inclusive and welcoming societies?
- How educators develop their capacity to nurture young peoples’ understanding of human migration and the knowledge, empathy and dispositions necessary to sustain inclusive and welcoming societies through their work in formal and informal settings.
Emily and her students used a variety of Project Zero strategies to help make sense of the long human history of migration as well as to gain perspective regarding the human face of migration.