New View EDU Episode 7: Key Takeaways

In "Schools for Diversity and Designing Inclusive Futures," Episode 7 of the NAIS New View EDU podcast,hosts Tim Fish and Lisa Kay Solomon explore how a deeper understanding of the struggle for true equity in education can inform the way we design schools and learning opportunities in the future. 

The guests are Lonny Brooks and Ahmed Best, co-hosts of the Afrofuturist podcast and creators of the game Afro-Rithms From the Future. They delve into how their shared understanding of the future-thinking orientation inherent in the Black American experience, and the lack of representation of the Black community in the science fiction and gaming worlds, led to their creation of a communal game experience devoted to “democratizing the future.” They also share what their work means for educators and schools everywhere.

Use these prompts to spark discussions with your leadership teams. (You can also read the full episode notes here.)

Key Takeaways

Ahmed talks about a book called Algorithms of Oppression, which addresses the issue of racism and negative biases embedded in online search results and algorithms.
  • How can you apply the idea of “algorithms of oppression” to a school context?
  • What “algorithms of oppression” may still be present in your institution? 
  • How might they affect the full student experience, from admissions all the way to graduation? How might they affect the faculty experience?
Lonny talks about how students are able to implement their own voices and cultural experiences into the Afro-Rithms From the Future game, and thus see themselves reflected in the future immediately.
  • How can educators incorporate student voices and experiences into the classroom and into the curriculum? How can this be done in a truly meaningful way?
  • How can you help students see themselves reflected in the future? How can you use futures thinking in the classroom?
  • How can you use imagination, technology, and gameplay to engage students and foster an inclusive environment that all students feel welcome to participate in? How might virtual learning environments from the pandemic have unlocked these opportunities?