The discourse on Chinese Indonesians has focused mostly on the notion of victims and bystanders. Since transitions of powers in Indonesia were often followed by violence against Chinese, writings on Chinese Indonesians have been dominated by prejudice and persecutions especially during the regime changes, portraying Indonesians of Chinese descent as “invasive agents.” Moreover, many of the Chinese diaspora in Southeast Asia, including Indonesia, are considered “outsiders” in their host countries since their identity and culture are similar and have mostly remained the same for hundreds of years. These views diminish the significance of Chinese Indonesians’ roles in “shaping, moderating, or stimulating social change in Indonesia” (p. 8). Chinese Indonesians and Regime Change suggests that we need to switch from those perspectives to understand the important contributions of Chinese Indonesians throughout the history of Indonesia. Edited by Marleen Dieleman, Juliette Koning, and Peter Post, the essays collaboratively explore Chinese Indonesians’ “active agency.”

In the introduction, the editors presents an “alternative perspective” that views Chinese Indonesians not only as bystanders or victims of these historical events but also “active agents of change.” The following chapters examine regime changes in Indonesia from multiple perspectives, focusing on the everyday lives of these agents including a shopkeeper, small businessman, and teenager. The book shows how Chinese Indonesians who came from different economic and social backgrounds have significant, active roles in building the future for themselves and the country. 

The book presents this alternative perspective in three parts. The first part focuses on policy and dignity where authors Juliette Koning, Nobuhiro Aizawa, and Andreas A. Susanto explore the notions of “assimilation, identity, and belonging” from multiple perspectives. Koning analyzes the influence of charismatic Christian religious movements on Chinese Indonesians. Quite a number of Chinese Indonesians followed these movements since they provided a sense of “belonging.” Aizawa explores the Chinese assimilation policy during Suharto’s era, especially the ways the Indonesian Ministry of Home Affairs viewed Chinese Indonesians. Susanto studies how Chinese Indonesians, particularly those in the city of Yogyakarta, reacted to Suharto’s assimilation policy and the resulting impact of the policy on their lives.

Moving on to the second part, the essays discuss the notion of justice and representation, exploring how Chinese Indonesians established their identity and rights as citizens. Nobuto Yamamoto demonstrates how peranakan (person of mixed ancestry) Chinese Indonesian journalists, especially the ones living in the 1910s–1930s, were active in promoting nationalism. Moreover, in her essay, Patricia Tjiook-Liem tells Loa Joe Din’s story, a Chinese Indonesian shopkeeper who initiated a transformation in the legal system during the colonial era that affected all Indonesians. 

In the last part, which highlights the theme of survival and creativity, Alexander Claver, Peter Post, and Marleen Dieleman examine the various strategies and creative methods that Chinese Indonesians used to survive and thrive amid transitions of power and changes in the economy between the 1930s and 1990s. Claver examines the MargoRedjo Company, a coffee company from Java, that incorporated advanced marketing strategies that enabled the company to flourish during the Great Depression in the 1930s despite its harm on the Indonesian economy. In his essay, Post discusses the Oei Tiong Ham Concern, the biggest Chinese Indonesian firm in the colonial era, who decided not to align themselves with any specific national identity, but instead focused on protecting the company by making adjustments and embracing new possibilities. Lastly, Dieleman analyzes how the Salim Group survived despite the economic instability caused by the fall of Suharto as well as how they managed to develop cooperation with global entities. 

This book helps to open our eyes and see Chinese Indonesians through the “alternative perspective.” Though regime changes throughout the history of Indonesia had indeed triggered horrors for Chinese Indonesians, they also provided possibilities for Chinese Indonesians to shape their own future, become “active agents of change,” and make significant contributions to the development of the country.

Today, the notion of transnationalism is ever increasing as immigration and globalization continue to rise. Cultural boundaries are blurring; the distinctions between the concepts of native, immigrant, and diaspora begin to fade. Thus, it is imperative for us to learn from individual cultures as well as the mix of these cultures. Moreover, people who have transnational and multicultural backgrounds have fluid identities, enabling them to relate with and be more culturally sensitive towards people from diverse backgrounds. They also have the perseverance and experiences in dealing with prejudice, separation, and displacement. These provide significant contributions to the discourses on transnationalism. 

The book Diasporic Histories: Cultural Archives of Chinese Transnationalism discusses the important role of the Chinese diaspora in transnational discourses. Edited by Deborah Madsen and Andrea Riemenschnitter, this collection of twelve essays examines historical accounts and cultural representations of the Chinese diaspora, exploring how their identities and cultures have been shaped, preserved, and changed over time.

The book explores various historical accounts of the Chinese diaspora. Ping Kwan Leung’s essay “Writing across Borders: Hong Kong's 1950s and the Present” provides a new perspective and analysis on the cultural and linguistic characteristics of Hong Kong literature, disclosing the history of Chinese diaspora in Hong Kong. In the essay “Diaspora, Sojourn, Migration: The Transnational Dynamics of "Chineseness,” Deborah Madsen discusses how the concept of “Chineseness” can no longer be used to refer to a specific cultural identity since there are various factors including language, economy, and literary production which influence identity. Madsen explores the different meanings of sojourning, migration, and diaspora throughout history. Helen Siu, who has done extensive research on the history and ethnography of southern China and Hong Kong since the 1970s, analyzes several major oppositions against China’s political moves within the last few decades to indicate “how diaspora and centre, groundedness and displacement are mutually constitutive.” Prasenjit Duara’s essay “Between Sovereignty and Capitalism: The Historical Experiences of Migrant Chinese” contrasts the history of Chinese immigrants in Southeast Asia and the United States between the late 19th century and the first half of the 20th century. He further analyzes the relationships between capitalism with nationalism and colonialism. 

Moreover, several essays review the history of Chinese immigration from as early as the Han Dynasty until the 18th century. Nicolas Zufferey, in his essay “Exile in China during the Han Dynasty,” attempts to present the feelings and conditions of the Chinese diaspora, especially their view towards their home and host countries during the Han Dynasty. Roland Altenburger examines the writings of Ji Yun, a mid-18th century Chinese scholar. Altenburger analyzes Ji Yun’s detailed documentation, including verses and prose, of his experiences during exile. 

Besides historical narratives, some essays discuss cultural and literary representations. Mary Shuk-han Wong wrote “The Voyage to Hong Kong: Bildungsroman in Hong Kong Literature of the 1950s,” in which through the Bildungsroman perspective, she analyzes refugee literature (难民文学) of the mid-20th century that shares the experiences and conditions of mainland Chinese who escaped to Hong Kong. The essay “Women and Diaspora: Zhao Shuxia's Novel Sai Jinhua and the Quest for Female Agency” by Kathrin Ensinger explores the way Zhao Shuxia, a diasporic woman, retells the story of Sai Jinhua, a courtesan and a well-known figure who “offers a link between a complex tradition of courtesan culture with its strong ties to the male literati world of imperial China and modernity.” Ensinger further discusses how the life of a courtesan, including being displaced and separated from family, resembles that of the diasporic immigrants.

Furthermore, some essays examine more recent fiction narratives. Sau-Ling Wong explores a rare, yet crucial topic in her essay “The Yellow and the Black: Race and Diasporic Identity in Sinophone Chinese American Literature.” She analyzes how the identities of Chinese diaspora were constructed in some Chinese American fiction and how Black characters have a significant role in this notion of identity construction. The essay “Another Diaspora: Chineseness and the Traffic in Women in Fruit Chan's Durian Durian” by Pheng Cheah examines the condition of China’s small businesses after the Hong Kong Handover. Cheah also discusses the movie Durian Durian that represents Hong Kong’s unsteady economic condition during that era. Andrea Riemenschnitter’s essay studies Taiwanese and Hong Kong fiction writings within the past few years that are related to transculturalism and diaspora, especially their contribution to the discussion on queer transnationalism. In the last article “Double Diaspora? ‘Re-Presenting’ Singaporeans Abroad,” Tamara Wagner discusses how the current fiction narratives about the Chinese diaspora in Singapore and Asia Pacific countries are combinations of superficial multiculturalism that attracts Westerners and “profoundly ironic, self-reflexive re-plottings of the region's historical triangulations of diaspora, migration, and cultural hybridity.”

These twelve essays profoundly explore, analyze, and highlight the Chinese diaspora’s experiences, expressions, and contributions across different times and places. These essays present readers with possibilities and challenges to conduct further studies and research on transnationalism. 

Happy New Year!

I hope yours is off to a good start and your families are well.

We have an opening for 8 to 12 hours per week. This is for someone who would like to teach Arts, Crafts, and Chinese Culture classes online for Morningside PlayCare. The children are advanced or intermediate level Mandarin speakers. The goals of classes are to practice listening, speaking, reading Mandarin while doing arts and crafts, playing learning games and being exposed to Chinese culture. Children are ages 5 and 6. There are 4 to 5 children in the class.

Intern will receive coaching and observe experienced teacher, while also having a chance to develop her own lesson plans and practice her classroom management skills during class periods in which she leads the class. Intern will also have an opportunity to develop relationships with children during one-to-one time. Our previous interns have really loved their classes!

Internship starts mid January. This is a great opportunity and successful interns will receive invaluable experience, be able to add us to their list of career experiences and secure recommendations for employment and further studies. Interested graduate or undergraduate students who are native speakers, with majors in early childhood education, bilingual education, TCSOL, art education, music education, or a related field, should send resumes as soon as possible to: ge23@tc.columbia.edu

FYI, we will be offering in-person paid teaching opportunities in the fall to our best interns. All successful interns will receive a letter of recommendation upon completion. Please share this with your students.

Thank you.

Gail Foster, Ed.D.
Morningside PlayCare.com
917-587-5628

 

 akc
Book Groups on Graphic Novels
Continue in 2021!
3 Graphic Novels to Read with Us!
Our free Book Groups continue on January 5th with three more graphic novels covering rich and complex topics in East Asian history. The visual texts offer new entry points into difficult subject matter and as a group we will discuss how to incorporate both the topics and the books into your classroom. Registration is open and we hope you'll join us!

Tiananmen 1989: Our Shattered Hopes 
Written by Lun Zhang & Adrien Gombeaud, Illustrated by Ameziane
January 5 - February 9, 2021
5 Sessions; 10 PD Hours
Moderator: Karen Kane
Follow the story of China's infamous, June Fourth Incident - otherwise known as the Tiananmen Square Massacre ― from the first-hand account of a young sociology teacher who witnessed it all. 

The 14th Dalai Lama: A Manga Biography
Written and illustrated by Tetsu Saiwai
February 17 - March 16, 2021
4 Sessions; 8 PD Hours
Moderator: Karen Kane
At the age of two, Tenzin Gyatso, child of a peasant family in northeastern Tibet, was recognized as the reincarnation of his predecessor, the Thirteenth Dalai Lama the manifestation of the Buddha of Compassion. Just fourteen years later, this young man assumed full political power over his nation upon the invasion of Chinese forces. 

Grass
by Keum Suk Gendry-Kim
April 7 - May 11, 2021
4 Sessions; 8 PD Hours
Moderator: Karen Kane
The term "comfort women" is widely used to refer to the victims of Japanese military sexual slavery. "Grass" is a powerful antiwar graphic novel, telling the life story of a Korean girl named Okseon Lee who was forced into sexual slavery for the Japanese Imperial Army during the Second World War ― a disputed chapter in twentieth-century Asian history. Beginning in Lee’s childhood, "Grass" shows the lead-up to the war from a child’s vulnerable perspective, detailing how one person experienced the Japanese occupation and the widespread suffering it entailed for ordinary Koreans.
More AFE Resources Online!
Many more resources can be found on our website www.afe.easia.columbia.edu including learning modules, background information, and recommended materials on art, history, geography, and more.
Asia for Educators (AFE) is an initiative of the Weatherhead East Asian Institute at Columbia University. AFE receives generous funding for professional development on East Asia from the Freeman Foundation. AFE is a member of The National Consortium for Teaching about Asia (NCTA), which is generously funded by the Freeman Foundation as a multi-year initiative to encourage and facilitate teaching and learning about East Asia in elementary and secondary schools nationwide. NCTA is a premier provider of professional development on East Asia. AFE also receives funding from the U.S. Department of Education.
Follow us on Facebook for more news and
updates on East Asia and Education!

親愛的家長您好,

感謝您訂閱我們的十一月電子報。

時間很快地來到秋季學期尾聲。佳節將至,我們預祝您闔家身心安康。在紐約公立學校持續進行線上教學之際,我們希望能為您與家人營造一個安全自在的空間,讓師生、家長與我們的行政團隊即使在各自家中也能共織互助的網絡,一起為孩子們的教育出一份心力。

 

COVE感謝過去數月以來和我們一同成長的眾多志工老師、行政團隊、學生及其家庭。參與本秋季學期課後教學與一對一輔導計畫的師生與家長,我們希望您回顧此經驗時,備感豐收愉快。對您一路上的投入與付出,我們也感激不盡、銘記於心。我們在此誠摯邀請各位與COVE攜手展望春季學期的到來。

 

在此份電子報中,我們想與您分享我們如何為數個社區的孩童們盡心盡力的點滴以及一些振奮人心的好消息。

1 – 秋季學期回顧

感謝您成為我們秋季規劃重要的一份子。得力於您的協助與支持,我們才有辦法順利執行課後課程計劃,以下提供部分數據供您參考:

2020年秋季規劃:
學生種族組成:
拉丁裔: 37.8%
非裔:36.8%
亞裔:8.6%
中東與北非裔:2.2%
美國印地安人與阿拉斯加原住民:3%
白人:4.9%
不願透露:7%
參與課後計畫的學生年級組成:
幼稚園到小二:35人
三到五年級:59人
六到八年級:29人
九到十二年級:26人
更多數據請參閱此連結

2 – 和社區機構 Commonpoint Queens 的合作計劃

我們無比歡心雀躍地在此宣佈我們已正式和Commonpoint Queens展開合作交流。我們已共同策劃了一份前導計劃,目前僅提供給64位學童,但有望於2021年春季擴增受惠人數。此計畫主要設計給小一與小二生,提供閱讀、數學、科學與社會學科方面的指導。領導的七位COVE輔導教師分別來自巴納德學院(Barnard College)、賓州大學(Univeresity of Pennsylvania) 、德州大學奧斯汀分校(University of Texas at Austin) 、賓漢頓大學(Binghamton University)、聖約翰大學(St. Johns University) 以及哥倫比亞大學(Columbia University)。此計劃將於十一月九日至十二月十七日,星期一至星期四的下午三點到五點舉行。

透過此教育計劃,我們期許能延續Commonpoint Queens的使命,無論您的宗教、種族、社會背景、國籍、性別認同、性偏好、年齡為何或是否有身心障礙,都能在一個兼容並蓄、促進個人成長、滿足個人需求並積極營造社群的環境裡,維持且提升所屬社區、家庭乃至個人生活的品質。
更多有關此次合作的訊息都記錄在我們的訊息與活動(news & events)頁面裡。



3 – 大學申請入學系列講座



COVE很興奮能在此向學生與家長們介紹我們的新課程:2020-2021 COVE大學申請入學系列講座!此系列分成五個部分,涵蓋大學校系查詢到入學後應注意的大小事,從基礎入門到內行提點,讓您在申請路上立下成功基石。我們相信大學入學不僅限於申請學校,還包含如何多面向地從經濟、學術和社會層面確立方向、為升大學做足準備。

 

我們將探討的主題包含聯邦助學金免費申請(FAFSA)、如何掌握理解您的錄取信及獎助學金方面的申請還有升學的多元管道介紹,包括轉學申請步驟的逐步拆解、為學生帶來的效益以及成功轉學的準備步驟。

 

這些講座將由兩位洞悉助學金相關資訊的專業人士共同設計、講授,他們分別曾求學於和(或)任職於紐約市立大學(The City University of New York)、弗吉尼亞大學(the University of Virginia)、阿莫斯特學院(Amherst College)、哈佛大學(Harvard University)以及哥倫比亞大學(Columbia University),也曾以學生及志工身份加入數所大學入學相關組織機構,例如,QuestBridge 和 1vyG。他們專注於,來自第一代移民及低所得家庭(FGLI)的學生還有其他少數族群的求學經驗並相當期待能分享對於上述族群尤其相對有益的資訊。

 

我們的第一場講座為「大學申請入門」,預計於十二月十四日,週一美東時間的晚上七點到八點半舉行。與會者將探討大學助學金項目,提供各類校系概述、申請過程、費用抵免以及獎學金計畫等資訊。此次講座特別針對紐約市立大學(CUNY)和紐約州立大學(SUNY)兩大系統以及開放給紐約州學生申請的大學入學機會計畫,例如EOP/HEOP and SEEK 做相關說明。

請填寫此表格申請報名。 

請點此連結登記

如果您有興趣參與任何一場講座,請點此連結登記,我們將會提供最新報名資訊以及對您求學有益的相關資源。學習與準備永遠不嫌早!

網站連結

4 – 愛護自己系列募款活動

我們將於近幾週舉辦第二波募款活動。三場精彩的線上工作坊都逐一安排於聖誕佳節之前,慈善星期二(Giving Tuesday)當週的十二月一日便將為系列活動拉開序幕,我們以募得$1,000為目標,以持續為我們的學生提供免費線上課程計劃。

更多相關資訊請點選我們的網站連結

若您想切換網頁語言以方便閱讀,
你可以複製網頁網址到谷歌翻譯(Google Translate)裡,網頁便會自動為您翻譯網頁內容。 

5 – 結語

最後,我們希望能借你們之力讓我們能觸及更多紐約的社群與團體,也希望能招募更多志同道合的夥伴加入我們的教師群以及行政團隊。若您知道任何有意願的人,也請您把COVE介紹給他們!就算只是在IG,臉書或推特上留下您的聯絡方式於我們而言也是莫大的幫助!

COVE的每一位成員都衷心希望您度過了一個美好的秋季學期,我們迫不及待新學期與您再次相會!謹此   敬頌
崇祺

COVE行政團隊

Donate to COVE

Website Facebook Instagram Twitter LinkedIn Email

Copyright © 2020 Community of Volunteer Educators (COVE), All rights reserved.

As always, feel free to reach out to us at:
info@coveducators.org

Community of Volunteer Educators · 521 W 146th Street · P.O. Box #410 · New York, NY 10031 · USA

New Graphic Novel Book Groups
Fall 2020-Spring 2021
Visual Texts on Complex East Asian Subjects
We are pleased to announce our new line up of online Book Groups covering rich topics in East Asian History. Join us to read historical and first-person accounts of important events in Japanese, Korean, Chinese and Tibetan history, and learn how to incorporate these texts into your classroom! Participation is free and Professional Development credit is available.
Black Ships: An Illustrated Japanese History - The Americans Arrive
Written by Sean Michael Wilson, Illustrated by Akiko Shimojima
September 9 - October 6, 2020
4 Sessions; 8 PD Hours
Moderator: Karen Kane
In 1853 the arrival of Commodore Perry and four American ships forced Japan to open up to trade. "Black Ships" conveys the personalities of the key figures in the drama: on one side, Commodore Perry and his captains, and on the other, Shogunate officials Abe Masahiro and Hayashi Akira. These events mark the final years of the Edo period, as the feudal Tokugawa shogunate took its last breaths and gave way to the Meiji government.
The Satsuma Rebellion: Illustrated Japanese History - The Last Stand of the Samurai
Written by Sean Michael Wilson, Illustrated by Akiko Shimojima
October 14 - November 3, 2020
4 Sessions; 8 PD Hours
Moderator: Karen Kane
Award-winning authors and illustrators tell the riveting story that changed the face of modern Japan. "The Satsuma Rebellion" portrays the bloody uprising of 1877, when Satsuma rebels, led by the infamous Saigo Takamori, fought enforced modernization by the Meiji government. Their crushing defeat by the imperial army ended their power once and for all and ushered in an era of modern technology and Western military methods.
Banned Book Club
Written by Kim Hun Sook & Ryan Estrada, Illustrated by Ko Hyung-Ju
November 18 - December 22, 2020
5 Sessions; 10 PD Hours
Moderator: Karen Kane
It's 1983 during South Korea's Fifth Republic ― a military regime has entrenched its power through censorship, torture, and the murder of protesters. In this charged political climate, a freshman named Kim Hyun Sook seeks refuge in the comfort of books and an unusual book club. Hyun Sook soon discovers, in a totalitarian regime, the delights of discovering great works of illicit literature are quickly overshadowed by fear and violence. In "Banned Book Club," Hyun Sook shares her dramatic true story of political strife, fear-mongering, the death of democratic institutions, and the relentless rebellion of reading.
Tiananmen 1989: Our Shattered Hopes
Written by Lun Zhang & Adrien Gombeaud, Illustrated by Ameziane
January 5 - February 9, 2021
5 Sessions; 10 PD Hours
Moderator: Karen Kane
Follow the story of China's infamous, June Fourth Incident - otherwise known as the Tiananmen Square Massacre ― from the first-hand account of a young sociology teacher who witnessed it all.
The 14th Dalai Lama: A Manga Biography
Written and illustrated by Tetsu Saiwai
February 17 - March 16, 2021
4 Sessions; 8 PD Hours
Moderator: Karen Kane
At the age of two, Tenzin Gyatso, child of a peasant family in northeastern Tibet, was recognized as the reincarnation of his predecessor, the Thirteenth Dalai Lama ― the manifestation of the Buddha of Compassion. Just fourteen years later, this young man assumed full political power over his nation upon the invasion of Chinese forces.
Grass
by Keum Suk Gendry-Kim
April 7 - May 11, 2021
4 Sessions; 8 PD Hours
Moderator: Karen Kane
The term "comfort women" is widely used to refer to the victims of Japanese military sexual slavery. "Grass" is a powerful antiwar graphic novel, telling the life story of a Korean girl named Okseon Lee who was forced into sexual slavery for the Japanese Imperial Army during the Second World War ― a disputed chapter in twentieth-century Asian history. Beginning in Lee’s childhood, "Grass" shows the lead-up to the war from a child’s vulnerable perspective, detailing how one person experienced the Japanese occupation and the widespread suffering it entailed for ordinary Koreans.
More AFE Resources Online!
Many more resources can be found on our website www.afe.easia.columbia.edu ― including learning modules, background information, and recommended materials on art, history, geography, and more.
Asia for Educators (AFE) is an initiative of the Weatherhead East Asian Institute at Columbia University. AFE receives generous funding for professional development on East Asia from the Freeman Foundation. AFE is a member of The National Consortium for Teaching about Asia (NCTA), which is generously funded by the Freeman Foundation as a multi-year initiative to encourage and facilitate teaching and learning about East Asia in elementary and secondary schools nationwide. NCTA is a premier provider of professional development on East Asia. AFE also receives funding from the U.S. Department of Education.
Follow us on Facebook for more news and
updates on East Asia and Education!

2020 STARTALK/NHLRC Teacher Workshop

Workshop Dates: June 22-26, 2020 at UCLA

This workshop is designed to help language teachers face the challenge of teaching heritage language (HL) students. The workshop will open on June 1, 2020, with online assignments for three weeks. This will be followed by a five-day face-to-face workshop (June 22-26, 2020). Accepted participants will be required to complete the online assignments as well as the face-to-face workshop.

 

The online assignments will focus on identifying and addressing the linguistic gaps in HL students’ language, differentiated teaching, and teaching mixed classes. The face-to-face workshop will focus on how to use project-based learning (PBL) as a useful tool in heritage language instruction.

 

There is no charge for the workshop. A limited number of stipends will cover travel and accommodations for out-of-state participants.

The workshop's goals are for participants to:

  1. Understand the needs of HL learners.
  2. Design projects and select materials that build on HL students’ initial proficiencies and meet both their linguistic and affective needs.
  3. Identify criteria and strategies for developing PBL curricula.
  4. Understand how to structure and pace a project-based unit.
  5. Understand how to select and use authentic materials, and develop real-life activities to accompany them.
  6. Become familiar with the principles of differentiated and macro-based teaching.

 

The application period is now open and will close on March 31, 2020.

 

Please be aware that you must submit a CV with your application.

 

Click on the following link to apply: https://ucla.in/39WsOle

For more information about the teacher workshop, please visit

https://nhlrc.ucla.edu/nhlrc/event/14085

SPRING2020PROFESSIONAL DEVELOPMENTOPENHOUSE

Tuesday, March 3rd5:30-7:30 pm

Wednesday, April 15th5:30-7:30 pm

Professional Development Session Options (choose one)

I. An Age Old Problem And The Future of Education

PresenterZoltan Sarda

Session Description
What shifts will educators need
to contemplate as we prepare students for a future in which skills and knowledge needed are largely unknown? What if we really need to begin with a major shift in our conception of how students learn?

As a way to explore these questions, this workshop will focus on the kind of thinking and learning that happens when a group of individuals work together to solve a simple engineering challenge. After completion of the activity, the group will participate in ade-briefing and discussion. Intendedfor all K-12 educators.

II. Learning through Language Immersion

Presenters
Yibo Lu and Julie Yankowitz

Session Description
Immersion education is more than
an academic pursuit. It is a dailypractice that transforms the way students see and think about theworld. Immersion teachers don’tteach another language; they teach in another language. This workshop will offer participants a chance toexplore the benefits of bilingualismand discuss how second languagesare learned. We’ll introduce theprinciples of immersion education and give participants a sneak peek into the immersion program at Avenues.Intended for all language or languageimmersion teachers.

III. Building Empathy, Creativity and Metacognition in Kids: A Toolkit for Teachers

Presenters
Curtis Murungi and Erin Sheehan

Session Description
How do we teach our students to solve problems that we cannot imagine in a world that does not yet exist? This workshop is designed to provide a toolkit for educators who seek to help students to develop, through focused deliberate practice, the thinking skills – namely empathy, creativity, and metacognition – thatunderlie fluid intelligence and that are vital to problem solving in arapidly-changing world. We will learn how to use in-class Writing and Math challenges as tools through which to engage students in the deliberate, intentional, and systematic practiceof these thinking skills. Intended
for middle school teachers, but allare welcome.

Join us at Avenues: The World School for professional learning from some of our top-notch leaders about various instructional topics implemented at our New York Campusand beyond. See below for session offerings.

Light dinner will be served as well as a brief tour of our campus. Admission is free.

Location: NYC Campus, 259 10th Ave, New York, NY 10001

RSVP viahttp://bit.ly/2ObxyuW or by contacting Lara Silvas lsilvas@avenues.org