School safety: The Subjective Experience of Safety

Creating a safe environment in a school can mean different things for different people. Safety is largely perceived as well as being referential for a shared understanding of threats in an environment. The interplay between power, vulnerability, and subjectivity presents schools with a unique  and complex challenge as it relates to keeping all students safe. Without a robust understanding of what makes schools unsafe, general observations can be used to assert that people universally perceive Read more…

Seguridad escolar: La experiencia subjetiva de la seguridad

Crear un ambiente seguro en una escuela puede significar diferentes cosas para diferentes personas. La seguridad es principalmente una experiencia percibida, además de ser referencial, para una comprensión común de las amenazas ambientales. La interacción entre el poder, la vulnerabilidad y la subjetividad presenta a las escuelas un desafío único y complejo en lo que respecta a mantener seguros a todos los estudiantes. Sin una comprensión sólida de lo que hace que las escuelas sean Read more…

School Safety: types of safety.

  Often, when we think about safety in schools and other institutions of learning, our first inclination is to think of safety from threats of bodily harm — understandably so. But, it is important to recognize that the concept of safety in schools goes beyond physical welfare. Creating safe schools also means students and faculty are socially and emotionally secure.. One educator noted that without primary concerns, like those of well-being, being met, it is Read more…

Seguridad Escolar: tipos de seguridad.

A menudo, cuando pensamos en la seguridad en las escuelas y otras instituciones de aprendizaje, nuestra primera inclinación es pensar en la seguridad de las amenazas de daño corporal, comprensiblemente. Pero, es importante reconocer que el concepto de seguridad en las escuelas va más allá del bienestar físico. Crear escuelas seguras también significa que los estudiantes y los profesores están social y emocionalmente seguros. Un educador señaló que sin que se satisfagan las preocupaciones principales, Read more…

Vol 3 Issue 1 – From the Editor

Success by Any Other Name Antwan Jefferson, PhD Welcome to the summer 2022 issue of the Denver Journal of Education and Community (DJEC: n. dee-jeck). Since we are at the beginning of a new school year, one that is possibly the closest to the start of a “normal” school year since August 2019, we are taking this opportunity to invite you to join us in thinking about what it means for our children to obtain Read more…

Vol 3 Issue 1 – Main Article

Student Success Who Decides? By | Allan Tellis, Chief Writer, Denver                               “I think there is a kind of disconnect between how people have viewed their own success, versus how I think the district is viewing their success. At the school that I went to in the Denver Public School District (DPS), I was around a lot of high performing students. Read more…

Vol 3 Issue 1 – Educator Perspective

Student Success Educator perspective By | Maria Sanchez                                   I spent the majority of my K-12 education in a small mountain town school district called Eagle County School District. Growing up there, I can’t say there were many opportunities for me to explore my identity, culture, or background. Much of the work we did was geared towards the same Read more…

Vol 3 Issue 1 – Student Perspective

Student Success Student perspective By |Cora Rhodes                 Going to Denver School of Science and Technology: Byers (DSST: Byers), a Denver public school, after attending Stanley British Primary (Stanley), a private school, allowed me to view the public school system differently. Coming from a private school where we did not have grades, to attending a charter school whose primary mission was 100% college acceptance, was not necessarily challenging Read more…

Vol 3 Issue 1 – Personal Perspective

Student Success Personal perspective By | Erica Lee                 Youth and ultimately, society will realize its full expression of success when the emphasis on education becomes relationally focused, instead of transactionally focused. This will occur by the actualization of what bell hooks calls enlightened education. Whereby educators bring their enlightened (less ignorant) selves in process of ever greater improvement to their work with producing self-actualized scholars. This success is Read more…

Vol 3 Issue 1 – Editorial Perspective

Student Success Editorial perspective By | Spencer Childress                 It seems true that students, parents, and educators all hold student success as a goal worthy of pursuing in public education settings. However, the subjective ways in which diverse humans define success presents potential incongruence between internally developed and externally imposed ways of thinking. In this issue of the Denver Journal of Education and Community, you hear Denver metro community Read more…

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