The first of a two-part series looking at how we assess school quality, and how that impacts our decisions around where to live and where to send our kids to school. How we define “good” and “bad” schools is a huge part of the smog we often talk about at Integrated Schools – and these two episodes get into the problems with the data we’re using, and the implications of that on the larger education system, and society as a whole.

Our history of segregation has left a breach in education that may require a reparations lens to repair. We’re joined by Professor Justin Hansford, from Howard Law School, to discuss.

Our hearts are heavy over the loss of our founder, director and friend, Courtney Mykytyn.

Before we head off to spend the holidays with our friends and families, we want to end 2019 on a hopeful note. Creating enduring political change — like an end to school segregation — begins with just 3.5% of actively engaged participants. Can we do it?

Albert, a Taiwanese American father of three, found himself in crisis. Honoring his parents and the ways they sacrificed to get him a “good” education, while also honoring the way his faith called him to justice seemed impossible. He shares his story.

Helicopter Parenting, Snowplow Parenting, Lawnmower Parenting – these are all forms of intensive parenting. Dr. Jessica Calarco joins us to discuss the impact of this type of parenting in our school communities.

Dr. Kfir Mordechay joins us to discuss gentrification and school segregation. In many places we are living together, but still not learning together. What are the impacts of that disconnect?

We’re launching a Patreon – patreon.com/integratedschools. Please support this important work!

As Beth’s district contemplates school closures, she is finding that being part of the new school community gives her a different perspective on these issues.

Transitions aren’t always easy, but both Beth and her daughters reflect on the ways they’ve grown.

Being in between can be lonely, but it can also be liberating. Beth reflects on the past year.

Two months into the school year finds Beth grappling with the differences between schools, trying to make sense of how she and her family fit into these two communities.

Race, parenting, and privilege. This 5-part series will explore how our choices about school shape where we belong, who we call “We.”

Part 1 – Something feels wrong at the “good” school.

Beth is a mom of two grappling with race, parenting and her own privilege in America. Looking back over the past year, we follow Beth as she learns how the choices she makes for her daughters’ schooling shapes how she lives in her city… where she belongs, who she calls “We.”

Episodes release every day starting Monday, Oct 14th. Subscribe now to make sure you don’t miss an episode.

We’re joined by Michelle Adams, Constitutional Law Professor at Cardozo School of Law, who is writing a book on Milliken v Bradley, a case that functionally halted the promise of Brown v Board at the city limits, allowing all-white suburbs (created through policies like redlining) to maintain all-white schools.

We’re joined by Dr. Matt Delmont who literally wrote the book on busing. We talk about the centering of White feelings that happened in the north, as the terms for debating desegregation were set.

In 2017, Scene On Radio released a series called Seeing White. We’re thrilled to bring you some highlights, and some thoughts about how the idea of Whiteness impacts discussions of school integration.

We’re thrilled to bring you an episode of The Miseducation Podcast – a student driven podcast from New York City.

We talk with Anna about what we learned from our BvB@65 series. What is the difference between desegregation and integration, and why does it matter.

Greg and Carol, two Black parents from different parts of the county, share their experiences in mostly White schools. Through them, we can see how far we have to go to created truly integrated schools.

Part 4 of our Brown v Board at 65 series pushes back on the narrative that desegregation is solely about Black and White kids. David Hinojosa helps us better understand Latinx perspectives on integration from before Brown through today.

Amanda Lewis joins us to discuss the legacy of Brown v Board, and how the stories we tell about it, allow even our most desegregated schools to continue to impact kids in very racialized ways.

Part two of Brown v. Board at 65: The Stories We Tell Ourselves features Dr. Noliwe Rooks helping us tell the full story of Brown v Board, particularly as it relates to black teachers and black schools.

Brown v Board at Sixty-Five – The Stories We Tell Ourselves. In this first episode of our mini-series commemorating the 65th anniversary of Brown v Board, we’re joined by Dr. Rucker Johnson, author of Children of the Dream: Why Integration Works.

In the Season 2 finale, we discuss the many ways in which private money is funneled into public schools – which schools get it, what they use it for, and what the impact is on the overall system of public education.

We grapple with some of the issues around centering Whiteness in this work, as well as discussing whether a school is ever “too bad” and what it means for your kid to be “just fine”.

Gifted programs have long been criticized for serving a disproportionately large percentage of White and/or privileged students. In this episode, we talk about the challenges that gifted programs create for educational justice.

Dr. David Kirkland (NYU) joins us for a meta discussion around school integration. He shares a powerful vision of integration from a racial justice framework; it is one that is grounded in democratic participation and the sharing of resources and one that involves us all in the deliberation of what counts as knowledge, the language of curriculum, and the fundamental design of education.

Dual Language programs are exploding in popularity across the country — and particularly among White &/or privileged families in gentrifying communities. There’s great hope for equity in these programs, but also plenty of hazards, particularly around how White and/ or privileged families show up in the spaces.

What does ‘colonizing’ mean in the context of a global majority school, and how can we be thoughtful about not centering Whiteness? We talk to Kelly from NYC about some of the things we might think of as right, just because they are White.