Contemporary Progressive Education with the Human Restoration Project

Students and teachers are human beings. Schools must bring this to light.

The HUMAN RESTORATION PROJECT supports progressive educators in building systematic change within schools. By providing free resources, professional development, and materials, we can form a coalition of like-minded educators who can revolutionize the education system from the ground up.

This work doesn’t provide firm answers or simple solutions. These do not exist in solving the complex, nuanced issues of the education system which is rooted in inequity, lack of proper funding, and systemic racism, sexism, and greed. This primer outlines the philosophy of progressive education, which is the antithesis of the growing movement to test, retest, and dehumanize the education process.

It may challenge or conflict with one’s ideas – which is why this style of education is needed. Unless educators seek to deconstruct and rebuild the underlying systems of the system, little to no change will occur. Instead, we’ll see more and more educators become burnt out and demoralized as they continually try to make the broken systems work as promised.

A human-centered classroom is needed now more than ever. In a time of growing uncertainty, global challenges, and increased threats to democracy, children need space to question, reflect, and actualize a meaning to their lives. These young people, along with their educators, will build a new future of love, care, and respect for all.

Source: Primer: A Guide to Human Centric Education

The Human Restoration Project’s primer on human centric education outlines equity literate contemporary progressive education compatible with neurodiversity and the social model of disability.

A fantasy of ours at Stimpunks is to start a school for local neurodivergent and disabled people who are not served by public or private schools. “A human-centered classroom is needed now more than ever,” especially for those left out of “all means all”.

If there is ever a Stimpunks school, HRP’s Primer and Handbooks and the book “Timeless Learning: How Imagination, Observation, and Zero-Based Thinking Change Schools” would be foundational. They recognize that “creating paths to equity and access for all children remains the grand challenge of public education…”

Creating paths to equity and access for all children remains the grand challenge of public education in America.

Equity provides resources so that educators can see all our children’s strengths. Access provides our children with the chance to show us who they are and what they can do. Empathy allows us to see children as children, even teens who may face all the challenges that poverty and other risk factors create. Inclusivity creates a welcoming culture of care so that no one feels outside the community.

Source: Timeless Learning: How Imagination, Observation, and Zero-Based Thinking Change Schools (Kindle Locations 840-841, 878-881). Wiley. Kindle Edition.

Human centric education is inclusive instead of eugenic.

Sadly though, the social, political, and economic narrative of schooling in the past has been grounded in a “soft eugenics” belief that while some children have the capacity to become whatever they choose to be in life, others do not. This plays out in the decisions that educators make, often based on decontextualized data and confirmation biases that stem from immersion in traditions of education that did the same to us. Even if lip service is given to words such as equity, accessibility, inclusivity, empathy, cultural responsiveness, and connected relationships, schooling today is still far more likely to support practices from the past that have created school cultures in which none ​of those words define who educators really are, no matter what they aspire to be.

Consider how the “habitable world” concept developed by Rosemarie Garland‐Thomson, Emory University researcher and professor, sits at the core of the philosophy of educators who developed and now sustain the structures and processes of schooling that impact young people such as Kolion (Garland‐Thomson 2017b). Garland‐Thomson views public, political, and organizational philosophy as representative of one of “two forms of world‐building, inclusive and eugenic” (Garland‐Thomson 2017a). Unfortunately, often it’s the soft educational eugenics philosophy that is most often expressed in practice, if not in words, across the nation’s schools rather than the creation of habitable worlds that are inclusive of all learners.

If we want our schools to be learning ​spaces that reveal the strengths of children to us, we have to create a bandwidth of opportunities that do so. That means making decisions differently, decisions driven from values that support equity, accessibility, inclusivity, empathy, cultural responsiveness, and connected relationships inside the ecosystem. Those are the words representative of habitable worlds, not words such as sort, select, remediate, suspend, or fail.

Source: Timeless Learning: How Imagination, Observation, and Zero-Based Thinking Change Schools (Kindle Locations 908-920, 929-938). Wiley. Kindle Edition.

How do we get from eugenic to inclusive world building in our schools? HRP has a recipe that very much aligns with Stimpunks philosophy and experience.

HRP has identified twenty systems, summarized within 4 values statements, that must be changed for a human-centric, equitable system that creates a better future for all.

Learning is rooted in purpose finding and community relevance.

  1. Map a Path to Purpose
  2. Learn Experientially
  3. Connect to the Community
  4. Promote Literacy
  5. Create Cross-Disciplinary Classrooms

Social justice is the cornerstone to educational success.

  1. Support a Reflective Space
  2. Demand Inclusive Spaces
  3. Authenticate Student Voice
  4. Adopt Critical Pedagogy
  5. Utilize Restorative Justice

Dehumanizing practices do not belong in schools.

  1. Radically Reduce Homework
  2. Build Strong Relationships
  3. Eliminate Grading
  4. Redefine Assessment and End Testing
  5. Reform Food Systems

Learners are respectful toward each other’s innate human worth.

  1. Self-Direct Learning
  2. Support and Elevate Teachers
  3. Stay Buzzword Free
  4. Cooperate, Don’t Force Competition
  5. Support Multi-Age Classrooms

Source: The Need

A school run on such a philosophy would include us Stimpunks like no school has yet.

Stimpunks shouldn’t have to start our own school to access the inclusive world building of human centric, contemporary, progressive education. For the “all means all” promise of public education to include us, we need allies working “against rules and excuses – to convert an institution to a progressive model of education”.

We’re working – against rules and excuses – to convert an institution to a progressive model of education grounded in an “all means all” philosophy when it comes to every child participating in rich, experiential learning.

Source: Timeless Learning: How Imagination, Observation, and Zero-Based Thinking Change Schools (Kindle Locations 1036-1052). Wiley. Kindle Edition.

Stimpunks is happy to support the Human Restoration Project and its vision of contemporary progressive education.

Chronic Neurodivergent Depressed Queer Punk: Punk Rock, the Social Model of Disability, and the Dream of the Accepting Community

Everything that was normally supposed to be hidden was brought to the front.

Source: Punk subculture – Wikipedia

The lyrics referred to the way many people viewed fans of punk rock (who often endured stares, slurs and assaults at the time), but they could just have easily been about people diagnosed with mental illnesses, who are frequently looked down upon as crazy, violent and unintelligent.

A long-standing and influential theory regarding disability is the “social model,” initially advanced by Mike Oliver. The social model argues that “disability” does not reside within individuals, but is actually created by a mismatch between social structures and individual capacities. These structures can include obvious physical barriers (such as stairs, which could make it impossible for people in wheelchairs to enter a school or workplace by themselves), but can also include intolerant social attitudes which make it very difficult for people who don’t act in a manner that is considered “acceptable” to participate socially or avail themselves of community resources.

British human right activist Liz Sayce has specifically extended the social model to explain much of the disability that is experienced by people diagnosed with mental illnesses, and has argued for the establishment of “inclusive communities” to facilitate greater community participation among these individuals.

Source: Punk Rock and the Dream of the Accepting Community | Psychology Today

We found community amidst online genderpunks, neuropunks, and cripplepunks conversant in the social model. That community and connection gave rise to the name of our endeavor, Stimpunks.

Here’s some collected listening that covers a gamut of punk and punk-adjacent music on mental health and living in divergent bodyminds. “Everything that was normally supposed to be hidden was brought to the front.” This playlist, in part, seeks to bring to the front. Suggestions appreciated.

(suicidal ideation, addiction, mania, depression, dysphoria, chronic illness, anxiety, overwhelm, panic, meltdown, masking, burnout, exposure anxiety, rejection sensitive dysphoria, OCD, ADHD, ADD, SPD, bipolar, autism)

On Apple Music:

https://music.apple.com/us/playlist/chronic-neurodivergent-depressed-queer-punk/pl.u-yZyVVjZtYzXDqW

On Spotify:

On YouTube:

It’s about rejecting pity, inspiration porn, & all other forms of ableism. It rejects the “good cripple” mythos. Cripple Punk is here for the bitter cripple, the uninspirational cripple, the smoking cripple, the drinking cripple, the addict cripple, the cripple who hasn’t “tried everything”. Cripple Punk fights internalized ableism & fully supports those struggling with it. It respects intersections of race, culture, gender, sexual/romantic orientation, size, intersex status, mental illness/neuroatypical status, survivor status, etc. Cripple Punk does not pander to the able bodied.

Source: Urban Dictionary: Cripple Punk

Before I discovered Cripple Punk – a term originating as an angry post on someone’s blog and transforming into a global movement for disability pride – it never occured to me that I could like my leg braces.

Source: Cripple Punk: The hashtag that helped me wear my disability with pride | Life

Genderpunk: a colloquial term for culture and resistance against gendernormativity; an identity that in and of itself is a resistance against gender norms, homophobia and transphobia, oppression and societal status.

Your gender has nothing to do with your eligibility to be genderpunk. If you agree with the mindset, no matter how you identify, you can be a part of the movement.

Source: Have A Gay Day : What is ‘Genderpunk’?

It is very rare, as a disabled person, that I have an intense sense of belonging, of being not just tolerated or included in a space but actively owning it; “This space,” I whisper to myself, “is for me.” Next to me, I sense my friend has the same electrified feeling. This space is for us.

Members of many marginalized groups have this shared experiential touchstone, this sense of unexpected and vivid belonging and an ardent desire to be able to pass this experience along. Some can remember the precise moment when they were in a space inhabited entirely by people like them for the first time.

Crip space is unique, a place where disability is celebrated and embraced—something radical and taboo in many parts of the world and sometimes even for people in those spaces. The idea that we need our own spaces, that we thrive in them, is particularly troubling for identities treated socially as a negative; why would you want to self-segregate with the other cripples? For those newly disabled, crip space may seem intimidating or frightening, with expectations that don’t match the reality of experience—someone who has just experienced a tremendous life change is not always ready for disability pride or defiance, needing a kinder, gentler introduction.

This is precisely why they are needed: as long as claiming our own ground is treated as an act of hostility, we need our ground. We need the sense of community for disabled people created in crip space.

How can we cultivate spaces where everyone has that soaring sense of inclusion, where we can have difficult and meaningful conversations?

Because everyone deserves the shelter and embrace of crip space, to find their people and set down roots in a place they can call home.

Source: “The Beauty of Spaces Created for and by Disabled People” by s.e. smith in “Disability Visibility: First Person Stories from the 21st Century”.

Community is magic.

Community is power.

Community is resistance.

–Alice Wong, “Disability Visibility: First Person Stories from the 21st Century