Peter Gow, Trying to Further Education and Educators

Back Here Soon—Please Stay Tuned!

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Just another quick update. If you’re a follower you see that the hosting for Not Your Father’s School has changed to my personal business website. I don’t plan to use the blog to push my business, other than in the ways that speculation can lead to ideas for action, so I will still be writing as myself, for myself, an educator not an entrepreneur.

In the last day or so there’s been a great thread on the NAIS Teachers of the Future community discussion board around blogging: “Do you blog to connect?” My old friend Vinnie Vrotny, a teacher of the future if ever there was one, responded succinctly, “I blog to reflect, but anyone is welcome to visit.”

This is why I blog. I spend a fair amount of time, even in summer when I am told I should be thinking about cutting back the bamboo encroaching on the yard, thinking about schools and school life. As my old friends on the ISED listserv will confirm, I sometimes think out loud, or at least in prose. In the 90s and early oughty-oughts, the listerv members were sometimes a captive audience; blogging freed them from me just as it liberated me to simply muse and write when the spirit moves me.

The spirit still moves me. Later this month I will be cutting back my blogging at Education Week, which has been a hoot but which has also consumed a big chunk of the spirit as well as much time for blue-sky reflection. I plan to be back to Not Your Father’s School on a regular basis, still, like Guy Noir, pondering life’s (and education’s) persistent questions.

Thanks–PG

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ACKNOWLEDGMENT OF TRADITIONAL LANDS

I here affirm that the offices from which I work are situated on lands that have a very long and continuing history as a locus of residence, livelihood, traditional expression, and exchange by the Massachusett, Wampanoag, Abenaki, Mohawk, Wabanaki, Hohokam, O’odam, Salt River Pima, and Maricopa people. The servers for this website are situated on Ute and Goshute land. We make this acknowledgment to remind ourselves, our educational partners, and our friends of our shared obligation to acknowledge and work toward righting the inequities and injustices that have alienated indigenous peoples from the full occupation and utilization of these spaces.