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The Embargo Act: A Case Study in Social-Emotional Learning
The Embargo Act offers a surprising lesson in social-emotional learning. Discover how this historical event can help you build resilience, empathy, and critical thinking skills.
The Embargo Act: More Than Just a Historical Event
The Embargo Act, signed into law on December 22, 1807, was a pivotal moment in the early history of the United States. This act, which aimed to restrict American trade with foreign nations, was a response to the ongoing conflict between Britain and France, known as the Napoleonic Wars.
The Act's origins can be traced back to the British and French practice of seizing American ships and impressing their sailors into their respective navies. These acts of aggression violated American neutrality and led to growing tensions between the United States and both European powers. In an effort to avoid further conflict, President Thomas Jefferson and his administration sought a diplomatic solution. However, when negotiations with Britain and France failed to produce satisfactory results, the Embargo Act was seen as the only viable option.
The Embargo Act, which was passed by Congress with overwhelming bipartisan support, prohibited American ships from sailing to foreign ports. It also banned the importation of goods from foreign countries. The primary goal of the Act was to pressure Britain and France to respect American neutrality and cease their practice of impressment.
The Embargo Act had a significant impact on the American economy. With the closure of foreign markets, American merchants and farmers suffered significant losses. The Act also led to a decline in shipping activity, which had been a major source of income for many Americans. In response to the economic hardship caused by the Embargo Act, many Americans began to focus on domestic manufacturing and economic education.
The Embargo Act also had a political impact. Opposition to the Act grew within the Democratic-Republican Party, leading to the formation of a new faction known as the War Hawks. The War Hawks advocated for a more aggressive foreign policy and eventually succeeded in persuading Congress to declare war on Britain in 1812.
The Embargo Act was eventually repealed in 1809, after it became clear that it had failed to achieve its intended goals. However, the Act had a lasting impact on the American economy and society. It encouraged the development of domestic manufacturing and led to increased focus on economic education. The Embargo Act also helped to solidify American nationalism and prepare the country for its role as a major world power.
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The Case for Social Emotional Learning
The Embargo Act offers a compelling historical example that can support the case for social-emotional learning (SEL) in online programs like "Identity, Expression, and Desire" at Self Exploration Academy.
Here's how the Embargo Act relates to SEL:
Adaptability and Resilience: The Embargo Act forced Americans to adapt to a sudden and significant change in their economic circumstances. This historical event demonstrates the importance of developing resilience and adaptability in the face of adversity, skills that are crucial for SEL.
Empathy and Understanding: The Embargo Act likely led to increased empathy and understanding among Americans as they faced shared hardships. This experience highlights the value of cultivating empathy and understanding in interpersonal relationships, which are essential components of SEL.
Critical Thinking and Problem-Solving: In response to the economic challenges posed by the Embargo Act, many Americans turned to domestic manufacturing and economic education. This demonstrates the importance of developing critical thinking and problem-solving skills, which are key aspects of SEL.
Communication and Collaboration: The Embargo Act likely required increased communication and collaboration among Americans as they worked together to address the economic crisis. This highlights the value of developing effective communication and collaboration skills, which are essential for building strong relationships and achieving common goals.
In conclusion, the Embargo Act offers a historical example of the importance of developing social-emotional skills in the face of adversity. By incorporating SEL into online programs like "Identity, Expression, and Desire," Self Exploration Academy can help students develop the skills they need to navigate the challenges of life and build strong, fulfilling relationships.
"I Have a Dream": The Impact of the March on Washington
Learn about the powerful "I Have a Dream" speech and its lasting impact on civil rights.
A Commemoration of a Historic Event
The March on Washington
The March on Washington for Jobs and Freedom was a pivotal moment in the American Civil Rights Movement. It was a culmination of years of grassroots activism and growing momentum for racial equality. The march was organized by a coalition of civil rights organizations, including the March on Washington Committee, led by A. Philip Randolph. The committee aimed to draw attention to the ongoing discrimination faced by African Americans in employment, housing, education, and voting rights.
On August 28, 1963, an estimated 250,000 people gathered on the National Mall in Washington, D.C. The march was a diverse assembly, with participants from all walks of life. The event featured speeches from prominent civil rights leaders, including Roy Wilkins, James Farmer, and John Lewis. However, it was Dr. Martin Luther King Jr.'s powerful address that captured the nation's attention and became an iconic moment in American history.
In his "I Have a Dream" speech, King eloquently articulated the dream of a society free from racial segregation and discrimination. He called for an end to the injustices faced by African Americans and urged the nation to live up to the ideals of its founding documents. The speech resonated with the crowd and millions of Americans who watched it on television. It helped to galvanize public support for the Civil Rights Movement and put pressure on policymakers to address racial inequality.
The March on Washington and King's speech had a profound impact on discussions on civil rights and equality in education. The event highlighted the urgent need to dismantle the system of segregation that existed in schools across the South. It inspired renewed calls for integration and equal educational opportunities for all children. In the years following the march, the Civil Rights Act of 1964 was passed, which outlawed segregation in public schools and other public accommodations. This landmark legislation marked a significant step forward in the struggle for racial equality.
However, it is important to note that the March on Washington did not mark the end of the fight for civil rights. Despite the progress made in the 1960s, racial disparities in education persisted. The legacy of segregation and discrimination continued to have a lasting impact on the educational opportunities of African American students. Today, the fight for educational equity continues, as advocates work to address the achievement gap and ensure that all students have access to a quality education.
Ultimately, the March on Washington for Jobs and Freedom was a watershed moment in the American Civil Rights Movement. It brought together a diverse coalition of people who were united in their demand for racial equality. Dr. Martin Luther King Jr.'s "I Have a Dream" speech was a powerful call to action that inspired millions of Americans. The march and the speech had a profound impact on discussions on civil rights and equality in education, helping to pave the way for the passage of landmark legislation like the Civil Rights Act of 1964. While significant progress has been made, the struggle for educational equity continues, as advocates work to ensure that all students have access to a quality education.
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The Case for Social Emotional Learning
The story of the March on Washington for Jobs and Freedom offers valuable insights into the importance of social emotional learning (SEL) in online programs like "Identity, Expression, and Desire" at Self Exploration Academy. While the march was a physical event, its underlying themes of community, empathy, and advocacy are essential components of effective SEL programs.
Here are some ways in which the story supports the case for SEL in online programs:
Community and Belonging: The March on Washington was a powerful demonstration of collective action and solidarity. It brought together people from diverse backgrounds who were united in their pursuit of racial equality. Similarly, SEL programs can foster a sense of community and belonging among participants, even in online environments. By providing opportunities for connection, collaboration, and shared experiences, these programs can help individuals feel supported and empowered.
Empathy and Understanding: The "I Have a Dream" speech was a powerful expression of empathy and understanding. Dr. King's ability to connect with his audience and articulate their shared aspirations was a key factor in the speech's success. SEL programs can help individuals develop empathy and understanding by teaching them to recognize and appreciate the perspectives of others. This can be particularly important in online environments, where it can be easy to lose sight of the human element.
Advocacy and Social Justice: The March on Washington was a powerful act of advocacy for social justice. Participants were demanding an end to racial discrimination and segregation. SEL programs can help individuals develop the skills and knowledge needed to be effective advocates for themselves and others. By teaching them about social justice issues and providing opportunities for civic engagement, these programs can empower individuals to make a positive difference in their communities.
Identity and Self-Expression: The March on Washington was a celebration of identity and self-expression. Participants were proud to be part of the African American community and were willing to stand up for their rights. SEL programs can help individuals explore their own identities and develop healthy ways to express themselves. This can be particularly important for young people who may be struggling to find their place in the world.
In conclusion, the story of the March on Washington for Jobs and Freedom offers valuable lessons about the importance of social emotional learning. By fostering community, empathy, advocacy, and identity development, SEL programs can help individuals thrive in online environments and make a positive impact on the world.
Juneteenth: A Celebration of Delayed Freedom and a Call for Education
Juneteenth marks freedom's delay in Texas. But its message of resilience & education resonates today.
Understanding the Delayed Emancipation in Texas and its Lasting Impact
Juneteenth, celebrated annually on June 19th, marks a pivotal moment in American history – the day enslaved people in Texas finally received news of their freedom. While the Emancipation Proclamation, signed by President Abraham Lincoln in 1863, declared all enslaved people in Confederate states free, enforcement relied on Union control of the territory. Texas, the furthest Confederate state, remained largely isolated until the war's end.
On June 19, 1865, Major General Gordon Granger of the Union Army arrived in Galveston, Texas, with over 2,000 troops. He issued General Order No. 3, which proclaimed the end of the Civil War and the freedom of enslaved people in Texas. This news, delivered two and a half years after the Emancipation Proclamation, marked a significant delay in freedom for over 250,000 Black Texans.
Juneteenth celebrations began the following year, 1866, in Texas. Initially, these commemorations involved prayer meetings, singing spirituals, and wearing new clothes – a symbolic act of newfound freedom. Over time, Juneteenth celebrations spread across the nation, becoming a day of reflection, education, and joy for African Americans.
The delayed emancipation in Texas underscores the complexities and inconsistencies surrounding the fight for freedom during the Civil War. It highlights the need for a nuanced understanding of slavery and its legacy in the United States.
Juneteenth serves as a crucial reminder of the importance of African American history education. It compels us to confront the realities of slavery, its enduring impact on Black communities, and the ongoing struggle for racial equality. By studying this pivotal moment, we gain a deeper understanding of the long road to freedom for enslaved people.
Furthermore, Juneteenth emphasises the need for comprehensive education that acknowledges the contributions and achievements of Black Americans throughout history. It's a call to celebrate Black history not just on Juneteenth, but throughout the year. By integrating these stories and experiences into the curriculum, we can foster a more inclusive and accurate understanding of American history.
In conclusion, Juneteenth is more than just a celebration – it's a call to action. It reminds us of the ongoing fight for equality and the importance of education in achieving a more just future. By acknowledging the delayed freedom in Texas and its historical context, we can strive for a more complete and inclusive understanding of American history, paving the way for a more equitable society.
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The Case for Social Emotional Learning
The story of Juneteenth strongly supports the case for social-emotional learning (SEL) in online programs like "Identity, Expression, and Desire" at Self Exploration Academy for a couple of reasons:
Identity Development: Juneteenth celebrates the emancipation of enslaved people, a group denied basic human rights and forced to see themselves through the lens of their enslavers. Learning about this event can help students understand the fight for identity and the importance of recognizing the inherent worth and dignity of all people. SEL programs can provide students with tools to explore their own identities and build self-esteem, especially those from marginalised backgrounds.
Historical Context and Empathy: The delayed emancipation in Texas showcases the complexities of slavery and the ongoing struggle for racial equality. SEL programs can help students develop empathy by encouraging them to see the world from different perspectives. In "Identity, Expression, and Desire," students could explore the experiences of enslaved people in Texas and the impact of delayed freedom on their sense of identity and hope for the future. This can foster a deeper understanding of race relations and the importance of social justice.
Building Inclusive Online Communities: By acknowledging the history of slavery and the ongoing fight for equality, Juneteenth emphasises the need for inclusive spaces. Online programs like "Identity, Expression, and Desire" can benefit from SEL by creating a safe space for students to discuss sensitive topics related to race and identity. SEL skills like active listening and respectful communication can help build a strong online community where all students feel valued and heard.
In conclusion, the story of Juneteenth highlights the importance of social-emotional learning, especially in online programs focused on identity exploration. By fostering self-awareness, empathy, and inclusive dialogue, SEL programs can equip students with the tools they need to navigate the complexities of identity and create a more just society.
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A List of Affordable Learning Resources for Students in Middle School and High School.
Recently, we published an article that touched on the current plight of the public and nonpublic school system in the United States. Unending as the list of plight-related woes may seem, our ultimate goal is to highlight the very practical courses of action available to parents, community leaders and local school authorities to help remedy the adverse situations we are facing when it comes to educating our children.
As promised, here is a shortlist of viable options for improving the education of the next generation of world leaders. This list includes resources to fill in the gap of Social Emotional Learning experienced by most students, as well as core learning subjects such as English, History, Mathematics and Science.
We created this resource to expand accessibility for parents who wish to improve learning opportunities for their children.
Recently, we published an article that touched on the current plight of the public and nonpublic school system in the United States. Unending as the list of plight-related woes may seem, our ultimate goal is to highlight the very practical courses of action available to parents, community leaders and local school authorities to help remedy the adverse situations we are facing when it comes to educating our children.
As promised, here is a shortlist of viable options for improving the education of the next generation of world leaders. This list includes resources to fill in the gap of Social Emotional Learning experienced by most students, as well as core learning subjects such as English, History, Mathematics and Science.
Social Emotional Learning at SEA (ages 13 and up)
Self Exploration Academy (SEA) is an online platform expanding access to holistic higher education for children and adults ages 13 and up by creating learning programs to advocate awareness, agency, confidence and competence within its students.
Register for our headline course, Identity, Expression and Desire. This is an on demand learning course that is designed to build up each student’s skills in self-awareness, self-expression and self-determination. Click here to view the full course outline. Click here to register.
Orientation launches on January 02, 2023. Here is a brief overview of what each student will learn:
Communication
Public Speaking + Presentation
Goal Setting + Execution
Deductive Reasoning
Mindfulness
Critical + Integrative Thinking
Self-Discovery
Self-Expression
Self-Determination
Universal Core Competencies
English Learning with 98thPercentile
98thPercentile offers Live Online, Math, English, Public Speaking and Coding programs for K-12 students that are geared to drive them a grade ahead in just 6 months, GUARANTEED. (via website)
You can book a free trial of English Language Arts learning, take a free online placement test to see where your child’s English skill levels are and speak with a specialist to enrol them in a promotional class, or get started with free English worksheets.
Here is a brief overview of what students can expect to learn:
Reading Fluency and Comprehension
Vocabulary, Spelling and Grammar
Single Paragraph Essay Writing
Multi-Paragraph Essay Writing
Multi-Genre Writing Structure
History / Social Studies Learning with Outschool
Outschool is an online learning platform for students as young as three years old, all the way up to 18 years of age. Founded in 2015, Outschool was originally known among the homeschooled community and quickly grew in popularity among conventional school goers as well. In 2020, their dynamic live learning provisions skyrocketed their success, and helped them create affordable access to quality learning experiences for many more students and families.
We recommend registering for history courses today. One thing we love about Outschool is the wide range of options available. Here are some of the course offerings to consider in this subject:
Afternoon Tea With Artists - Art History | Small Online Class for Ages 8-12
Let's Learn Geography: Around the World Travel Class | Small Online Class for Ages 7-11
African American History: Civil Rights - The Sit-In Movement | Small Online Class for Ages 6-11
Mathematics Learning with ALEKS® by McGraw-Hill
“ALEKS is an online math assessment and adaptive learning program for grades 3–12 that helps students review and successfully master the skills needed to meet critical mathematical benchmarks and standards.” (via website)
Developed by McGraw-Hill, ALEKS offers a myriad of learning opportunities for students with course content ranging “from Grade 3 to Precalculus which allows students to work on lesson-level content at their own pace while still acquiring prerequisite skill support or extending their learning, making it ideal for remediation, intervention, or enrichment settings.” (via website)
Click here to discover the right course options for your children, and register today.
Science Learning with Mad Science Worldwide
Mad Science Worldwide is an international learning franchise on a mission to “inspire children through science, sparking lifelong imagination and curiosity.” A blurb from their website:
For over 30 years, Mad Science has developed science programs that are kid-tested and approved. From our humble beginnings to the present day, we have always believed that hands-on, fun STEM experiences form the foundation of a lifelong love of science, technology, engineering, and math! (via website)
More recently, their team of scientists and STEM educators have created a learning space online to provide convenient and enriching learning experiences for kids around the world. The learning platform includes a “variety of different content types, from video lessons and quick, at-home experiments to science challenges, quizzes and fun activity sheets,” all at a price of $10 USD per month! Click here to learn more.
As of this writing, Self Exploration Academy (SEA) remains unaffiliated with the aforementioned learning institutions. Your decision to review and invest in the learning opportunities they provide has no fiscal impact on SEA. We do not receive a commission of any kind by sharing these resources with you. We wholeheartedly recommend visiting these sites to learn more about how they may help you in providing the optimal learning opportunities for your children, and are more than happy to provide additional information and support regarding the courses offered here at SEA.
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Our Children Deserve Better Education. Parents Can and Must Act Now.
This issue of insufficiency, inaccuracy and possible lack of fundamental teaching in nonpublic and religious schooling is nothing new. For years, parents, local school authorities and departments of education have been in constant exchange on the matter of regulating the instructional materials of nonpublic schooling for children.
As upsetting as the news surrounding public and nonpublic education in The United States may be, instead of simply viewing it as a call to worry or a call to complain, Self Exploration Academy sees this as an opportunity and a call to take action and create real change. Now more than ever, parents need to know that there are opportunities to ensure their children have access to the education they need in order to be successful and productive citizens in their communities.
The dwindling state of public and nonpublic education is presenting a strong call to action for parents across the United States.
Recent reports on the state of education in the United States have been alarming to say the least. From the religious and nonpublic to the public sector of P-12 learning, statistics show a troubling decline in instructional content of the institution, and in the learning progress of students. In some cases, parents and caretakers are doing everything they can to take action or supplement learning for their children where institutionalised education has failed them, and in many other cases, parents struggle to discover practical options.
An article published in The New York Times on December 12, 2022 shone a light on the unique challenges parents are facing in Hasidic Jewish communities when trying to withdraw their children from yeshivas and place them in secular schools. A core concern of the parents taking action in many of these cases is the insufficiency, inaccuracy and possible lack of teaching around fundamental subjects such as Mathematics, History, English and Science. A major reasoning behind this issue is the traditional prioritisation of praying and studying Jewish law above all else. A 10-year-old boy with dreams of working for NASA, according to his mother, was told by his teacher “that the planets revolve around the Earth.” (New York Times, 2022)
This issue of insufficiency, inaccuracy and possible lack of fundamental teaching in nonpublic and religious schooling is nothing new. For years, parents, local school authorities and departments of education have been in constant exchange on the matter of regulating the instructional materials of nonpublic schooling for children. Case in point – just this September, a new proposal was sent to the P-12 Education Committee from James N. Baldwin, the Senior Deputy Commissioner of The State Education Department. The proposal is an amendment to Part 130 of the Regulations of the Commissioner of Education relating to nonpublic schools and substantially equivalent instruction for nonpublic school students. Substantially equivalent instruction is a legal term used in this scenario as a way to say that the teachings of nonpublic schools should at least meet the basic requirements or standards of public school education.
Generally speaking, public schools ought to be seen as the basic standard for education for students of P-12 learning age. Unfortunately though, recent data demonstrates that over the last 20 years, and certainly since the onset of the pandemic, there has been a noticeable decline in the learning progress of students enrolled in public schools across the United States. A recent article published to The Academy Blog explored how more than half of all K-12 public schools in the nation being understaffed has contributed to this decline, and yet another article documented the social and economic stress of learning loss amongst public school students during the pandemic, students who in some cases have fallen behind by more than a year in their academic performance.
As upsetting as the news surrounding public and nonpublic education in The United States may be, instead of simply viewing it as a call to worry or a call to complain, Self Exploration Academy sees this as an opportunity and a call to take action and create real change. Now more than ever, parents need to know that there are opportunities to ensure their children have access to the education they need in order to be successful and productive citizens in their communities. From the rudimentary and essential contents of Mathematics, English, History and Science, to the more nuanced subjects of the Arts and Social Emotional Learning. The future belongs to the next generation, but only if they develop the skills needed to take ownership in the lives they lead.
For parents who wish to see their children succeed, we want to help. Self Exploration Academy offers courses focused on social emotional learning to help build awareness, agency, confidence and competency within its students. We fill the gap between the essentials of core academic instruction and core competencies needed to navigate the real world successfully, however, many institutions responsible for providing sufficient core academic instruction are failing to do just that. So we are building a short list to resource parents and caretakers who wish to create every opportunity for their children to learn, grow and succeed.
The list will be published one week from today. In the meantime, please feel free to explore our headline on demand course, Identity, Expression and Desire. This course is designed for students aged 13 and up, to build up each student’s skills in self-awareness, self-expression and self-determination. You can view the course outline here, and pre register for the course here. Orientation begins Monday, January 02, 2023.
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How Will Students in Debt Find Relief? The Truth is, No One Really Knows.
According to the Education Data Initiative, “The average debt for a 4-year Bachelor’s degree is $34,100.” While that may not seem like a large sum at first glance, it tends to be a bigger deal than you might think. The general consensus is that students graduating from college with student loans should expect to be paying those loans off for the next 10 to 30 years of their lives.
The fate of President Biden’s student debt relief plan is uncertain at best. And for incoming students, the implication of long-term debt can be quite troubling.
The progress of the debt relief plan for millions of students announced by President Joe Biden and his administration has been put on hold due to blockage in the United States court system.
On November 11, 2022, US News reported that “a federal judge in Texas blocked President Joe Biden’s student loan cancellation plan on Thursday evening, ruling that the effort to erase hundreds of billions of dollars in debt exceeds his executive authority and must be vacated.”
The ruling comes after a period of more than a year and a half where President Biden seemed unclear on whether or not the cancellation of student loan debt would actually happen or, more importantly, whether or not he actually had the executive authority to make it happen.
According to the Education Data Initiative, “The average debt for a 4-year Bachelor’s degree is $34,100.” While that may not seem like a large sum at first glance, it tends to be a bigger deal than you might think. The general consensus is that students graduating from college with student loans should expect to be paying those loans off for the next 10 to 30 years of their lives. This is consistent with findings reported on Bankrate, Best Colleges, Ramsey Solutions, Financial Panther, and a research report published at One Wisconsin Institute in 2021.
For an estimated 40 million borrowers, the student debt forgiveness plan announced by President Biden would “cancel $10,000 for borrowers making $125,000, or $250,000 for married couples, and $20,000 for those who also received federal Pell Grants.” (US News, 2022) But it’s not all rainbows and sunshine for everyone who qualifies. Since the program went live last month, several qualified applicants have argued that it would actually do more harm than good due to state tax consequences.
The fate of President Biden’s student debt relief plan is uncertain at best. And for incoming students, the implication of long-term debt can be quite troubling.
Less than three years ago, CNBC reported that between 2009 and 2019, the cost of college had gone up by more than 25% according to research published to The College Board. Still, when data presents conflicting figures (as previously reported in The New York Times) as to the percentage of college graduates outearning those who are without a degree six to 10 years after enrolling in college, it is worth noting that the higher education journey of a student deserves some serious deliberation.
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US Politics Seriously Impact the Way Students Understand and Communicate Identity
Tuesday November 06 marks another midterm election in the democratic system of the United States, and its impact on the way students will be able to develop their understanding and communication of identity is nothing to ignore.
Let’s explore three examples of how your vote impacts the learning outcomes of the next generation.
Let’s explore three examples of how your vote impacts the learning outcomes of the next generation.
Tuesday November 06 marks another midterm election in the democratic system of the United States, and its impact on the way students will be able to develop their understanding and communication of identity is nothing to ignore.
Across the country, a number of amendments and propositions have made their way onto the ballot this season, and while each of them may have a unique high level focus, the real-life implications on the way students perceive and express themselves and each other is worth analysis.
Arizona Proposition 308, In-State Tuition for Non-Citizen Residents Measure (2022)
The aim of Proposition 308 is to allow non-citizen students – so long as they are not considered non-resident aliens according to federal law – access to in-state tuition, provided they have met the following criteria:
The student must have attended school in Arizona for a minimum of two years AND
The student must have graduated from a public school, private school or homeschool in the state of Arizona
The following are examples of non-resident aliens in accordance with United States Code Title 08, and would therefore be ineligible for in-state tuition under this provision:
Families of foreign ambassadors
Families of foreign diplomats
Families of foreign employees
Non-citizens with foreign residency and zero intent to abandon such
As referenced on the BallotPedia page concerning this proposition, “Proposition 308 is also designed to repeal provisions of Proposition 300, which voters approved in 2006. Proposition 300 provided that non-citizens could not receive certain state-subsidized services, benefits, or financial aid or in-state tuition rates."
Why do people want to vote yes on this matter?
“K-12 education has long been a place where students become comfortable and successful as they prepare to participate in our local economy and workforce. But for dreamers, high school graduation marks the expiration of those opportunities. Dreamers have faced many challenges throughout their lives. For many of them, Arizona is the only home they know. They live in our neighborhoods, go to our schools and are part of our communities. We need to be offering opportunities to them to succeed and Prop 308 will do just that.
Prop 308 will give Arizona Dreamers the chance to earn a higher education, giving every Arizona student a fair shot and making our state and workforce stronger. Dreamers deserve the same opportunities as all other Arizona students.” — Georgina Monsalvo, Organizing Director, Stand For Children, Phoenix
“Valley Interfaith Project strongly supports Prop 308 which would ensure that all Arizona high school graduates, including Dreamers, will pay in-state tuition at our state colleges and universities.
Approximately 2,000 Dreamers graduate from Arizona high schools each year. These young people and their families are integral to our communities, and they should have the same opportunities as all Arizonans. Their success benefits us all.
Proposition 308 will make post-secondary schooling truly accessible, enabling students to pay their own way through college and prepare them to become self-reliant and contributors to our social fabric and to our economy. We need their talent, energy, and leadership to help shape a dynamic future for the next generation.
It is time to set this matter right and make Arizona a place to realize the American Dream. — Martha Seaman, President of VIP Board, Valley Interfaith Project, Phoenix • Sponsored by Valley Interfaith Project
“Please join me and a bipartisan coalition of supporters in voting YES on Proposition 308. Currently, Dreamers - students who often have only known Arizona as their home - pay thousands more in tuition than their peers. We are proposing a very simple change in the law: anyone who has lived in Arizona for two years and graduated from a local high school will qualify for in-state tuition at Arizona universities.
These students deserve a chance at a college education and to make their full contribution to our state’s economy. Preventing hardworking students from realizing their dream of a college degree doesn’t make sense. Allowing for more students to succeed will benefit all of us. Join me in voting YES.
Phoenix Mayor Kate Gallego” — Kate Gallego, Mayor of Phoenix, City of Phoenix, Phoenix
Each of these statements were published as submitted in the Arizona 2022 General Election Publicity Pamphlet.
Why do people want to vote no on this matter?
“Proposition 308 is an attempt to overturn Prop. 300 No Tax Dollars for illegal aliens for higher ED PASSED BY 73%. AMERICAN CITIZENS have to pay more. Why do criminals deserve a better rate than taxpaying citizens?
• AZ Supreme Court upheld unanimously
o No instate tuition or tax dollars directly or indirectly, no grants, no scholarships for illegal aliens
o No day care,
o No English learning classes
The cost of illegal immigration in AZ is a whopping $2.7B! This does not include crime and the cost to victims of crime. Remember Phoenix is #2 in the World in kidnappings. Murders, maimings, molestations, rapes, jobs taken from Americans, wages suppressed.
To give illegal aliens in-state tuition will cost taxpayers additional hundreds of millions and be in violation of federal law, 8 USC 1324. Are the open border crowd just stupid or do they hate America?
“Let me be clear. Russell Pearce is the most effective legislator on immigration issues in the country.... state or federal! He is the architect of SB 1070—the most effective piece of legislation against illegal immigration ever written and passed.” Team America, Co-Chairs Bay Buchanan, Congressmen Tom Tancredo and Steve King.
Who would believe America/Arizona would get this bad? Illegal aliens marching down our streets demanding stuff, protesting America and our laws.
Over 9,000 people killed in the U.S. each year by illegal aliens:25 each day, 12 by stabbings and shootings and 13 by DUI or other crimes.
1,000,000 gang members in American, most of them illegal aliens.
Wake up America. You want lower taxes? You want smaller class sizes? You want less crime? Protect American jobs? Better wages? THEN ENFORCE OUR LAWS.
Russell Pearce former President Arizona State Senate” — Russell Pearce, Former President of Arizona State Senate, Self, Mesa
“Dear Voter,
I ask you to VOTE NO on 308 for three reasons: Fairness, The Law and Financial Needs
Fairness: US citizens from other states attending Arizona schools must pay the full cost of tuition. Why then, should the undocumented, who have entered America illegally, be given a reduced tuition rate? Yes, undocumented college students are here based on their parent’s choice to bring their families here illegally. It wasn’t the fault of the student, and it sure isn’t your fault or mine. However, allowing undocumented the same in-state tuition benefit offered to legal residents disrespects the immigration process, and that is not fair to the many people who have immigrated to our country the legal way.
The Law: In 1996, Congress passed—and President Bill Clinton signed into law—the Illegal Immigration Reform and Immigrant Responsibility Act (IIRIRA) which, prohibits state colleges and universities from providing in-state tuition rates to illegal aliens “on the basis of residence within the state” unless the same in-state rates are offered to all citizens of the United States. How can we expect anyone to follow immigration law if Arizona keeps giving away the benefits to those who ignore our laws? It’s a slap in the face to people who have immigrated here legally and followed the law.
Financial Needs: According to supporters of Prop 308, the undocumented can’t go to college because they can’t afford it. But they argue, these undocumented students are the “Cream of the Crop, Educated, Determined, etc.”. So why then don’t the undocumented utilize the 100’s of grants offered to undocumented students? If these kids are driven, they should have no problem accessing grants for financial help with tuition.
I urge you to VOTE NO on Prop 308.
Tim Rafferty, Gilbert, AZ” — Timothy Rafferty, Self, Gilbert
“RidersUSA urges you to vote NO on Prop 308.
The way this proposition is written it would allow any illegal alien, at any age, who criminally trespassed into America in violation of U.S. Immigration Law the opportunity and benefit of paying in-state tuition fees for a higher education as long as they proved two years of residency in the State and completed some type of high school.
Why should they pay a subsidized lower tuition rate?
Why should Arizona tax payers contribute to the higher education costs for illegal alien/criminal trespassers as this proposition would allow if passed? They haven’t earned the benefit.
We urge you to vote NO on Prop 308.
Tom Collinson, RidersUSA Chairman of the Board” — Tom Collinson, Chairman of the Board, RIDERSUSA, Phoenix • Sponsored by RIDERSUSA
Each of these statements were published as submitted in the Arizona 2022 General Election Publicity Pamphlet.
How could this item potentially impact students’ understanding and communication of identity if approved through the democratic process?
Increasing accessibility to higher education for Arizona dreamers through Proposition 308 creates an opportunity for students who already identify as members of the community by affiliation the opportunity to develop a stronger sense of pride as an Arizona resident and student.
With very clear criteria for in-state tuition eligibility, students would be able to take advantage of more learning opportunities with a straightforward understanding of the status of their residency. For students who are legally defined as citizen residents of Arizona, it allows them to build stronger and more authentic connections with non-citizen students – many of whom they have already been studying alongside before embarking on their higher education journey in-state. This expands the range of economic opportunities and possibilities within the state of Arizona because it successfully aids awareness, agency and confidence for students whether they are natural citizens or non-citizen residents of the state.
West Virginia Amendment 4, Legislative Approval of the State Board of Education Rules Measure (2022)
Considering the constitutional assertion that "the general supervision of the free schools of the State shall be vested in the West Virginia board of education," and that the board would carry out "such duties as may be prescribed by law," the amendment proposed to the people of Virginia has been to add a caveat to the authority of the board.
The proposed amendment would require the board to submit its rules and policies to the legislature “for review and approval, amendment, or rejection according to a process determined by the legislature by law.” (BallotPedia)
Why do people want to vote yes on this matter?
"The laws and rules under which we have to live in a free society must be crafted ultimately by people who are accountable to the citizens of our state through our elections and our state board [of education] is not." — State Sen. Charles Trump (R-15)
This statement was originally published in the Charleston Gazette-Mail.
"It's actually making certain for those who elected us that we are overseeing and holding accountable, and that the laws that we do pass do get applied correctly." — State Sen. Patricia Rucker (R-16)
This statement was originally published in the Charleston Gazette-Mail.
Why do people want to vote no on this matter?
"I mean look at us. I mean, we can't agree on a lot, but when we do agree, sometimes it changes from year to year. What's that going to do to public education in this state?" — State Sen. Mike Romano (D-12)
This statement was originally published in the Charleston Gazette-Mail.
"To add another layer of politics, I don't think it's good; I don't think that's a good move." — Miller Hall, president of the State Board of Education
This statement was originally published in the Charleston Gazette-Mail.
How could this item potentially impact students’ understanding and communication of identity if approved through the democratic process?
The proposed amendment to the constitution of West Virginia creates an additional layer of politics in the state education system, and ultimately opens a window of opportunity for unprecedented inconsistencies for the learning journey of its students.
Such inconsistencies as would be invited by the adoption of this amendment could potentially impede the clarity and confidence of individual students as they develop, define and express their ideas and identities. Science has determined that consistency begets momentum. If public school students were subjected to curriculum changes as frequently as the West Virginia legislature was adjusted, it could quickly impede the social and economic development of an entire generation, requiring families to seek alternatives or suffer the consequences.
California Proposition 28, Art and Music K-12 Education Funding Initiative (2022)
According to Ballot Pedia, “A "yes" vote supported this ballot initiative to:
require an annual source of funding for K-12 public schools for arts and music education equal to, at minimum, 1% of the total state and local revenues that local education agencies receive under Proposition 98;
distribute a portion of the additional funding based on a local education agency's share of economically disadvantaged students; and
require schools with 500 or more students to use 80% of the funding for employing teachers and 20% to training and materials.”
Adversely, the same site explains “A "no" vote opposed requiring an annual source of funding for K-12 public schools for arts and music education equal to, at minimum, 1% of the total state and local revenues that local education agencies receive under Proposition 98.”
Why do people want to vote yes on this matter?
"Music education supports all education – it fosters reasoning and skills that are the building block for learning other subjects. This measure is critical not only for education and learning, but also to mental well-being and even the state's economic health. Companies like ours, that moved to California to be at the nexus of entertainment and technology, rely on a skilled workforce to fill the high-quality jobs we create here. If enacted, this initiative will ensure a future job-ready workforce and secure California's position as the global epicenter of music and the arts." — Sir Lucian Grainge, chairman and chief executive officer of the Universal Music Group
This statement was published in Yahoo Finance.
"Only 1 in 5 public schools in California has a dedicated teacher for traditional arts programs like music, dance, theater and art, or newer forms of creative expression like computer graphics, animation, coding, costume design and filmmaking. ... This initiative is timely as our country seeks to create a more just and equitable future for all children. A boost in arts and music education will help ensure the future workforce in media and technology properly reflect the diversity of the children in our public schools." — Austin Beutner, former Superintendent of Los Angeles Unified School District; and Arne Duncan, former U.S. Secretary of Education and former CEO of Chicago Public Schools
This statement was published in CalMatters.
"This ballot measure will help define the promise of the next generation of storytellers by ensuring all California students get the high-quality arts and music education they deserve. It will especially benefit students from communities of color, who often experience a lack of access and equity in access to arts and music education." — Issa Rae, actress, writer, and producer
This statement was published to Patch.com.
Why do people want to vote no on this matter?
"Prop 28 sounds good on the surface — more funding for arts and music — but the language is fatally flawed to allow diversion of funding from other education programs that are already not meeting the performance goals we’ve set. ... Instead of voting Yes on Prop 28, I’d encourage concerned voters to help us elect better school board members in every school district in the state." — Carl DeMaio, chairman of Reform California
This statement was published to KOGO, a radio news site.
How could this item potentially impact students’ understanding and communication of identity if approved through the democratic process?
It seems as though Proposition 28 would improve the learning experience for public school students participating in the arts and music education programs. This would likely promote a higher sense of inherent value and potential for students, especially those who are very passionate about these areas of education.
Art education amplifies self-expression. It supports interpersonal communication, critical, analytical and integrative thinking, as well as a myriad of other skills and universal core competencies. Making access to higher quality art education a priority can improve confidence in students as they discover their identities and their interests. Additionally, it could foster a greater sense of trust in the education system overall, leading to higher academic achievement and longer journeys of institutional learning.
In Conclusion
Across the United States, there are many issues that deeply impact the potential capacity of students to learn, understand and communicate effectively. The above are just a few of the lot that were on the ballot in local, regional and statewide elections this week.
Regardless of any individual political agenda, the aim at SEA will always be advocating more awareness, agency, confidence and competency in the next generation of world leaders. That is why we believe it is important to be attentive to the way education is structured in your community, and to understand the implications of that structure for your children, your loved ones and yourself.
The Self Exploration Academy is not affiliated with any political party, nor does it promote any partisan mission, agenda or effort outside the scope of advancing accessibility to holistic higher education that builds awareness, agency, confidence and competency within its students.
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Recently, we published an article that touched on the current plight of the public and nonpublic school system in the United States. Unending as the list of plight-related woes may seem, our ultimate goal is to highlight the very practical courses of action available to parents, community leaders and local school authorities to help remedy the adverse situations we are facing when it comes to educating our children.
As promised, here is a shortlist of viable options for improving the education of the next generation of world leaders. This list includes resources to fill in the gap of Social Emotional Learning experienced by most students, as well as core learning subjects such as English, History, Mathematics and Science.