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Humanizing Distance Learning: Centering Equity and Humanity in Times of Crisis
"I n some ways, shouldn′t we always be teaching from a distance?" Paul France asks this not as pitch for distance learning. But because part of the reason distance learning has been so challenging, Paul asserts, is that we’re replicating long-standing practices that promote dependent learning in our students. Why not use this unique moment of time to reconnect with the true purpose of to help our students become liberated learners and free thinkers? The next logical step in teachers’ months-long distance learning "journey," Humanizing Distance Learning describes how to center humanity and equity in our process of reimagining learning. Even while teaching and learning miles apart through screens, you’ll discover how to
"The future," Paul writes, "may be unclear, the road may be rocky, and the story may continue to be long and winding as we push forward through this global crisis. But the answer will always be We must teach and learn in pursuit of a deeper sense of collective humanity―and for no other reason."
"This book is equal parts visionary and practical, courageous and invitational. It addresses foundational needs and wrenching challenges teachers faced during the recent time when U.S. teachers abruptly found themselves teaching remotely. . . . It is a deeply humanizing book." ~Carol Ann Tomlinson, William Clay Parrish, Jr. Professor Emeritus, University of Virginia "Humanizing Distance Learning is a book for our times not only because it addresses how to build a culture of thinking and teach for understanding at a distance, but also because it challenges the status quo of education by offering a more liberated and humane vision." ~Ron Ritchhart, Senior Research Associate, Harvard Graduate School of Education " Paul France has produced a timely and necessary book that will help educators humanize distance learning. Recognizing incredible dimensions of complexity, this book will surely help educators traverse times of uncertainty in distance learning. " ~H. Richard Milner IV, Cornelius Vanderbilt Chair of Education, Vanderbilt University
"The future," Paul writes, "may be unclear, the road may be rocky, and the story may continue to be long and winding as we push forward through this global crisis. But the answer will always be We must teach and learn in pursuit of a deeper sense of collective humanity―and for no other reason."
"This book is equal parts visionary and practical, courageous and invitational. It addresses foundational needs and wrenching challenges teachers faced during the recent time when U.S. teachers abruptly found themselves teaching remotely. . . . It is a deeply humanizing book." ~Carol Ann Tomlinson, William Clay Parrish, Jr. Professor Emeritus, University of Virginia "Humanizing Distance Learning is a book for our times not only because it addresses how to build a culture of thinking and teach for understanding at a distance, but also because it challenges the status quo of education by offering a more liberated and humane vision." ~Ron Ritchhart, Senior Research Associate, Harvard Graduate School of Education " Paul France has produced a timely and necessary book that will help educators humanize distance learning. Recognizing incredible dimensions of complexity, this book will surely help educators traverse times of uncertainty in distance learning. " ~H. Richard Milner IV, Cornelius Vanderbilt Chair of Education, Vanderbilt University
- GenresEducation
184 pages, Paperback
Published November 23, 2020
2 people are currently reading
14 people want to read
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Displaying 1 - 5 of 5 reviews
May 11, 2023
Another tremendously insightful and practical guide from Paul France. I loved his previous book, Reclaiming Personalized Learning, and this text has many of the same fundamentals, but re-configured or re-framed around distance learning. But the fact is, ALL — literally all — of his suggestions are applicable in any learning context, whether “distanced” or not.
I am giving the book 5-stars because I really truly want more people to read it — even if you think you’re “done” with distance learning. It is grounded in solid research and much of that is recent research. And all of it is applicable to classrooms right now, today, with examples of things you can do right now, today. To be honest, many of France’s references (and the references alone are a great list) were new to me, or ones I knew of but hadn’t explored deeply. Some, I will be diving into full strength now that I’m more aware of their application. So I am grateful for his inclusion of such useful, well-documented research.
I do take issue with a few of France’s assertions, the primary one being his assertion that virtual and in-person learning do not require different pedagogies, only different tools. While for a highly experienced and well resourced educator like France, that *might* be true, for the vast majority of teachers, this simply isn’t true. The problem is that most teachers don’t see the distance or online context as an opportunity to fine-tune their practice, as France suggests. The core principles are the same, yes, but the way they manifest is COMPLETELY different, and to ignore that is not being empathetic to where teachers are at in the moment. I believe we need to support teachers in where they are at — and if they don’t see distance or online learning as an opportunity, it’s my job to support them. The tools themselves can be barriers to some teachers because they create a type of boundary that does not exist in-person (few would argue with this), and not all teachers know how to respond to that, let alone navigate it or use it for equity.
I know France sees his books as a call to action — and they should be— but I also see my role as someone who supports teachers in their growth even when they don’t recognize a call to action.
I am giving the book 5-stars because I really truly want more people to read it — even if you think you’re “done” with distance learning. It is grounded in solid research and much of that is recent research. And all of it is applicable to classrooms right now, today, with examples of things you can do right now, today. To be honest, many of France’s references (and the references alone are a great list) were new to me, or ones I knew of but hadn’t explored deeply. Some, I will be diving into full strength now that I’m more aware of their application. So I am grateful for his inclusion of such useful, well-documented research.
I do take issue with a few of France’s assertions, the primary one being his assertion that virtual and in-person learning do not require different pedagogies, only different tools. While for a highly experienced and well resourced educator like France, that *might* be true, for the vast majority of teachers, this simply isn’t true. The problem is that most teachers don’t see the distance or online context as an opportunity to fine-tune their practice, as France suggests. The core principles are the same, yes, but the way they manifest is COMPLETELY different, and to ignore that is not being empathetic to where teachers are at in the moment. I believe we need to support teachers in where they are at — and if they don’t see distance or online learning as an opportunity, it’s my job to support them. The tools themselves can be barriers to some teachers because they create a type of boundary that does not exist in-person (few would argue with this), and not all teachers know how to respond to that, let alone navigate it or use it for equity.
I know France sees his books as a call to action — and they should be— but I also see my role as someone who supports teachers in their growth even when they don’t recognize a call to action.
December 23, 2020
This book is okay. It’s pleasant to read and the suggestions are good. It sits in a funny place for educational books, somewhere in between theory and a guidebook. It does a nice job contextualizing some of the popular theories of the moment with Emerich’s own experiences and take a way suggestions for teachers. The problem is it doesn’t really seem to add anything new to the conversation of learning and teaching. It feels like a grad student who is writing about all the new theory they read this year for a final paper.
An example would be when Emerich talks about understanding by design when describing his ideas about “learning focused” instruction. It’s the same thing: he didn’t really create or suggest anything different. He gives credit to all the people he has read and truly does a good job illustrating what their theories can look like in distance learning, so this could be great for someone who hasn’t had time to be reading all the recent Ed theory, or is lost about how to use them in the virtual world. If you are someone who stays up to date on ed theory, you could probably skip this book.
An example would be when Emerich talks about understanding by design when describing his ideas about “learning focused” instruction. It’s the same thing: he didn’t really create or suggest anything different. He gives credit to all the people he has read and truly does a good job illustrating what their theories can look like in distance learning, so this could be great for someone who hasn’t had time to be reading all the recent Ed theory, or is lost about how to use them in the virtual world. If you are someone who stays up to date on ed theory, you could probably skip this book.
December 29, 2020
“The education system, in its current form, rests upon the hope that teachers and learners who occupy the system will not question or critically examine it. Because when we examine the education system in conjunction with the society that contextualizes it, we see that the education system is but a structure that allows long-standing inequities to persist and oppress.” (Humanizing Distance Learning, Corwin Press)
Hands down, the most 𝗽𝗼𝘄𝗲𝗿𝗳𝘂𝗹, 𝘁𝗵𝗼𝘂𝗴𝗵𝘁-𝗽𝗿𝗼𝘃𝗼𝗸𝗶𝗻𝗴, 𝗿𝗶𝗰𝗵, and 𝗿𝗲𝗳𝗹𝗲𝗰𝘁𝗶𝘃𝗲 PD book I have read in 2020, if not in many years. Paul Emerich France captures so many important lessons and questions within this masterpiece.
Humanizing Distance Learning has given me the opportunity to 𝘲𝘶𝘦𝘴𝘵𝘪𝘰𝘯, to 𝘳𝘦𝘧𝘭𝘦𝘤𝘵, and to 𝘨𝘳𝘰𝘸 as an educator. It is now my duty, obligation, and privilege to sit with this 𝙬𝙞𝙨𝙙𝙤𝙢 and see how my professional practice will 𝙩𝙧𝙖𝙣𝙨𝙛𝙤𝙧𝙢 to better serve my learners.
If you are looking for a great type of PD and growth, please get this book. Read it. Study it. Reflect on it. Transform with it. You will be better for it.
By far a 10 out of 5!
Hands down, the most 𝗽𝗼𝘄𝗲𝗿𝗳𝘂𝗹, 𝘁𝗵𝗼𝘂𝗴𝗵𝘁-𝗽𝗿𝗼𝘃𝗼𝗸𝗶𝗻𝗴, 𝗿𝗶𝗰𝗵, and 𝗿𝗲𝗳𝗹𝗲𝗰𝘁𝗶𝘃𝗲 PD book I have read in 2020, if not in many years. Paul Emerich France captures so many important lessons and questions within this masterpiece.
Humanizing Distance Learning has given me the opportunity to 𝘲𝘶𝘦𝘴𝘵𝘪𝘰𝘯, to 𝘳𝘦𝘧𝘭𝘦𝘤𝘵, and to 𝘨𝘳𝘰𝘸 as an educator. It is now my duty, obligation, and privilege to sit with this 𝙬𝙞𝙨𝙙𝙤𝙢 and see how my professional practice will 𝙩𝙧𝙖𝙣𝙨𝙛𝙤𝙧𝙢 to better serve my learners.
If you are looking for a great type of PD and growth, please get this book. Read it. Study it. Reflect on it. Transform with it. You will be better for it.
By far a 10 out of 5!
February 6, 2021
This book really spoke to a lot of my feelings about the challenges and opportunities of teaching remotely that I couldn’t quite express. I keep picking it up again because it manages to strike a good balance between philosophy and persuasion about what a good strategy might be AND actual examples and advice for how to implement that philosophy (which I find frustratingly absent from a lot of Ed books somehow). Very happy to have read this in this moment.
December 26, 2020
A beautiful text written by an introspective, woke educator. Practical and enriching.
Displaying 1 - 5 of 5 reviews