"The most beautiful people we have known are those who have known defeat, known suffering, known struggle, known loss, and have found their way out of the depths.  These persons have an appreciation, a sensitivity, and an understanding of life that fills them with compassion, gentleness, and a deep loving concern.  Beautiful people do not just happen." 
- Elisabeth Kübler-Ross


Wisdom of the Fool

Nonprofit Created by Stacy Pulice

 

The Colonized Child

Book by Stacy Pulice

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Book Coming Soon!

A 501C3 created with the aim to nurture the physical and emotional wholeness of educators and students to cultivate a passion for lifelong learning by utilizing innovative practices. We encourage sustainable communities that foster care, connection, creativity, and choice. 

 

 

 

 

 

 

The premise of this book is that our current American educational system is similar to a colonizing power. It operates on the unacknowledged belief that children are like savages in need of taming and shaping. Children’s intrinsic resources—including imaginative freedom, curiosity, playfulness, and emotional openness—are perceived as either dangerous and in need of suppression or worthy only insofar as those qualities can be developed to serve the dominant culture.  In other words, our educational system’s colonial mindset imposes the dominant culture’s value system, beliefs, and customs onto the less powerful “indigenous” population (children) so that they can be converted to the prevailing mode of thinking and behaving.  

Download Dissertation: "The Colonized Child" (PDF)


Santa Barbara High School Teacher Study

In Collaboration with University of California, Santa Barbara 

The purpose of this study is to extend my previous research with students concerning their experience of a school that practiced positive, holistic methods of education as compared with a school that practiced a problem oriented, strictly academic focus. My former research revealed a significant level of oppression, leading to reduced self-motivation, self-esteem, retention of material learned, and joy in learning.  Students consistently reported that their teachers seemed too stressed out and overburdened to care about them, or to create positive relationships, and did not blame them for often just pushing them through the system.

This study seeks to investigate the experience of teachers in public school using a similar line of inquiry about their experience. Students suffered from a lack of connection with teachers and peers in the classroom, leading to a sense of alienation and overwhelm, and teachers may potentially share similar feelings. When students felt the presence of care, connection, community and choices in the classroom, wellbeing and overall learning was improved. The goal of this study is to understand how teachers feel in a standardized learning institution.

This study will include 90-100 teachers as research participants at a large public high school. I will give participants a 25-question Likert scale survey, then ask 4-5 open ended questions of each, related to their reported experience of wholeness, support and relationship in school.


Civic Engagement Initiative

University of Southern California

Stacy serves on the USC Civic Engagement Board of Councilors, which provides education and services to schools surrounding its campus, and she is the Chair of its Education Committee.

In the early 1870s, when Los Angeles was a rough-and-tumble frontier town with a population of 10,000, a group of public-spirited citizens dreamed of establishing a university in the region. It took nearly a decade for that vision to become reality, and when USC first opened its doors, there were 53 students and 10 professors.

Today, the university is home to some 38,000 students and 23,000 faculty and staff, who carry on a tradition of active engagement with the community. USC has remained committed to its original University Park neighborhood as well as to its Boyle Heights/Lincoln Heights neighborhood, home of the Health Sciences campus since its opening in 1952. Both areas are among the most culturally vibrant and historically significant in the city, and both areas are integral to the identity of our university.