EDUC 202 DIG Day *10*
First Order March 28, 2018
seating: sit with SJ Group + C.O.T.
Agenda
- Housekeeping
- Vocab
- Action vs. Caring
- Ally/Advocate/Accomplice
- Social Justice Project
- Group Planning Time
- Sync Your Calendars
ROOM SET-UP / SIGN-IN
- Set room up (we will LEAVE TABLES AS IS at end)
- Initial by your name on sign-in
- NO MORE NAME TENTS!
1. Housekeeping Stuff...
Themes/Norms to Keep In Mind...
- Brave Space
- Education vs. Schooling
- Social Justice
Understanding and Measuring Social Justice in Education
- How People Experience Schooling
Racism and Racialization in Education
Markets, High Stakes Education, & Corporate America
Tentative Timeline For April & May (may be adjusted)
- 4/11: Social Justice Project: Written Outline (overall structure, topics, references, thesis statements, what will be covered, etc.) We'll speed review them during DIG!
- 4/18: Social Justice Project: Revisions - bring rewritten outline that indicates how you took your peers’ feedback and made changes, or why you chose not to make some changes (justify). Speed Reviewing Round 2.
- 4/25: James Scholar Presentations and Mock Quad Day
- 5/1: Quad Day
- 5/5: Final Project due with Written Reflections
why i voted no
- he/she/they
- domestic partner definition
- child care
- where we sit as part of "the academy"
2. Vocab - discuss with your group the definitions given below, and critique
1. Colonialism
"Taking over someone's land and/or appropriating their culture, or living there while benefitting economically from its resources. There is usually no consideration for the lives ruined in the process. Most people in America are guilty and a part of colonialism as we are living on land that once belonged to Native Americans but was taken by force." Colonization can be described as forcing others to conform to the dominant norm.
2. Dis/ability
"Society has constructed a basis of what is 'normal' physical and cognitive ability and anything that defers from this is considered having a disability. For example, a student who learns more effectively through visual aids, instead of listening to a lecture because they don't have the 'normal' audio comprehension is considered to have a cognitive disability even if it is just a different way of learning." One way to view this is that there is a spectrum of abilities, and not just the binary of dis/ability. People who are viewed as having a disability are often viewed as "deficient" rather than having unique abilities of their own.
3. Intersectionality
"Intersectionality is the crossing over of multiple marginalized identities such as race, gender, dis/ability, religion etc., which can lead to an increase of oppression and discriminatory practices. An example of intersectionality is that a black women may have a harder time getting a job over a black man or white women if she is experiencing discrimination for both her gender and race. Even with similar qualifications, she is being oppressed in an intersectional way for both her race and gender."
b) Relating Terms to Each Other
1. Stories we tell/Single Story/Social construction
"The stories we tell are stories we normally hear about a group of people and can make assumptions about them and everyone in that group. A single story is one specific viewpoint or story about a group of people that fails to show all the complexities of a race, ethnicity, religion, etc. Social construction is something that has been created by society and that they expect everyone to conform to, like how gender is a social construction. The stories we tell about groups, or single stories about groups create prejudice. These ill informed stories help support social constructions that have been built and keep groups of people categorized under false identities that may have also been socially constructed."
2. Partiality / mis/knowledge / Unknowability
"Partiality is the bias that one has. Mis/knowledge is knowing something that is incorrect, but believing it as the truth. Unknowability is not knowing enough/any information on an issue and thus not being able to form proper arguments on the issue. These are related because a mis/knowledge will lead to people forming opinions on an issue, thus leading to partiality and an unknowability on the issue because the misknowledge isn't actually correct."
3. The 3 I's of racism/Reverse racism
"Racism has multiple parts. There is Institutionalized which is the systematic racism, meant to advantage the privileged and disadvantage the marginalized. Individual racism, which is the direct racism shown my one privileged person to another or a group. Internalized, which is when a marginalized person begins to believe the ideology of the institutional/individual racism. Reverse racism, the concept that white people can experience racism is a fallacy. They can't! They are in a position of power, and, by definition cannot experience it. All of these form the definition of racism."
4. English learner/emergent bilingual/dual language program/structured English immersion
"English learner describes individuals who are not fluent in English or who can not learn effectively in English. Structured English immersion describes the technique used to rapidly teach English learners English. Emergent bilingual describes individuals who are learning to become fluent in both their native language and English. The dual language program is a form of education given to both English learners and emergent bilingual individuals that has them participate in literacy programs in both their native and English language." English learner has a deficit based perspective, whereas the emergent bilingual term emphasizes the learner's home language. Similarly, structured English immersion focuses on teaching English and assimilation with the goal of success in the dominant culture, whereas dual language program focuses on bilingualism.
3. Action vs. Caring
Notes from LAUNCH
- We discuss history so much, because it's important to note that the issues we are encountering today are not being encountered for the first time...how can we resolve these social justice issues?
- If these issues don't impact us directly, what does that mean for us? What does it mean to get involved? What does it mean to not get involved?
- Professional Vocab: Chicanx (non-binary, avoiding the binary trap! Specifically Chicano/Chicana/Chicanx are recognizing that the border crossed them, they didn't cross the border, they are indigenous to the area of the US that was even pre-Mexico, before Whites came and redrew the map); East LA Thirteen; Brown Berets; Black Panther Party; all of these are threats to administration and institutional power; hence this term: COINTELPRO (Counter Intelligence Program); 4 Strategies for Blaming the Mother (incompetent, too aggressive, too passive, working outside home)
4. Watch and discuss...
Answer garden
5. Social Justice Project (SJP)
- From syllabus: "Along with 1-2 other classmates, you will conduct research on a social justice topic and EITHER write a 10-15 page double spaced paper OR develop a multimedia presentation (e.g., spoken word, Youtube video, artifact, website), outlining some of the common misconceptions/myths held by the public, as well as educational solutions that are available." Your project will serve as the foundation for the presentation you will give on the Quad.
- 15% of grade
- Annotated bibliography was due TODAY before class.
- Work with your group to continue hashing out what you plan to do.
- I will come around to talk with groups, do make sure I have a good idea of what you're planning.
- Next step: outline to present in class to other groups on April 11th.
6. Group Planning Time
7. Sync Your Calendars
- Set times to meet
- Really commit. There's a lot to do. This will require full participation and everyone pulling equal weight.
- I WILL have Google surveys for both projects, asking what you contributed, whether/not there were problems, etc.
- Create a brave space within your group.