EDUC 202 DIG Day 3
Bloop
"circle of trust" seating
Agenda
- Sign in/Name Tent/Room Set-up
- LAUNCH Extension: Reverse Racism
- Brave Space Discussion: Culture Deficit & Moodle Posts
- Resistance Activity: Writing Drawing Sharing
- Group Formation
- Decide on First Presentations
1. Housekeeping (10 minutes)
ROOM SET-UP / SIGN-IN / NAME TENTS
- Set room up (we will LEAVE TABLES AS IS at end)
- Initial by your name on sign-in
- Make a name tent and put it in front of you
Important Dates
- TODAY: Choosing Groups
- Sept 21: First group presentations
- Sept 24: Self & Schooling Paper Due (Get first two sections done this week)
- Oct 23: Midterm: (Essay + Vocab, Group Exam)
- Nov 20/23: Fall Break
- Dec 7: last DIG session (I can meet with you the following week if necessary)
- Dec 11: SOCIAL JUSTICE PRESENTATIONS (11AM TO 12:30 - LET PROFS KNOW NOW)
- Dec 13: Social Justice Project Due (Reading Day)
Themes/Norms to Keep in Mind Today as We Move Forward...
- Brave Space
- Education vs. Schooling
- Social Justice
"colored people": an antiquated term
Self & Schooling Paper (due in 10 days)
- Click here for guidelines
- Write about a course you took IN THE PAST, NOT THIS SEMESTER
- Five sections: Definition of Ed as it relates to SJ; context of course you chose; 4 Dimensions of Learning; Identity/Microaggressions you or others experienced; recommendations for improvement of the course you chose
- 8-10 pages including references, double-spaced, 12-point font, APA format
- MUST INCLUDE MINIMUM 3 TEXTS + VIDEO REFERENCED
- USE THE RUBRIC!!!!
2. Sharing Your Art (20 min)
- Take out your artistic representation of your writing process.
- Find 4-5 people to share with - make sure to say your name.
- Try to move around the room as you do this. Don't just stick to the same group of people. Get to know more people in the class!
- Speed-explain, then allow for questions.
3. Bloop Brave Space Activity: Words That Offend (20 min)
- Pick a card and a marker
- Write a word/label that is offensive to you/others (anything goes...be BRAVE)
- I will pick it up
- We'll discuss in a Brave Space
4. LAUNCH Extension: Reverse Racism (10-15 min)
- Sensoy & DiAngelo Article: see p. 350 for specific language
- What were some thoughts from yesterday's discussion?
- Discussion Norms Smore
5. WHAT IS VIOLENCE? (10 min)
6. WHAT IS MINORITY? (10 minutes)
7. Group Formation (5 minutes)
- Based on what you have learned about people in class, form groups of 2-3 people.
- Sign up for groups on the Group sheet.
GROUP 1: Che, Alyssa, Logan
GROUP 2: Jess, David, Maggie
GROUP 3: Ellen, Emily, Jay
GROUP 4: Anna, Tammy, Beth
GROUP 5: Lucille, Catherine, Renee
GROUP 6: Henry, Maddie
GROUP 7: Ifeoma, Cherese, Ashley
GROUP 8: Rayanne, Bridget, Sukanya
9. Choose Group Presentations for NEXT WEEK (3 minutes)
- Introduction (page 3 to top of page 4): Group 1
- Unknowability, Multiplicity, and Looking Beyond the Known: The “Problem” of Partiality (page 4-5): Group 2
- The Paradox of Addressing Partiality (bottom of p. 5 to middle of p. 8): Group 3
- Resistance, Crisis, and Resignifying the Self (page 8-9): Group 4
- Implications for Teacher Education (bottom of p. 9 to the end): Group 5
Relate back to the videos as appropriate.
(Note: Remaining groups will present the following week on other topics.)
Moodle Blog Post: Due Sunday by 11:59pm
Read Kumashiro's Posts Perspectives on Anti-Oppressive Education. In it, he talks about how social studies, English, science, and mathematics are potentially oppressive disciplines and how they might be taught in ways that are not so. These ideas are especially pertinent to the Self & Schooling Paper.
Note: this is a slightly denser reading than we normally cover. There will be a lot of good vocabulary covered for the midterm exam, so be sure to underline or highlight words that are confusing to you.
Moodle post
IDENTITY: What (if anything) is similar in terms how particular students (Colonizing Wild Tongues; The T Word; How We Suppess Genius) experience school? In what way(s) did these students (and those around them) resist the colonization that schools attempted to carry out? [NOTE: Make sure your response uses concepts from all 4 resources at some point. It is more important to link concepts, and your interpretation of them, than to simply quote sections of an article or video.]