Week 4: Privilege
EDUC 201 Discussion Section AD4
Agenda
- Attendance
- Upcoming Dates
- Vocab Building
- Group Activity on Privilege
- Group Presentations
- Next week's assignments
1. Attendance + Policies (3 min)
Forum
- Rubric is now added to Forum #3
- THANK YOU to Joel, Sarah, Caroline, Emily T. for adding to the Glossary while reading! (note my request in bottom of last week's Smore)
Your Forum #1 Word Cloud on Community
2. Upcoming Dates
- September 26: Group Presentations
- End of September: be settled in your Placement
- October 11: Vocab Test (Exam 1)
- November 8: Essay on Course Content (Exam 2)
- December 19: Final Project Due
3. Vocabulary Building (10 min)
- Choose a partner who is NOT in your group
- Together (Whole Class): we will add terms to the glossary
- Assign definers and checkers
- GO!
- Neo-liberal James Fiona
4. Group Brave Space Activity on Privilege (20 min)
- BRAVELY Consider the list of 50 items in Peggy McIntosh's article on privilege.
- Brainstorm with your group and choose 3 - 4 items that you have personally experienced or can relate to, which could become a consideration in your community placement. (For example: #15 "I do not have to educate my children to be aware of systemic racism for their own daily physical protection": As a white person in a position of authority in a school, I must be aware that children of color may understandably view white people in power with distrust, and this could cause connection issues.)
- In tandem with each of the items you choose, come up with a way that you can recognize this privilege and become a conduit for change. (In the above example: "I will approach all children with kindness and love, and never with an overpowering or authoritative voice or stance. I will not breach their trust. I will be honest, but firm when I need to be.")
- Present your findings to the class when we're finished.
6. Next week (10 min)
- Forum question DUE Sunday 9/24 at 11:59pm BASED ON READINGS FOR 9/26: What forms of the dominant paradigm have you rejected/conformed to within your culture/society?
- You may or may not comment on others' posts (but it would be super cool if you do)
- Add relevant vocabulary words/definitions to the Glossary as you come across terms you are unfamiliar with.
- Presentations next week...
Presentations Next Wednesday!
- Thoroughly read the article (or watch the video) as a group
- Create a visual presentation for class, in which you incorporate relevant terminology you pulled from the reading/video, important points, events, people, places, etc.
- Design some sort of interactive activity for the class to do, to assess their knowledge and get them engaged in the piece.
- Borderlands: Group 6
- We Aren't Here to Learn What We Already Know: Group 1
- Revisiting Murals: Group 5
- Parker Palmer Video: Group 2