EDUC 202 DIG Day 11
The First Order April 4, 2018
Brave Space Circle
Agenda
- Housekeeping
- Notes from Dr. G and Three Questions Brave Space
- Professional Vocab addition to SJP
- Social Justice Project group work
1. Housekeeping Stuff...12:00-12:20
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
Culturally Relevant Teaching and Funds of Knowledge
Timeline For Rest of Course
- 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
Final Reflection Guidelines
(10% of final grade)
DUE: May 5, 11:55pm
Write a 500-word essay reflecting on your experience at the College of Education presentations. Be sure to address the following:
· Lessons Learned. What did you get out of doing the presentation? In particular, what did you grapple with? How was it trying to engage in dialogue with real people?
· Positionality. Explain how you are positioned on this topic (target audience vs. ally vs. something else). In what way(s), if any, is this your issue? Is this something you would want to continue to advocate for after the course ends?
· Message Received. In what way(s) if at all was the message people received (positively/negatively) influenced by what you said or did? How did others respond to your Call to Action? Envision one of the presentations you interacted with: In what ways might you use that information in your own life?
· Community Building In what way are you in conversation with classmates who had similar messages to your own? Identify one thing you are interested in implementing or helping spread each other’s messages. Which project was that?
Separate from essay:
· Team Work. Evaluate yourself and the members of your group. Who did what work and to what extent did everyone share the load? Was there anyone who carried more of the weight? If so, why?
Readings
- All remaining readings for rest of semester are available
- Consider these when preparing for SJP
- Whose Culture Has Capital?
- Suspending Damage Centered Research
- Money Trumps Civil Rights
- The New Jim Crow
- Restorative Justice
- also consider The Warmth of Other Suns if you're wanting to know more about Jim Crow America/Great Migration. I have this book if you'd like to borrow, but it's long.
2...Notes on Teaching from Dr. G...with notes added from Jadyn (TBC below)
Multicultural education literature of the 1980s: (a focus against assimilation to a dominant culture)
One version was to teach to culturally distinct learning styles, or cultural groups--which could perpetuate the belief that all students from a particular ethnic/cultural group are the same; sometimes has been interpreted as simply “heroes & holidays” or “adding on” to the dominant curriculum but not really changing it.
Funds of Knowledge: expertise that households and families possess that normally does not get acknowledged or drawn upon by schools. Note that Jadyn often directs questions back to the class, rather than answering outright herself. The belief/faith that students have funds of knowledge they can contribute and the teacher is a guide can lead to greater independence and strength/critical thinking.
Culturally Responsive Teaching: (many people cite Geneva Gay here, but arose from Au). Often seen as interchangeable with the term Culturally Relevant Teaching. Emphasis on caring and being culturally congruent with students. One difference from Culturally Relevant Teaching is that culture goes beyond race/ethnicity to include beliefs, motivations, shared experiences of a group. One outgrowth has been encouraging teachers to use differentiated instruction.
Culturally Relevant Teaching (Ladson-Billings): attends to 4 components (academic excellence, remaining culturally grounded, critical consciousness, and based on teachers’ philosophy/ideology not a prescribed set of practices.
Has been implemented in ways that follow the multicultural education literature of the 1980s (“heroes and holidays” or added on) or assume is only applicable for students of color as opposed to recognizing that all students have culture. One critique has been that it focuses on culture to the exclusion of other aspects of students’ identities such as gender, class, religion, etc.
Politically Relevant Teaching (Beauboeuf-Lafontant, 1999): Teachers who are Black teaching similar students during era of segregated schooling. Teachers were able to be clear on their politics to advocate for Black students and their needs. Emphasis on “political” because trying to be clear about critical end that often gets missed in Ladson-Billings work.
All of the above approaches to some degree draw upon Funds of Knowledge of students’ communities.
Even newer versions (or newer terms):
Anti-oppressive education (Kumashiro)—from earlier in our class
Social Justice Education (Sensoy & DiAngelo)—from earlier in our class
Culturally Sustaining Pedagogy (Paris & Alim): Encourages linguistic, literate, and cultural pluralism to transform society. Emphasis on serving populations that are: Black, Indigenous, Latinx, Asian/Pacific Islander, South African, and immigrant as a collective movement for greater justice in society.
Moves beyond the concepts of culturally relevant teaching, funds of knowledge, and cultural modeling because this form of pedagogy also takes up the idea of 3rd space (Homi Bhabba). It attempts to remain attentive to: 1) the plural and dynamic nature of youth identity and their cultural practices as well as 2) embracing youth culture’s ability to challenge oppressive forces in society and also sustain those oppressive forces.2. Three Questions/Moodle Brave Space: 12:30-12:50
Please toss around the following questions, and try not to shy away from them:
- Have we truly created a Brave Space in this "First Order" DIG session...what about in LAUNCH?
- In what ways are the issues we discuss in LAUNCH/DIG culturally relevant, culturally responsive, culturally sustaining, politically relevant, etc.?
- When this class ends in May, what are ways in which you can apply what you have learned in this course, in your life?
- Alternatively, look at your Moodle post and/or the question/comment that you posed to someone in class, or a question/comment that someone made to you, and use this Brave Space to spark a conversation about it here.
3. Professional Vocabulary 12:50-1pm
- Please add ONE professional vocabulary word to your outline
- Be prepared to explain how it is relevant to your project, and
- Why it's important for the public/your target audience to know this term and be able to relate it back to the topic at hand.
- Shout out when you're finished.
Next week, you'll need THREE such terms.
Driving Question: How are all our projects interrelated? Is there a way we can cross-relate our projects on the Quad, to lend each other strength?
4. Social Justice Project (SJP): 1pm-EOC
- Work with your group to continue on project...
- I will come around to see your outline and discuss your ideas
- Peer review next week...refer to Peer Review Sheet as you plan today!