EDUC 202 DIG Day 10
FamFam March 30, 2017
seating: 4 horseshoes + C.O.T.
Agenda
- Housekeeping
- Three Questions
- Caring vs. Action
- James Scholar Project
- 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
- Intersectionality
- Social Justice
- Racism and Racialization
- Bias
- Race, Social Class, & Dis/ability
- How People Experience Schooling
- Markets, High Stakes Education, & Corporate America
- Resistance & Counter-Narratives
Disciplinary Policies & the Criminalization of Youth
Timeline For April
- 3/28: Self & Schooling Paper Due (the Tuesday after Spring Break)
- 4/4: Social Justice Project: Paragraph Proposal for S.J. Topic
- 4/6: James Scholar Project: Initial Outline
- 4/11: Social Justice Project: 5 Resources (annotated bibliography) 5 due from outside of class with a summary of each how it will relate to the overall project. APA style.
- 4/20: Social Justice Project: Written Outline (overall structure, topics, references, thesis statements, what will be covered, etc.) We'll speed review them during DIG!
- 4/27: 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.
- 4/27: James Scholar Project: Present in class (last DIG session)
2. Three Questions
Please answer the following questions:
- What’s one thing about this class that makes you feel uncomfortable, and how have you dealt with that feeling?
- What’s one way you’ve had to step out of your comfort zone in this class? What risks have you taken?
- If you don’t feel uncomfortable, what is something you think others may feel uncomfortable about?
Action vs. Caring
The East LA Walkouts
- List of demands: https://www.kcet.org/departures-columns/east-la-blowouts-walking-out-for-justice-in-the-classrooms
- How would you rewrite some of their demands?
What did you think about this?
Answer garden
4. James Scholar Project
- In your group, recall what you plan to do
- Consider how it might relate to/enhance your Social Justice Project (SJP)
- I will come by and talk with groups
- Initial outline due next DIG session (Thursday, 4/6)
- Share out
5. Social Justice Project (SJP)
- From syllabus: "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., Youtube video; 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
- See April 11th of Dr. G's Moodle for additional details
- Brainstorm what you'd like to do.
- You can relate it to your James Scholar project if you'd like, but this work must be able to stand alone.
- I will come around to talk with groups
- Paragraph proposal due Tuesday by start of LAUNCH.
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.
Moodle Blog Post Due Monday 4/3
TO DO BEFORE CLASS:
Read Money Trumps Civil Rights in Prison Reform; The New Jim Crow; & Restorative Justice. (also watch the Youtube video Cedric's Circle).
https://www.youtube.com/watch?v=uSJ2GPiptvc
Moodle Post:
Part 1)
One member of your group should post your proposal paragraph for your final Social Justice Project. Be sure to include the following: names of all group members, topic/tentative title and brief summary of what it includes (as well as what it does not include), why it is important to address, how it relates to social justice and education, and how it relates to the identities or interests of members of the group.
Part 2)
Everyone: what are the discourses (the stories we tell) that help construct students of color as criminals and therefore expendable or undeserving of a quality education? What advice would you give to new teachers about how to challenge these discourses and possibly move beyond being allies to become accomplices? Remember to respond to at least one other member of your family in a way that promotes dialogue and further reflection for both of you.