EDUC 202 DIG Day 4
FamFam
sit with your group IN A NEW PLACE...in the "circle of trust"
Agenda
- Sign in/Name Tent/Room Set-up + ANSWER GARDEN BELOW
- Housekeeping: James Scholar Project Meeting Times
- The Power of Reflection
- FamFam Activity: Grappling w/ Your Differing Views on Teaching/Learning S.J.
- Writing: Style vs. Stance
- Small Group Activity: Add to Professional Vocabulary
- CRUNCHY FamFam Activity: "I Wonder" Statements
1. ROOM SET-UP / SIGN-IN / NAME TENTS/ANSWER GARDEN
- 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
Themes/Norms to Keep in Mind Today as We Move Forward...
- Brave Space
- Education vs. Schooling
- Intersectionality
- Social Justice
- Racism and Racialization
2. James Scholar Project Group Meetings
- Saturday Feb 11th, noon-3pm????
- Wednesday Feb 15th, noon-3pm
- Thursday Feb 16th, 2:30-3:30pm
- Friday Feb 17th, noon-3pm
3. A word on the power of reflection: a different sort of drive-by
- My story
- Developing empathy: looking through the window AND in the mirror at once.
- The choice to shrug things off and move on...or do some
- Hard-core reflection
- My experience was the single most course-altering, reflective, event of my life to that point since coming out at 17; it drives how I view my responsibility toward social justice.
4. FamFam Activity: Grappling with Your Differing Views on Teaching/Learning Social Justice
- "This is where social justice comes into play within education; while it cannot be taught, it can learn to be dealt with."
- "It should be mandatory for social justice to be taught to some degree in educational institutions. Not only are the constituents of education partaking in social constructions that perpetuate injustice, but many are also recipients of oppression if they are people of color, women, transgender, etc."
- "Rarely will someone just learn everything they need to know about social justice through only exposure in everyday life. If social justice is an issue in society, then the chance of someone learning about it through everyday interactions in society is very slim because society is usually the problem when it comes to these social justice issues."
- "Social justice must be taught and encouraged by schools as well as by parents in order to teach children at an early age that diversity is what makes our world function."
- "Educated people know how to educate, while schooled people know how to teach. This discrepancy is important because social justice cannot be taught; it can only be learned. I believe that people who are educated are innately socially just, because a requirement for being educated is being aware."
- "Social justice must belong in schools, and concrete steps must be taken, or else there will be no progress and no change in the system and its inequities."
5. Writing (Moodle Posts): Style vs. Stance
Click here for separate Smore. Also available at top of my Moodle page.
INFORMATIONAL ONLY - READ THIS ON YOUR OWN
6. Small Group Activity: Professional Vocabulary
- Click here to go to our GLOSSARY on Moodle
- Add ONE term PER GROUP to our glossary (a good one, related to S.J.)
- SHOUT OUT YOUR TERM when you begin adding, so others don't duplicate
- Brandon's group: ADD PUPIL and define it with regard to Social Justice
- Other groups: Comment on PUPIL with a relevant addition/comment/consideration, based on your readings/videos or personal experience
- cite readings you use to back up Pupil definition/comments
7. FamFam Activity: "I Wonder" Statements
Click HERE to access Discussion Norms...
Color of Fear Video Parts I & II Statements:
- "I wonder what the participants of the documentary hoped to get out their discussion: just for their voice to be heard to a larger group or to defend themselves and their ideas?"
- "I wonder why Gordon Clay, the white man who has served as an advocate for minority individuals, didn't speak up more during the dialogue."
- "I wonder how David can still not believe in systemic racism despite the many many stories told by others in the circle."
- "I wonder what Victor would have to say about internalized racism within the black community and also the extent that white Americans still step on the heads of people of color."
- "I wonder why one of the people in the video feels like when a white person says lets just treat each other like humans he assumes that they are saying to act like a white person, and would he feel the same if he were told that by a african-american."
- "I wonder why the director chose a group of men specifically. Would the conversation be different if it had been a group of women or a coed group?"
Color of Fear Video Parts III & IV Statements:
- "I wonder what the actors would propose people do to avoid "interethnic racism" or racism between minorities."
- "I wonder why minorities continue to push each other down instead of coming together to create change."
- "I wonder how minority races can effectively work to promote unity among each other, while still acknowledging differences in circumstance and even the existence of "inter-ethnic racism" and internalized racism."
Case for Reparations Beginning Statements:
- "I wonder why black veterans would still continue to serve despite their country's blatant attempts to keep them oppressed and segregated."
- "I wonder how the problem with housing in the Chicago area has been overlooked for so long. Why hasn't it gotten more attention?"
- "I wonder how neighborhoods affected by the FHA’s redlining and other discriminatory practices would be like today (financially, racially, etc.) if the FHA had instead encouraged integration of races in neighborhoods."
Case for Reparations End Statements:
- "It seems that the proposed solution to centuries of holding on to shortsighted attitudes is to educate and encourage personal investment to change. I wonder what would be the most effective way to reach everyone in the country."
- "I wonder how it felt to be a person of color trying to move into a neighborhood and give the best opportunities to your kids just to experience the rejection and outright hatred of the other people who lived there."
- "I wonder if all black people at the time accepted the idea that 'American piracy - black people keep on making it, white people keep on taking it - [is] a fact of nature,' the same way that Mattie Lewis did."
- "..."
Moodle Blog Post: Due Sunday by 11:59pm
TO DO BEFORE CLASS (by 11:59pm, Feb. 12):
Read Unconscious Bias; take the Implicit Association Test (Take the test on Race. It should only take you about 10 min. to complete. Feel free to take another one. I recommend Muslim-Arab). Read Talking and Not Talking about Racism and Dis/ability. Then, watch selected sections of Race: The Power of an Illusion. [You may need to accept cookies on your computer]
WATCH: (starting point is indicated in parentheses)
Episode 1 (The Difference Between Us): Nothing required (optional if you want more background)
Episode 2 (The Story We Tell): Nothing required (optional if you want more background)
Episode 3 (The House We Live In): Required--all sections (41 min.)
Using evidence from the readings, the test, and the videos, provide a response to the following questions and post to Moodle:
- UNCONSCIOUS BIASES: How did you feel about the results you received from the Implicit Association Test? Did you think the results were a "fair" or "accurate" measure of any unconscious biases you may have? In what ways do our unconscious biases relate to the ways that race has been constructed in the US (The House We Live In)?
- INTERSECTIONS: What, if anything, surprised you about the intersection of race and dis/ability? What other kinds of intersections do you see that might have been missed by the readings/videos this week?
- Read and respond to AT LEAST ONE other member of your family on this week's Moodle post. In order to promote greater dialogue, choose to EITHER challenge a comment they made or extend their idea further PLUS pose one question. No word count is absolutely required, but a minimum of 4-5 sentences is probably necessary when responding to another member. To be clear, you will EITHER Challenge & Pose a Question OR Extend and Pose a Question. Remember our conversation about how our words affect others and give some thought to how you want to articulate your response. :-)
Recommended reading:
Center for Children's Books Book Sale
Mark your calendars! The 2017 Book Sale will be from 10am-6pm 2/13, 2/14, and 2/15.
The Book Sale is located in the CCB (School of Information Sciences, Room 24).
Each spring, the Center for Children’s Books (CCB) hosts our Annual Book Sale. For three days, we sell thousands of new children’s books for youth, ages birth through high school. Our titles represent the full spectrum of children’s publishing in fiction and nonfiction: board books, picture books, easy and transitional readers, chapter books, series fiction, novels, activity books and kits, nonfiction series, mass-market paperbacks, and more.
Paperback books are $1 or $2 each, hardcover books are $5 each, and individual items are priced as marked.
All proceeds support the Center for Children’s Books and The Bulletin of The Center for Children’s Books.
FREE
Contact: Lauren Gray 217-244-9331