EDUC 202 DIG Day 11
FamFam April 6, 2017
Brave Space Circle
Agenda
- Housekeeping
- Three Questions/Moodle Brave Space
- Professional Vocab
- Social Justice Project - Bibliography
- James Scholar Outline Planning & Submission
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...11:00-11:10
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
- 4/6: Midterm Grades will be posted by end of day
- 4/6: James Scholar Project: Initial Outline
- 4/12: 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.
- 4/16: James Scholar Project: Update due to Jadyn in Moodle (roles, progress, draft, etc. INFORMAL but as complete as you can)
- 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/Moodle Brave Space: 11:10-11:50
Please toss around the following questions, and try not to shy away from them:
- Have we truly created a brave space in this "FamFam" DIG session?
- Why do you think many students groaned/face-palmed when Dr. G mentioned that she wanted to show solidarity with members of the LGBTQ2SIA community? How can we deal with it? Should we deal with it? Did you know that it really hurt two students' feelings that day, and when I found out about it, it hurt me too?
- Are the things we discuss in LAUNCH/DIG opinions being passed off as fact?
- Is our prison system effective? To put it another way, what is the goal of prison? Is our justice system effective? Is it equitable?
- What is restorative justice? What are the dangers of it being implemented as policy? Could it be implemented in the workplace? In the home?
- Are social-emotional skills inherent, or must they be taught? When social-emotional learning is ignored in schools, whose responsibility is it to teach these skills? Which students are hurt most when these skills are neglected?
- Is it the responsibility of educators to know about the sexuality of their students? Why/why not? How does that relate to knowing about the ethnicity or race of their students? How does that relate to knowing about their socio-economic background?
- Replace the word "educators" in Q4 with "associates/coworkers."
- Replace the word "educators" in Q4 with "fellow humans."
- When this class ends in May, will you forget about the issues we've discussed and just move on with your life?
3. Professional Vocabulary 11:50-Noon
- Each person please find one that I've added and complete in comments.
- Shout out when you're finished.
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): 12:00-EOC
- Work with your group to start your bibliography
- I will come around to discuss your ideas
- Full instructions in assignment at bottom of Smore and also in Moodle
Annamae, Andrew, Kagen, Bailey: Exploring the inequalities that various identities face in the STEM field. "Teachers too often, unknowingly, suppress or neglect their students' identities as they are teaching, which can serve to disadvantage students in their learning (especially those with minority identities). Therefore, we believe it is worthwhile to explore these topics. We will investigate who is encouraged to go into STEM, as well as the makeup of STEM classes."
Brandon, Dan, Daniel, Bennett, Eli: "Culture houses at UI and how they relate to social justice. Our plan...is to gather as much information as we can on the culture houses, and then put that information on a website that we will present for our quad day presentation. Will include info regarding culture houses here on campus along with what kind of work they do on campus and what services and events they offer in regards to social justice; this includes any and all culture houses (but not dorms, iConnect, outside of campus)."
Andria, Emily, Martin, Megan, Camilla: "Reviewing children's books based on how well they incorporate the social justice issues that we have been learning about in class. We will also communicate with the outreach coordinator from the University's Center for Children's Books to learn about the programs and books that they use at the facility...they create a website with the reviews that we write...and make available for the community as a resource.
Madeline, Taylor, Kaitlyn, Belinda: "Present on literacy stats, issues of social justice connected to literacy, and action steps that can contribute to increasing literacy in the US. Providing each individual with resources necessary to developing strong lit proficiency."
and/or...
4. Group Planning Time - James Scholar Project Outline due today 12:00 til EOC
- Proposal paragraph
- Rough outline
- General plan for who will be responsible for what
- No limit to resources
- Upload to Moodle
Moodle Post Due WEDNESDAY 4/12 is Annotated Bibliography
By Wednesday, April 12, have one member of your group post to Moodle your Resources (annotated bibliography = 5 key resources plus individual summaries). Be sure to follow APA guidelines when constructing your bibliography. Also, include in your summaries how each resource is helpful for your overall project.
- Conduct research to find out more about your Final Social Justice research project.
- Identify at least 5 key resources from outside of our course that will help you better understand your topic.
- At least 2 of these resources should come from professional publications (e.g., journal article, book chapter, report).
- Others can include social media (e.g., videos, blog entries, newspaper articles) as long as they are substantial/useful.
- Think about whether your topic is potentially too broad or too narrow to accomplish what you would like.
- Be sure that within your resources you have at least one example of something that addresses a positive impact or strategy for your topic (e.g., Restorative Justice is a positive impact/strategy for addressing the School to Prison Pipeline).
- After you identify key resources and have read them, develop summaries of 5-6 sentences for each resource (e.g., How does your resource define your topic? What are the general findings or recommendations from your resource? What is your evaluation of this resource? How is this resource helpful for your topic?).
- See an example of an annotated bibliography here.