EDUC 202 DIG Day 3
The Resistance
"circle of trust" seating
Agenda
- Sign in/Name Tent/Room Set-up
- LAUNCH Extension: Reverse Racism
- Brave Space Discussion: Culture Deficit & Moodle Posts
- Resistance Activity: Writing Drawing Sharing
- Group Formation
- Decide on First Presentations
1. ROOM SET-UP / SIGN-IN / NAME TENTS
- 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
- Social Justice
2. LAUNCH Extension: Reverse Racism
- Sensoy & DiAngelo Article: see p. 350 for specific language
- What were some thoughts from yesterday's discussion?
- Discussion Norms Smore
3. Brave Space Discussion: Culture Deficit & Moodle Posts
- Ladson-Billings Article: see p. 4 for specific language
- Turn and talk about the paragraph on cultural deficit
- Be prepared to discuss
4. Resistance Activity: Writing Drawing Sharing
- Share and explain your drawing with 3-4 different people in the room. Explain your writing process.
- Try to move around the room as you do this. Don't just stick to the same group of people. Get to know others in the class!
5. Group Formation
- Based on what you have learned about people in class so far, and the couple of people you were thinking would make good partners last week, for groups of 4 people.
- Sign up for groups on the Group sheet.
6. First Group Presentations for NEXT WEEK
- Introduction to top of page 4: Group 7
- Unknowability, Multiplicity, and Looking Beyond the Known: The “Problem” of Partiality: Group 2
- The Paradox of Addressing Partiality: Group 6
- Resistance, Crisis, and Resignifying the Self: Group 5
- Implications for Teacher Education: Group 3
Relate back to the videos as appropriate.
(Note: two groups will not present next week. They will present the following week on other topics.)
Moodle Blog Post: Due Sunday by 11:59pm
Read Kumashiro's Posts Perspectives on Anti-Oppressive Education. In it, he talks about how social studies, English, science, and mathematics are potentially oppressive disciplines and how they might be taught in ways that are not so. These ideas are especially pertinent to the Self & Schooling Paper.
Note: this is a slightly denser reading than we normally cover. There will be a lot of good vocabulary covered for the midterm exam, so be sure to underline or highlight words that are confusing to you.
Moodle post
IDENTITY: What (if anything) is similar in terms how particular students (Colonizing Wild Tongues; The T Word; How We Suppess Genius) are prevented from "being themselves" while in school? In what way(s) did these students (and those around them) resist the colonization that schools attempted to carry out? [NOTE: Make sure your response uses concepts from all 4 resources at some point. It is more important to link concepts, and your interpretation of them, than to simply quote sections of an article or video. Length: 500-750 words.]