Week 13: Cult. Relevant Pedagogy
EDUC 201 Discussion Section AD4
Culturally relevant teaching is a term created by Gloria Ladson-Billings (1994) to describe “a pedagogy that empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes.”
Please sit with your CP group.
Agenda
- Attendance
- Upcoming Dates
- CP Visualization
- CP Discussion
- Poem from "Conflict Resolution for Holy Beings"
- Next Week
1. Attendance (3 min)
2. Upcoming Dates (4 min)
- Next Week: Grades in, Taylor Presentation, Discussion + Placement experience
- December 12: Lecture at the Krannert Art Museum (Propositions on a Revolution)
- December 13: Final Discussion Section - Present Projects so far + food + ICES
- December 19: Final Project Due
3. Community Placement Visualization
- Ball of Light
- Flowers
- Trophy/Award
4. Placement Activity
Questions derived from the readings:
- what stories were some of you able to get from your CP? these could be stories people told you from their own lived experience, or stories you have from your CP experience.
- what are some of the types of intersectionality that you may have witnessed taking place?
- have any of you forged connections with specific people at your CP?
- what do you think about the project on Ladson-Billings p. 65, and how can it relate to your future as an educator or as a future contributor to society?
- are you a student while you volunteer? asked differently, who has taught you something memorable and when did they teach you?
- how has your community placement made you more aware of your own cultural background, preferences, and ideas about community?
- what is good about how your placement creates community?
- what have you learned by going off campus (if you did go off campus)?
- what course readings proved useful for helping you to make sense of your experiences?
- what new questions do you have about education, identity, and/or difference based on taking this course?
- how has your CP experience informed how you think of yourself as a student, teacher, human being?
- what is the biggest challenge you faced in this course? how did you (or do you intend to) solve it?
- what would have made your experience in the CP or in class more meaningful?
- at your CP, who is a helper, and who is the helped?
- do you think your contribution to the CP helped to reduce or further perpetuated structural inequality? How so?
- how do you show and extend care towards your classmates and those in your CP? how do your classmates and those in your CP show you care?
Conflict Resolution for Holy Beings: 5. ELIMINATE NEGATIVE ATTITUDES DURING CONFLICT
A panther poised in the cypress tree about to jump is a panther poised in a cypress tree about to jump.
The panther is a poem of fire green eyes and a heart charged by four winds of four directions.
The panther hears everything in the dark: the unspoken tears of a few hundred human years, storms that will break what has broken his world, a bluebird swaying on a branch a few miles away.
He hears the death song of his approaching prey:
I will always love you, sunrise.
I belong to the black cat with fire green eyes.
There, in the cypress tree near the morning star.
The panther is a poem of fire green eyes and a heart charged by four winds of four directions.
The panther hears everything in the dark: the unspoken tears of a few hundred human years, storms that will break what has broken his world, a bluebird swaying on a branch a few miles away.
He hears the death song of his approaching prey:
I will always love you, sunrise.
I belong to the black cat with fire green eyes.
There, in the cypress tree near the morning star.
6. Next week
- NO FORUM!
- Reading presentations: Groups 2, 3, 7
- Group 2: Grace Lee Boggs Chapter 1
- Group 3: Grace Lee Boggs Chapter 5
- Group 7: Find video examples of concepts from both readings and present, with explanations. You may want to work in tandem with the other two groups to create a cohesive presentation.