EDUC 202 DIG Day *10*
The Resistance March 29, 2018
seating: sit with SJ Group + C.O.T.
Agenda
- Housekeeping
- Vocab
- Action vs. Caring
- Ally/Advocate/Accomplice
- 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
- Social Justice
Understanding and Measuring Social Justice in Education
- How People Experience Schooling
Racism and Racialization in Education
Markets, High Stakes Education, & Corporate America
Tentative Timeline For April & May (may be adjusted)
- 4/12: Social Justice Project: Written Outline (overall structure, topics, references, thesis statements, what will be covered, etc.) We'll speed review them during DIG! (I will not be here...at AERA conference)
- 4/17: No LAUNCH: at AERA conference
- 4/19: 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.
- 4/26: James Scholar Presentations and Mock Quad Day
- 5/1: Quad Day
- 5/5: Final Project due with Written Reflections
why i voted no
- he/she/they
- domestic partner definition
- child care
- where we sit as part of "the academy"
2. Vocab - discuss with your group the definitions given below, and critique
1. Colonialism
"The idea that most people from another nation take over land that is not their own, imposing their own cultural ways of life on the other people that they are oppressing (colonized). Ex) This occurred in our history when people took over Native American lands, imposing a new culture on those people and oppressing them and their previous ways of life - this is why we have a moral debt to Native Americans, we need to make it up to them from our past injustices towards them." Hey grandma, moral debt is like the difference between what we know is right and what we actually do. We owe a debt to Native Americans because of what we did to them. Even though we weren't actually there when it happened, we still benefit from the colonization and the Native Americans can't now, so we still owe them a debt.
2. Dis/ability
"'Ability' is defined by society, and therefore a lack of ability is also defined by society. For example, a student who was labeled disabled because they could not read at the same pace as the other students."
"Dis/ability is a physical or mental condition that affects the way a person learns & interacts, whether positively or negatively. In schools, people who are perceived as having learning disabilities are often misunderstood, neglected, or left out of the 'standard' curriculum." Some have been known to be punished for misbehaving when really they are having trouble understanding a curriculum that is not geared toward their unique abilities.
3. Intersectionality
"This term refers to an individual who has two or more identities that is a disadvantage for them. For instance, woman are continuously fighting for equality, but imagine also identifying yourself as African American. Identifying as an African American woman means asking for two actions to be done. In that case, these woman lose hope that thing will get better for them."
b) Relating Terms to Each Other
1. Stories we tell/Single Story/Social construction
"I believe the stories we tell one another through interactions and conversation with those in our community can cause individuals to internalized them as a single story. The dangers that come from allowing single stories to shape our views and ideals about particular groups will allow our society to be socially constructed from these surface prejudices. In order to prevent prejudices from single stories to construct our society is to break that repetition that would allow it to seem like the norm. We have to question surface prejudices from single stories and the ones we tell to not allow or society to suffer from negative social construction."
2. Partiality / mis/knowledge / Unknowability
"Partiality contributes to partial knowledge - the idea that children go into school/life knowing only pieces of information about other people and groups that are different from them. Partiality can often stem from mis/knowledge, that is, children know about certain groups, but the information that they have is incomplete or incorrect. Sometimes partiality stems from unknowability of a group, which occurs when little to nothing is known about that group in the first place. For example, a child may have partiality of a particular race of people. While a mis/knowledge would suggest the child had heard false information about people of that race, unknowability suggests that the child knows nothing at all about them."
3. The 3 I's of racism/Reverse racism
"The 3 I's of racism has constructed how people are viewed in this society. Internalized racism is what is portrayed that effects a person's idea of other groups within the society and act accordingly upon it. Institutional racism is how workplaces, schools, communities, etc. dictate what is the norm and acceptable. Due to how society is formed many fall into individual racism and begin to believe they are only what society seems them as positive or negative. In regards to reverse racism, it does not exist because the oppressed cannot oppress their oppressors. The dominat group (whites) benefit from the 3 I's of racism because the society helps them to be viewed in a positive light and won't experience racism or discrimination fully."
4. English learner/emergent bilingual/dual language program/structured English immersion
"These terms are related in the sense that they all have to do with language. English learner is the term given to a student who is unable to properly speak the English language and requires assistance. Emergent bilingual is a term that is preferred over English learner that emphasizes bilingualism and that students have a home language and are learning a second one. Dual language program focuses on teaching in two languages. Structured English immersion is the rapid tactic of engaging students into English speaking environments. All of these terms differ in definition but all have to do with the action of learning language."
3. Action vs. Caring
Notes from LAUNCH
- We discuss history so much, because it's important to note that the issues we are encountering today are not being encountered for the first time...how can we resolve these social justice issues?
- If these issues don't impact us directly, what does that mean for us? What does it mean to get involved? What does it mean to not get involved?
- Professional Vocab: Chicanx (non-binary, avoiding the binary trap! Specifically Chicano/Chicana/Chicanx are recognizing that the border crossed them, they didn't cross the border, they are indigenous to the area of the US that was even pre-Mexico, before Whites came and redrew the map); East LA Thirteen; Brown Berets; Black Panther Party; all of these are threats to administration and institutional power; hence this term: COINTELPRO (Counter Intelligence Program); 4 Strategies for Blaming the Mother (incompetent, too aggressive, too passive, working outside home)
4. Watch and discuss...
Answer garden
5. Social Justice Project (SJP)
- From syllabus: "Along with 1-2 other classmates, 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., spoken word, Youtube video, artifact, 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
- Annotated bibliography was due TODAY before class.
- Work with your group to continue hashing out what you plan to do.
- I will come around to talk with groups, do make sure I have a good idea of what you're planning.
- Next step: outline to present in class to other groups on April 12th.
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.