16 Matching Annotations
  1. Oct 2020
  2. inst-fs-iad-prod.inscloudgate.net inst-fs-iad-prod.inscloudgate.net
    1. Although the frameworks used in these courses do not claim that people in dominant groups are “bad,” many of us hear it that way because our current sense-making framework says that participation in inequality is something that only bad people do.

      this reminds me of the "all lives matter" people. they feel attacked because people of color are asking for rights but they see it as anti white. ironically its a very obviously anti black lives matter because they don't say anything in regards to dehumanization of immigrants or other groups. they only feel personally attacked.

    2. We would not use opinion in astronomy class

      Its interesting to see the differences between social science and other science. How defensive and upset people get about their own opinions without regard for a professional to analyze.

    3. is the emphasis placed in mainstream culture on the value of opinion.

      This is when people say "Everyone's entitled to their own opinion" even though it may be inherently incorrect

    4. Yet in the study of the social sciences—and particularly when the topic is so-cial inequality—the behavior of our imaginary astronomy student is not unusual. In fact, it can be common for students to argue with professors prior to achieving mastery of the concepts and theories presented

      This again brings up the defensiveness of most people when it comes to information that challenges what they have learned. People often believe that what they are taught from a young age is exact and cannot possibly change regardless of whether they are discussing it with a professional in the field.

    5. The profes-sor tries to explain to the student that to engage with the planet controversy one must first demonstrate understanding of the criteria for what constitutes a planet, but he is cut off by the student, who declares, “Well, that’s your opinion. My opinion is that there are nine.

      There has always been a struggle between what we have been taught and what professionals tell us. We like to think that what we have been told our whole lives is the absolute truth because otherwise that would bring out more doubt about the way we were raised, educated, etc.

    6. Notice your own defensive reactions and attempt to use these reactions as entry points for gaining deeper self-knowledge

      When we feel very strongly about something we often try to shut ourselves out from outside perspectives and refuse to hear others. It can be enlightening or ,at a minimum, interesting to hear other perspectives and why other people feel that way.

    7. Yet mainstream culture tends to present poverty as if there is a collective and shared experience of “the poor.

      Theres also a lot of stigma around being poor in a country like America. There's a very individualistic, capitalist mindset that claims that those who are poor deserve it for whatever reason.

    8. we may have a deeper personal un-derstanding of social inequality and how it works, but may not have the scholarly language to discuss it in an academic contex

      The oppressor always claims that the oppressed are uneducated but they may not be able to discuss these topics in "academic context" because we are never exposed to it in grade school. A schools main focus is to fill us with information and its biggest fear is a thought that's not the mainstream or something controversial being discussed because it doesn't align with their curriculum.

    9. engagement challenging for many students, and this challenge is heightened when the topics under study are politically and emotionally charged

      We are often taught that talking or debating about political things is bad and that school is a place for learning. Because of the banking model, we are often off put when the discussion finally does come up and it can be difficult in higher education when we are introduced to new things.

    10. Ironically, much of this is due to structural inequalities that courses like these try to address. For example, political and economic pressures on schools to focus on standardized testing have resulted in moves away from intellectual curiosity, critical thinking, and engagement with ambiguity and toward creating conforming and compliant students who can memorize the “one right answer” to pass the test.

      the majority of the resources we are provided with are written from an American perspective. Whether they want to be biased or not, it is inherently unwelcoming to students of color and other groups because American history doesn't represent them. This causes many of us to feel discouraged or disconnected and we only want to focus on the most important part, a grade. We are taught from a young age that a letter or a percentage is what defines us and when we get to college its difficult to get out of that habit.

    11. K–12 schooling (especially in Canada and the United States) has conditioned us to seek clear and unambiguous answers.

      the banking system of education has been so deeply ingrained that we get frustrated when we dont get direct answers and aren't taught exactly how to do things a certain way.

    12. that all we need to overcome injustice is to be nice and treat everyone the same.

      This reminds me of people speaking against protests and calling them "riots". They say that protestors shouldn't be using violence or destruction (even though the majority of the protests have been peaceful) without considering that there has never been a time in American history where poc get rights just because they want to "be nice and treat everyone the same"

    13. This is especially true if we believe in justice and see ourselves as living a life that supports it. Forms that resistance takes include silence, withdrawal, immobilizing guilt, feeling overly hopeless or overly hopeful, rejection, anger, sarcasm, and argumentation.

      This year has been overwhelmingly filled with hate, sadness, and trauma for everyone. It's gets difficult to believe that there is any real justice. If we had read this at another time perhaps my response would have been different.

    14. You are encountering evidence that inequality not only exists, but is deeply structured into society in ways that secure its reproduction. You are also beginning to realize that, contrary to what you have always been taught, categories of difference (such as gender, race, and class) rather than merit alone, do matter and contribute significantly to people’s experiences and life opportunities.

      This is important to me because we often think to ourselves that this is basic knowledge, however, there are those who may not be exposed to it, are uneducated, or simply deny the reality of our systems. As we get older we experience more and for those who haven't been as exposed to it realizing the importance of evidence about inequality is essential to education. (Gerrymandering, institutionalized racism, voter oppression, higher rates of hate crimes and violence against people of color, outdated policing systems and education)

    15. Throughout your course, you will likely be studying key concepts such as so-cialization, oppression, privilege, and ideology and doing coursework that challeng-es your worldview by suggesting that you may not be as open-minded as you may have thought.

      This is an interesting concept, especially as someone from this generation. Our generation has been one of the most open minded to date, however, we live in the United States, a country that is notorious for leaning toward conservative views. Some of us may not have a concept of what politics in other places are and we may not be as open minded as we think.

    16. fields (including social justice, critical pedagogy, multicultural education, antiracist, postcolonial, and feminist approaches) that operate from the perspective that knowledge is socially con-structed and that education is a political project embedded within a network of social institutions that reproduce inequality.

      this reminds me of Freire when he discussed that education in itself is political. To use critical thinking is to think for yourself and that allows you to challenge systems and form your own beliefs.