3 Matching Annotations
  1. Jan 2020
    1. Black students were often in the racial majority in my classrooms. I was well-aware that they spoke, dressed, and behaved differently from me.

      I used to teach at a majority-minority school where, like this author, I was the only white person in the room (or one of the few). It makes me incredibly sad to think about how many of the white teachers at this school would discuss how the student's "different" behavior was something to be inherently corrected- what I now know is, something they saw as too non-white to be okay.

    2. Race always seemed to be about students of color, not about the white supremacist structuring of school.

      I'm not sure a lot of schools are ready to recognize the ways in which white supremacy are built in their institution. I think this is an important framing - instead of touting diversity, how can we dismantle the white supremacy inherent in our systems and institutions?

  2. Sep 2019
    1. Another challenge that arose very early on in the process involved the should questions.

      I wish more instructors were asking these questions. Oftentimes what it seems like these things are allowing for or measuring are not a true metric of what we're hoping to assess (ie, looking at student clicks on a page or assigning a percentage to plagiarism).