7 Matching Annotations
  1. May 2019
    1. the students, later renamed youth participatory action researchers

      How did this new identity impact their learning and action outside of your class? Did it translate to other classes? To their occupations? To college?

    2. Sweep tardy studentsFrom our schools

      The push and enforcement of truancy discipline "strategies" in the state of California has always been problematic. I dropped out of high school twice to take care of my family and each time I was excessively "truant" my family was met with police officers at our door with threats of imprisonment and fines---fines that we would never have been able to pay because I was missing school to work in the first place. This form of compulsory education does not teach strong moral values but instead that working to maintain your family and home is a criminal and punishable offense.

    3. students responded with surprise that other people, professional adults, would actually lend their voice of support for the project.

      This is dope. It also makes me wonder how hypothes.is can be used in projects like these for students to seek feedback from adults outside of their school community, and perhaps even to rally outside support for their cause(s)...

    4. seeking articles, books, news-papers, magazines, and peer-reviewed online sites.

      I love this, but I am curious about the students' access to technology either at home or at school. My students were often limited to their phone as the only way to research---so long as they had a free wifi network to tap into---and the school had a computer "lab" but students weren't trusted to be in there without teachers to guard the room (policing) and the computers themselves were pieced together from leftover scraps handed down to the school by the district office. Most keyboards were missing keys, all units worked slowly reminiscent to the dial up service of my youth, and the makeshift appearance of the computers was a visual reminder to our students that they were not the district's top priority--especially because they couldn't be trusted with the garbage their school was "gifted."

    5. share what they were experiencing, including challenges and problems, in their school environment and civic communities.

      I was teaching in Madera at this time and using similar strategies in my classroom. I was surprised to learn that despite the MANY concerns of their families and communities which you mention here, most of my students were most concerned about mental health and the impact of depression on their peers.

    6. Southeast Fresno

      Brief history of the Hmong b-boy history of Southeast Fresno

  2. Aug 2016
    1. this contradicts Piaget's view of universal stages and content of development.

      Doesn't everyone?