- Nov 2022
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inst-fs-iad-prod.inscloudgate.net inst-fs-iad-prod.inscloudgate.net
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perception is truth.
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educatorinnovator.org educatorinnovator.org
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as a place to whichviolence has been systematically done—by denyingaccess to basic necessities such as healthy food—notmerely a place where violence occurs.
Framing a neighborhood as a victim of violence despite being a source of violence is so powerful and helps readers shift their mindset and almost redefine their understanding of the word.
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Kara addressed the foodindustry and obesity through a critical lens examiningrace, power, and place
This is really a unique way to allow for students to make the necessary connections between un-seemingly related aspects of society.
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drive.google.com drive.google.com
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it takes White wealth and money to makea neighborhood “good.
This resonates with the ideas of "white is right" and white saviorism. But this is an ideology based in the deficit perspective that needs to be shattered. Sprinkling whiteness to an issue is like putting a band-aid on a viral infection, the problem is deeper and not surface-level. And if it is not stopped, it will quickly spread.
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And yet “these kids” could out argue me abouteverything under the sun: the inherent problems withschool policies, the merits of long lunches, why weshould hold class outside, and about local issues thatreverberated through the building like desegregationand school closures. When they wrote, they had spellingerrors and grammar issues, despite—or because of—theWarriner drills or my lack of knowledge about AfricanAmerican Vernacular English, but their logic andevidence spun circles around me
This section reminds me of "Linguistic Justice Black Language, Literacy, Identity, and Pedagogy" by April Baker-Bell when she discusses the importance of Black students understanding Black English and it's history, and the nuances of "flava" in speaking AAVE that do not exist in White Standard English.
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educatorinnovator.org educatorinnovator.org
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They will do so raising their voices, theirhands, their pens, and their smartphone
This is a strong statement showing that students will continue to be there, no matter how technology changes or what new methods are created, they will write their stories, share their thoughts, and be heard.
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educatorinnovator.org educatorinnovator.org
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Infact, all three are creation stories, but the Christianstory is treated differently. This difference in howNative and Christian creation stories are treatedprivileges Christianity, perpetuating institutional-ized racism that keeps in place the ideologies of asociety that is predominantly Christian. One groupof creation stories is categorized and treated asfiction while the other group of creation stories isaccepted as truth. Despite efforts by Native peopleto get their stories accurately categorized, therehas been little or no movement, which raises criti-cal questions: Whose voice is not heard in the waythat stories are categorized? Whose ideologies areimplicitly valued by categorical labels?
We generally hear how history books are often told from the perspective of the "winner" and how they see the other party as lacking something or being uncivilized. However, in this comparison, it is interesting that a Bible story can have the same end result of perpetuating racism and be seen as a "truth."
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drive.google.com drive.google.com
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Black girls who are“missing” from literature orare not the main characters,young adolescents can see who is valued in the class-room and how that value is assessed based on raceand gender classification
This is why I always try to find stories that include characters who reflect my students AND characters who do not reflect them. There are many different people outside of the classroom and it's important for young learners to know that yes our classroom is a community, but outside of the school walls and beyond the borders of their country, people come in all shapes, shades, and sizes.
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When the only images that Blackgirls see of themselves in the classroom are rootedin their dehumanization, it sends messages of dis-affirmation and educational neglect that may neverbe emancipated
A strong claim, yet highly accurate! The damage this can cause is deep-rooted.
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literacy instruction should be re-sponsive to students’ identities (e.g., race, ethnicity,gender expression, age, appearance, ability, spiri-tual belief, sexual orientation, socioeconomic sta-tus, and community environment) and languages/dialects as they affect students’ opportunities tolearn
Again, I argue that it should reflect the world and society at large, not just the classroom. If a class is limited in its racial/cultural make-up, they need to be aware of what exists outside their classroom as to not build a sense of superiority or inferiority to others who they have yet to encounter.
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remind usthat an enslaved status (whether physically, intel-lectually, creatively, or culturally) not only restrainsindividuals from being engaged in acts of resis-tance but also seeks to dismantle the developmentof “freedom dreams” that can cause an individualto critically challenge bondage.
This is an example of the "modern weaponry" mentioned earlier in this section. Weapons have evolved past the limits of physical abuse and into the mental and psychological realm of creating damage. The inclusion of Disney movies has my mind running to how the enslaved status of the princesses took a physical form (Belle and Rapunzel), a symbolic form (Snow White, Aurora, Ariel), or was inhibited by their sex and the roles deemed appropriate by society (Mulan and Jasmine).
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educatorinnovator.org educatorinnovator.org
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where adolescents engage in literacy (space and place) is intricatelylinked to how they construct specific literate identities.
This is an interesting argument to make, one that I would like to dive into. I would also want to argue that WHEN is an important factor as well.
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dealing with Souls and notwith Dollars
Easier said than implemented.
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Education is the great equalizerin a democratic society, and if people are not given access to a quality education,then what we are doing is creating an underclass of people who will challenge ourvery way of life”
I have recently gotten into the idea of social reproduction and how certain factors influence education and curriculum leading to the question if we are truly in a democratic society as the core principles of a democratic society are in direct competition with a capitalistic society.
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Solórzano and Yosso (2002) define them as a “method of telling thestories of those people whose experiences are not often told” in order to “shattercomplacency, challenge the dominant discourse on race, and further the strugglefor racial reform” (p. 32)
Counterstories are under utilized within the schools and can greatly help students gain perspective and deeper understanding on issues or events.
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