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idealization: K.4.4. Construct maps and models of neighborhoods, incorporating such structures as police

and fire stations, airports, banks, hospitals, supermarkets, harbors, schools, homes, places of worship, and transportation lines.

This standard idealized community helpers and ignores the reality of what out communities look like and how structures like racism actually affect our communities and the "helpers" in our communities.

heroification: K.6.2 Know the triumphs in American legends and historical accounts through the stories of

such people as Pocahontas, George Washington, Booker T. Washington, Daniel Boone, and Benjamin Franklin.

This standard places these figures on a pedestal without complicating who they are and the history connected to them. Instead of placing these people on a pedestal, my job will be to show students the entire picture of who these historical figures are, highlight diverse figures, and movements.

gamification: K.6.3. Understand how people lived in earlier times and how their lives would be different

today (e.g., getting water from a well, growing food, making clothing, having fun, forming organizations, living by rules and laws).

This standard gives teachers an opportunity to place students in simulations and role play that could be problematic, retraumatize students, and be framed from the view of the white gaze.

normalization:K.6.1 identify the purposes of, and the people and events honored in, commemorative

holidays, including the human struggles that were the basis for the events (e.g., Thanksgiving, Independence Day, Washington’s and Lincoln’s Birthdays, Martin Luther King Jr. Day, Memorial Day, Labor Day, Columbus Day, Veterans Day).

This standard normalizes and tokenizes historical figures and marginalized groups. Thanksgiving normalizes views of colonialism and the idea that all student celebrate this holiday.

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assignment 4 dominant narratives in the H-SS framework

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assignment 4 dominant narratives in the H-SS framework

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K.1 Students understand that being a good citizen involves acting in certain ways.

This standard enforces the dominant narrative as it does not define who is a citizen and reinforces the idea that a citizen is a white US born person with citizenship and does take into account the mixed migration status or the actual make up of the population.

K.2 Students recognize national and state symbols and icons such as the national and state flags, the bald eagle, and the Statue of Liberty.

The reinforcement of national symbols and stereotypical symbols of migration reinforce the dominant narrative that the US took in migrants and welcomed them with open arms. It does not center the reality of US policies such as the Chinese Exclusion Act.

K.6 Students understand that history relates to events, people, and places of other times. 2. Know the triumphs in American legends and historical accounts through the stories of such people as Pocahontas, George Washington, Booker T. Washington, Daniel Boone, and Benjamin Franklin.

This reinforces of the dominant narrative that colonists settled land that was uninhabited. Additionally, this standard positions these historical figures as heroes and does not complicate them.

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At the beginning of the year, children bring in pictures of their families to hang in the room. When one of your students shares a picture of him with his brother and two moms, another student blurts out that his mom says that families should have a mommy and a daddy. Given your identity and your teaching context, what are your best options for immediate response and in the longer term?

My immediate response would be to tell the student that families can all look different and some families can have two mommies, two daddies, one mommy, one daddy, one parent, or two parents. In the long term, I would address this by engaging in read alouds that look at the different family structures that exist in our world. I would also have students continue sharing pictures of their families, I would share my own and connect and have students engage in writing about their families as well.

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This was updated earlier this semester and here are some more things that I want to do in connection to SSBW:

envisioning a better world

knowing about the world we have now and the histories that shaped what everything looks like today and that there is more for us and we deserve a better world

centering counter narratives when teaching history

creating a culture of a collective!!!!

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Garcia, Diana Community Responsive Teaching Philosophy Worksheet

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Assignment 1 History: What historical event or figure is important to your family and why?

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Assignment 1 History: What historical event or figure is important to your family and why?

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An important historical event to my family is the Chinese migration to Nayarit beginning in 1875. When Chinese migrants came to Northern Mexico they entered in the fishing business because of the abundance of seafood on the northern coast. Chinese migrants introduces two popular foods that became Nayarit's cuisine, dried shrimp and pescado zarandeado. These are foods that I grew up eating and have a special connection to. Since my mom has been unable to return to Mexico, dried shrimp is something that I can bring her back when I go to Nayarit or when her siblings go.

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I knew that I learned this because I sat with and pushed through the discomfort. I have grown as a person and I grew with the pain of discomfort.

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 What and/or who was involved in you learning this?

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 What and/or who was involved in you learning this?

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I was involved, my peers, my students, my faculty advisor, my loved ones, and my professors.

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What was the context or purpose of learning this?

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What was the context or purpose of learning this?

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The purpose for learning this is to facilitate my growth as a person and teacher.

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I learned it through experience in BTEP and in the past, pushing myself when I knew I was uncomfortable, through our norms, and through reminders from friends.

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I learned how to stay in discomfort when things are hard because I know it's important for my growth. They are called growing pains for a reason!

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I was not able to attend this session online or in person due to illness, but I was really intrigued and enamored by the course beginning the first day. I really appreciated the community and the rituals that we set forth during every session. I am looking forward to implementing my lesson plan with my kiddos this year!

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During this session, I used the time to expand my ETHS lesson plan. Because my lesson is an interactive read aloud designed for kindergarten, my students do not need a lot (if any) materials. I made a mock slide show that guides the book introduction for the read aloud and has a few videos that will clarify concepts in the book.

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The visit to the Ethnic Studies Library was a really amazing opportunity to learn about the origins of ETHS at Cal and learn about the work that librarians do. I was not expecting to find children's books on a library at Cal but the ETHS library had an abundance. I ended up choosing the book Fry Bread by Kevin Noble Mallaird to create and interactive read aloud for my ETHS lesson plan. I grew up in a community that had a Native American population which meant that fry bread was present in the community. It was such a delightful treat and my mom's Indigenous friends taught her how to make it. She made Indian (or Navajo) Tacos for us for dinners and I still enjoy eating them.

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During this session I was blown away by Kimberly's presentation and community action. By focusing on issues that were present in her life and those of her peers she was able toe develop her critical civic praxis to add resources to her school community. I really loved the peer education that Kimberly brought into her menstrual injustice project where she went into 9th grade classrooms. This kind of outreach not only informs her school community about issues present there and beyond, but can also help other students develop their critical civic praxis. The reading also reminded me of critical literacy that we read about during elementary literacy. Critical literacy encourages teachers to teach literacy in a way that allows students to use the texts they produce for change in their community. For example, the reading detailed a Kindergarten classroom writing letters to their school librarian so that the library could be filled with books representing the identities of the students.

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Today's session gave me so much to chew on and think about how I can integrate Asian American Studies into my approach to ethnic studies. I appreciated Dr. Sacramento really including us and making space to check in with one another. I feel like guest lecturers dont often do that and it was refreshing. A big wondering that I have and one aspect that I felt was missing from Dr. Sacramentos paper and lecture was a discussion on the sub-continent (India, Nepal, Pakistan). We didn't touch on this at all and it's important to integrate all parts of Asia in our approach to Asian American Studies.

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Today's reading and discussion allowed me to reflect on who made race, how do we preform race, and how categories of race are arbitrary. Marable's discussion the term "hispanic" piqued my interest and is a term that my household often debates. Marable, discusses how the government uses their term hispanic to encompass several group across racial, class, cultures, and political histories. Hispanic in the US refers to and as a result codifies, "upper middle-class immigrants from Argentina, Uruguay, and Chile, who are phenotypically white and culturally European, black working-class Panamanians and Dominicans, the anti-Castro Cuban exiles of 1959–1961 who now form much of Dade County, Florida’s ruling political elite and professional class, and Mexican American farm workers in California’s agricultural districts," as the same people. From my own experiences and observations, this does not allow some Hispanic people to see themselves as phenotypically white or recognize the existence of Black or Afrodescendant people in these cultures. The social construction of this term and its ramifications is still something that I ponder and I struggle to come to terms with, especially when it comes to "checking boxes" on race, nationality, and ethnicity.

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I appreciated the realness that Dr. Sullivan brought to our space today. They really pushed us into a place of discomfort necessary for our growth as people and as educators. I appreciated how they named a the privileges that white people and BIPOC experience, especially the part about safety, "white people are born into safety, people of color are not." The theory they mentioned and the style of this workshop reminded me of a college course I took back in 2018, the Anthropology of Race, Class, and Gender. The class exposed me to Foucault and today was a reminder of the impactful things that I learned back then and found some new learning in today.

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During our session, I had a wonderful experience starting with the In La'Kech exercise, which served as a grounding activity that helped me become present in the class and establish a connection with my classmates. It set a positive tone for the session and created a sense of unity among us.

One aspect of the session that I particularly enjoyed was the personal artifact community building exercise. Although I had forgotten to bring a personal artifact, it was fascinating to witness how many objects in my daily life hold significant personal meaning for me. I realized that all the jewelry I wear has been passed down from my mother and grandmother, each piece carrying a story and representing a connection to my family history. Additionally, my coin purse was from my mother's hometown, I had been carrying snacks in a mercado bag that I used every day while in Oaxaca, bringing back memories of my time there. Sharing these personal artifacts with my classmates, including those I don't typically interact with, felt special and allowed us to learn more about one another.

The reading assigned for the session was a rich and informative text that provided valuable context on the subject of Ethnic Studies. As someone who majored in History and Economics during my college years, I did have exposure to the histories of marginalized groups from Latin America, Black America, and Indigenous communities. However, this reading shed light on the distinctive nature of Ethnic Studies as a discipline. It helped me recognize the nuanced perspectives, pedagogies, and approaches within Ethnic Studies that go beyond what I had previously encountered in my academic studies.