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I saw many examples of CSP in the first video. The way the students were encouraged to organize community celebrations that centered around things that they care about such as the car show. The opportunity to play Mariachi music and take part in the sustaining of their own culture was a great example of culturally responsive caring and helps to encounter the internalized gaze of the white culture surrounding them and helps build confidence in themselves as members of a rich culture that they can draw on for inspiration and aspiration.

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A CSP Filter that I observed was how the teacher in the second video used translanguaging and was also choosing literature that resonated with the hispanic culture represented by the students in his class. It made the material meaningful to the students and drew connections with their own lived experience. The students were clearly engaged and excited about the class and commented that they 'pulled all nighters' in the class. Students do that in classes where they care and feel engaged and I was struck by the teacher who talked about what a parent told him about how her son never talked about school before but would come home and talk about this one class so much he wouldn't stop. Students respond when you connect to their funds of identity in profound ways.

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Equity Stategies:
1. The desks were in a circle in the classroom. This creates a more equal power share, connects students to each other as they can see each others actions and emotions more clearly, puts a focus on sharing and listening to each other, and allows for more dynamic activities to take place.

2. One teacher said that some students come with thicker shells, and he honors their presence in his classroom. This is the opposite vision that I normally hear for students who are more closed off. It views the students in a way that sees them, gives them dignity for who they are and where they are coming from, and does not seek to force the student to change.

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The CSP filter I saw was students were able to have "Structured opportunities to contend with internalized oppressions, false choices & inward gazes" when they were doing a march to stand up for Raza Studies and Ethnic studies in school. The student expressed how there was an administrator who believed their ethnic studies was a bad program that spread hate but the student said this class is teaching us how to love each other. He also called out the administrator about how he had never stepped into their classroom and saw the work that they were doing. The students were invested in the work that they were doing and took great pride in learning about their cultura. One student said learning is "something I do for my gente, my ancestors". (I also want feedback because I feel like at first I interpreted this CSP filter as giving students the opportunity to contend with oppression, but it is specifically internalized oppression. What in specific does a false choice refer to?)

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I saw features of engaged pedagogy when the teacher from the Raza studies class emphasized that he preferred to use "all of his gift"; which included making jokes with the students, dancing, and rapping in the class. One student interviewed said that the teacher's sense of humor allowed her to connect with him. Teachers need to be risk takers in the classroom, to model to their students that their classroom is a space where students can be their full selves.

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One method of community engagement that stood out to me is partnering with the local food bank during an event. It was described that people who wanted to register to be part of the car show had to donate a certain amount of food to the local food bank. Proceeds from the event went to the students of the school while the food bank had a truck available to accept other donations. I'm interested in learning more about how often the school implemented this practice of partnering with the food bank. Partnering with the food bank allows the students to help the community instead of the community solely supporting the students.

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-View the two video clips linked below coming from the documentary "Precious Knowledge" (these are different scenes than the one you viewed in class on 7/20).
-Select TWO of the questions included below to respond to. Add a post with your response beneath the question categories of your choice.
-Make your name the header/title of each of your posts.
-After posting your two responses, engage with 2 of your colleagues' posts that respond to the questions you did not select to respond to.
-Feel free to add/embed links, images, videos, etc. to your posts to support your written responses.
QUESTIONS:
1) What are 1-2 equity strategies you noticed educators using in the clip? Explain the strategies in detail and how students responded to them.
2) Which CSP Curricular Filters did you observe being modeled within the teaching and learning experiences offered by/in connection to the La Raza Studies/Ethnic Studies classes?
3) What Key Features of Settings Enacting CSP, or features of abolitionist teaching, engaged pedagogy, culturally responsive caring, of community-based teaching, and/or other pedagogies we've studied this quarter were present in the videos? Describe the learning settings displayed in the video to help you answer the question.
4) Name one equity strategy, teacher move, and/or approach to curriculum design that you saw modeled in this video clip that you want to implement or practice in your classroom and/or that you are interested in learning more about about. Explain why.

Video 1: Click here to access
Video 2: embedded below

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Independent Lens | Precious Knowledge | Clip 2 | PBS

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What are 1-2 equity strategies you noticed educators using in the clips? Explain the strategies in detail and how students responded to them.

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Which CSP Curricular Filters did you observe being modeled within the teaching and learning experiences offered by/in connection to the La Raza Studies/Ethnic Studies classes?

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What Key Features of Settings Enacting CSP, or features of abolitionist teaching, engaged pedagogy, culturally responsive caring, ethnic studies pedagogy,  community-based teaching, and/or other pedagogies we've studied this quarter were present in the videos? Describe the learning settings displayed in the video to help you answer the question.

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Name one equity strategy, teacher move, approach to curriculum design, and/or method of community engagement that you saw modeled in the video clips that you want to implement or practice in your classroom and/or that you are interested in learning more about. Explain why.