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we talked about how this reading connected to a reading in 231 (teaching, learning and equity) about deficit ideology (communities are individually responsible for the social ills they experience). this reading offers an alternative and makes visible how students are making changes within their own communities. we also had a productive conversation together about how to integrate this into our classroom (by referring students outward).

OUSD capstone is a senior capstone project that all seniors in OUSD have to do. it includes components for research, action, and expert-interviews that the seniors present at the end of their year.

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in our home group discussion after Dr. Sacramento's talk, we had a really good discussion about how to teach the traumatic aspects of history balanced with the more joyous rituals and traditions. i think this easily plays into pedagogy; as a white teacher, how can i uplift these moments of joy, authentically, and allow students to participate in these rituals without centering myself or taking away from the validity? similarly, how can i treat the more serious topics with the correct degree of emotional weight, while scheduling in time for processing?

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i enjoy classes where the theme and bigger idea of the class is consistent throughout. i was really glad we had the opportunity to discuss the article more as a group (and within small groups). it was a super dense reading, pulling in a lot of debates surrounding race and ethnicity, and i gained a lot from my classmates' perspectives. i felt disappointed we didn't (or don't) have more time together to talk it out and also benefit from what we've each studied or experienced that could relate to this discussion. it feels like too short of a class length to fully dedicated to all of these complicated, current topics. part of me wishes we had watched the video instead of worked on the assignment, if only to have thought more about race and ethnicity together.

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psst, hi Sonal and nives! hope you're well!

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more than anything, i appreciate that Dr. Sullivan is still here talking to us after everything they've suffered through. i also see how part of their lecture today, how life expectancy for white people is higher, plays into that, but i still want to recognize how much strength and resolve it probably took for them to still be here - giving to us - after suffering a traumatic childhood.

because of the time constraint and the topics they covered, i felt some of the heavier topics (like the eradication of indigenous people by white settlers) weren't treated with as much care as possible. i also feel like the lecture pre-supposed a lot of background knowledge AND moved through topics really quickly. i am understanding of the limitations on one lecture with us once. i think the ending summary (we shouldn't be afraid to ask questions, we should see each other in our full humanness) was resonant, and it connected, too, to the Patricia Hill-Collins reading we're doing for another class (we should move past making assumptions about people based on their descriptive identity categories) and trying to re-relate to each other.

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7/11 reflection on class & reading response

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7/11 reflection on class & reading response

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today in class, i was excited to be with a new combination, learning about each other's cultural artifacts and processing the "On Strike" documentary. i felt some resistance to using my laptop so much for activities. while i understand it's the best tool to then directly share evidence of our learning with our instructors, i use it so much outside of class that i try not to use it when i don't have to. i also felt a bit confused about finding the class agenda v. the syllabus and finding the "On Strike" prompts, but my classmates helped me get there. overall, i'm curious about the class, expecting to navigate some emotionally heavy territory, and get to know Dulaney and Salahuddin better.

where the reading engaged me most was the discussion about the qualities of teachers and classrooms that resulted in a successful Ethnic Studies class. i was heartened to hear about the commitment, shared responsibility, dedication, and successes in relevancy that the teachers had. however, i felt fear - what would happen in 2 years, at my first full-time teaching job, if i end up in an environment that does not prioritize these things? i have an SS credential, and while i'm not sure exactly what i'll teach, school culture will be so connected to my own success as a first year full time teacher on my own. i'm seeing how integral it all is to producing successful outcomes for students, particularly students of color.