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This principle really made me think of several social justice movements in the past few years, including Black Lives Matter and Me Too. They both stemmed from people realizing that the inequalities in our modern day society need to be faced head on. It also made me think about all the push back both movements faced. Facing things head on is uncomfortable, but it is the pathway to change.

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This principle resonates with me since I have experience working with children of different age groups and backgrounds. Often times while working with kids my coworkers will comment on a childs frustrating behavior and immediately scold them instead of considering alternative options that influenced the child to act out. It's easier to observe the outside issue before considering the internal issue or condition that needs to be fixed.

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Blaming kids absolves educators from doing their jobs.

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I would definitely love to know more about the woman who released the social class book in '96 and learn more about the book itself. For instance, in a social stratification I took we learned that US society is more accurately divided into five classes and fits more of a pyramid structure. I would be interested to compare her "research" to more contemporary class research.

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I think this direct confrontation is really important because it's at the forefront of the problem. People may be ignoring the problem and issuing policies that don't work for everyone because they never truly addressed the beginning problem.

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This ties into the idea of whose narrative are are hearing/learning about. Often times, we're only told the popular or "majority" story or doing what benefits these groups and don't take the time to step back and look at the smaller groups that are within the large group.

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Too many people would rather place the blame on kids that may not know better or do not have any drive to take initiative but are rather defiant. Again, they are only kids and we must guide them and find the root of the problem.

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#FixInjusticeNotKids Principle: Equity initiatives focus, not on fixing marginalized people, but instead on fixing the conditions that marginalize people.
Agreed
Too many people would rather place the blame on kids that may not know better or do not have any drive to take initiative but are rather defiant. Again, they are only kids and we must guide them and find the root of the problem.

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The first thing that comes to mind is that when there is inequality done to a certain group, those who are not in that group happen to no little to no information about it. That is a problem because in order to solve the problem, the ones who aren't negatively impacted must know the reality. That's where the necessity of confrontation comes in.

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A Framework for Understanding Poverty by Ruby Payne
Warning:  It'll tick you off. ;-)

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I believe this is critical to how we understand and cater to different communities. Because different communities have different necessities which may at times intermix or be entirely separate, it can become difficult to make policies and decisions which benefit everyone or at least some. So I believe if we can distinguish which communities need a specific policy more and which need others, it can better aid the process of creating those policies to better benefit them. This as well eliminates the expense posed by trying to create an inclusive policy, as that can at times be more harmful than beneficial to the communities in question. I do not think prioritization is bad as long as you do not neglect other groups entirely in other processes, all you are doing is acknowledging that one group may need this policy more than others. Once you fix their problem you can segway into others, focusing on one group at a time on a need based basis.

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This made me think of the cartoon graph representing equality that uses ladders to show how people's experiences may put them at a disadvantage, so they require more "help", or a bigger ladder, to reach equality.

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Love the connections here!

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I really like this because it allows more freedom on how to approach a problem. Sometimes I see how I get stuck and become rigid to a certain solution to a problem but there should always be room to grow and imagine greater possibilities.

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Great connection!  We'll look at something similar later on in the presentation.

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The 7 Learning Styles, while detailed, still only put students in a specific niche framework when it is far more complex. Most kids, whether in poverty, working class, middle class, or upper class, still do not know how to approach learning in whatever setting, and so it is our job to help them explore a range of methods to their benefit.

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I'm interested in learning more about examples of how marginalized students' conditions have been able to be addressed in schools! I can think of many examples where institutions try to "fix" a child, and am curious what the other side of this looks like.

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While I have no issue with presenting students with opportunities to explore content through various lenses, I think it's malpractice to pidgeon-hole students into one specific learning style or another.  Research shows the more ways students engage with content, the more likely they are to retain the knowledge and skills.

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We're products of our environments.

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Me too!!! I am tempted to check it out on Twitter...

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A lot of people do not get the point, and when they cannot fully grasp the big picture
of the concept, they try to comprehend and view situations and ideologies via trying to identify specific patterns and concrete notions when it is a more broad picture.

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Substance over flashiness

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I never really thought about this but the iPad example is big! This doesn't work for everyone and forces kids to work with something that may mesh with the way they learn. It also wastes resources that could be put somewhere else in a school district or another community.

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Or chromebooks. Everyone recieves one so they can access classwork whenever, yet no all have access to internet outside of school to access that.

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Your teaching methods are determined AFTER you get to know your students.