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Summative Assessment 4 Vision of Schooling Without Limits

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My Histories and Experiences in Schooling

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My Histories and Experiences in Schooling

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Moran Summative Assessment 2: Autoethnography of Schooling

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MORAN BTEP Critical Reading Log 231 Summer 2023

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When it comes to student activism, I have learned that it is never too early to begin instilling values that center social justice in civic engagement. In teaching preschool for example, I worked to teach for "allies" to use their voice to stand up for their friends and peers. I took care to help stock the literature with diverse characters and messages of equity and justice. I look forward to utilizing the reading in that I look forward to creating spaces for older students as a secondary instructor. It will be interesting to take on the an authoritative role or to support the organization of social justice groups for youth activism.

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Dr. Sacramento was a very informative and engaging speaker. I appreciated that they defined terms that we had seen frequently and are incredibly relevant to us that we haven't necessarily taken the time to discuss and come to a consensus about. Even the terms "ethnic studies" and "pedagogy" were valuable to touch up on, and I feel so grateful to have learned more about the meaning of "pinay" being a de-colonized term for "filipina"/of the Phillipines.

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My homegroup discussed the roots, impacts and narratives of the "model minority" and how we've seen it persist through our experiences in education. We put a lot of emphasis on dismantling oppressive social structures such as the idea of deficiencies related to ethnic groups, and the narratives of white supremacy that has been pushed on us through media. The "model minority" idea is extremely divisive across ethnic groups and causes harm to Asian Americans in particular. There is a need to focus on getting to know communities to build upon and uplift them rather than perpetuate the idea that people of specific ethnic groups must behave in a specific way to be successful in the classroom.
We've talked about how we can incorporate Asian American studies, and a wide range of ethnic studies into the classroom rather than approaching these studies in moments of "holidays and heroes".

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Dr. Sullivan was a really moving guest that I was honored to be able to experience today. Something that was new to me was the symbolism behind the colors of the Black Lives Matter imagery. I didn't know there was deep significance to the black, red, green, and gold; and it speaks to the intricacy of the movement and how messages can be sent subtly. Another part that stood out to me was hearing about conversion therapy. I have never talked to anyone with those experiences, and to know that those things happened in LA so close to where I'm from was shocking and hard-hitting.
It was also meaningful to me to be called in on the things I sort of thought I knew. It was helpful to be probed with thoughtful questions that challenged my thinking.

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I selected images and pieces that just seemed to call to me in the moment. Upon piecing them together however, I realized that most of what I'd chosen tied to my lived experienced growing up, especially relating to my family and the influence of those things had on my personality and my goals. I included some themes of Catholicism because while I have a complicated relationship with my religion, my Catholic upbringing had an influence on who I am. I included pages of a Hispanic food diary, including flan which my mother and grandmother both love to make and eat. I included a butterfly because my grandmother has such a love for them, and all of my cousins and my sister and I plan to get matching tattoos dedicated to her. The flower the butterfly is sitting on reminded me of a daisy, which is Spanish is Margarita, my mother's name. Further, I feel a personal and ancestral connection to the stars, which I depicted with the ornate sun and star background. The fish in dresses represent my love for my femininity, and as two of them are encroaching on the men, it also represents the challenges I take on with patriarchal structures.

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Embodied History - Resistance and Solidarity

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When you think of being graded, what comes up for you?

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When you think of being graded, what comes up for you?