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(1) A critical centering of dynamic community languages, valued practices, and knowledges

The Raza studies classes in this program incorporate translanguaging in the classroom, and the effects of this practice can be seen in the students using translanguaging in their interviews with PBS. There are also clips of food, music, and dance that represent cultural ways of being.

(3) Working to be in good relationship with the land, the people of the land, with our students and communities

“Are schools part of the community or is community part of the school? We choose the latter. Our communities need to be part of the school.” The faculty in this program make a clear effort to include family and community members. We can see Mr. Acosta giving a speech in which he describes the classroom as a family, thus including extended families as related. Mr. Gonzalez is interacting with students’ parents at the same event.

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In Mr. Gonzalez’s government class, he affirms his students as political actors. “You are political. Read the paper, know what’s going on.” This teacher move helps students from non-dominant communities see themselves as politically knowledgeable and politically involved. Politics is an arena of civil society that has been made difficult to enter for people from non-dominant communities, so it is important to affirm and engage with young people in politics.

In Mr. Acosta’s Latino Literature class, texts that include authors of color and characters of color are centered. Mr. Acosta teaches his students that there is more than the eurocentric narrative that traditional schooling pushes. “When these stories haven’t been in our history books, you become the historians.” Mr. Acosta combines a culturally relevant and sustaining curriculum with warm demanding to create a rich learning environment: “[The teachers] expect more from you, they challenge us more, they challenge me more.”

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As far as equity strategies I saw the teachers connect the students to their culture and to the communities there. One example was the car show. Giving students an opportunity to come together on multiple occasions to support the community was really awesome to see. The students engaged with this too. It was instilled in them that learning wasn't just about the classroom but what they do outside of the classroom as well.

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There was a lot of cool teacher moves modeled in these clips. One of moves I particularly liked was the way the teachers interacted with the students. They with the students and not at them. They acknowledged them as full people with cultural background and included that culture into the curriculum. They found fun ways to engage in the classroom. I have always imagined my future classroom to be a fun environment. Less about everyone sitting quietly and more about learning together, discussing and learning from everyone. I think it is less intimidating to be in a class if you feel like the people there are for you.

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What I saw the most was the first CSP filter for dynamically centering la Raza y el gente and really seeing students respond to that and connect with their learning and their teachers. It was beautiful to see the posters in Spanish and the Chicano literature that they worked with in these classes, really celebrating la cultura of the students. They held community events that supported the community and also celebrated their identity - food drive, car show, mariachi performance, spoken word, and traditional dance. and one of the videos opened with "why are counternarratives important?" which just sets this tone that there is a very critical lens in place to examine the narratives the students have had to this point.

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I know it's been pointed out a few times before, but one of the things that I noticed was the way that communities and families were framed in these clips. There was such value placed in these connections and histories and the elements of el gente were really celebrated and centered. Students seemed to be so enthusiastic and present in the classes and participating in events with smiles and pulling in their parents into their school world.  The curriculum was constantly connected back to la cultura and the students were revitalized to learn and engage with materials because they saw their values and their identities being upheld and approached as worthy of academic participation, affirming them as having a place in this educational system.

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A key equity strategy was about building relationships - in particular, trust, both in the classroom and in the community. The teachers did this by telling stories, sharing their experiences, being interactive, and enthusiastically saying yes. Their framing of family was pretty crucial. In addition, through building trust, students were more willing to take risks (learn openly) and share their talents or other connections through mariachi, spoken word, car show, protesting, etc.

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Classroom Arrangement: In one of the scenes, the desks were arranged in a circle and the teacher had placed themselves in the circle. The way a classroom is arranged communicates the type of values a teacher has/what students can expect. In addition, classroom arrangement communicates how students are expected to engage with each other and with content. It also communicates whose voices are valued (up front, vs in the back). I want to consciously and intentionally arrange my classroom in a way that reflects collaborating with youth and sustaining their voice.

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One aspect I notice is how connected and knowledgeable the teacher is about the student community. It is both a skill and attitude. With that, CSP curriculum can be applied and be a truly engaging and educating experience for the students. It may take some time for the teacher to accumulate that and for the students to trust the teacher.

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One aspect I notice is how connected and knowledgeable the teacher is about the student community. It is both a skill and attitude. With that, CSP curriculum can be applied and be a truly engaging and educating experience for the students. It may take some time for the teacher to accumulate that and for the students to trust the teacher.

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The classes were so connected to the community that it feels that classroom boundaries do not exist. Everyone was so involved, different languages (including Spanglish) were spoken and its relevance to community that the teacher mentioned that students were so motivated they want to work hard to get As and Bs. 

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The classes were so connected to the community that it feels that classroom boundaries do not exist. Everyone was so involved, different languages (including Spanglish) were spoken and its relevance to community that the teacher mentioned that students were so motivated they want to work hard to get As and Bs. 

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My biggest takeaway is the question “"Is the community part of school or school is part of the community?” As we keep seeing and hearing, it has to be a healthy mix. Parents are trusting their kids teachers to be positive role models, so when they hopefully get a chance to meet it’s imperative that educators show that they are worthy of that trust. The video suggests that teachers earn that trust by making content relatable back to the community where the students comes from. It shows how when students engage not just with the family but their community as a whole demonstrates how CSP’s not just make better students, but better humans.

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The consistent element that I see running through the material we have been absorbing, as well as have been experiencing with our teachers is authenticity. You have to be real with students. If they believe you care, then they’ll believe in what you say. If an educator wants a student to be real, then they have to demonstrate that “putting yourself out there” is okay.

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Connecting students to their community is critical for learning- it gets them interested and thus motivated. In regards to CSP, letting young people find interest in their own community and then share back to that community builds a stronger bond and builds trust. It fosters more of a back & forth dialogue rather than have it just go one way.

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In Raza studies, the teachers explicitly centered counter narratives and Chicano stories & perspectives, thus connecting to students' lives and communities. Centering counter narratives that disrupt Eurocentric curriculum is culturally sustaining. In addition, I think that the fact that many of the Raza teachers were Chicano themselves makes the work they're doing even more sustaining. They themselves can relate to and affirm student identities on a deeper level. Like Ira mentioned in the student panel, it is extremely meaningful for students to have teachers that share their identities and experiences.

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I think one equity strategy that I would implement in my classroom is the connections of students of colors heritage to the curriculum. The teachers gave their students frameworks to critically evaluate historical and current oppressions. One way I think of implementing this is through the goals of Criticalmathematical literacy. In particular, a focus on the math of political knowledge. I believe this can really help students understand the disenfranchisement and power struggle of marginalized/minoritized groups.

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In the video, I observed all the forms of CSP Curricular filters. The students are able to connect the classroom knowledge to their every day ethnic cultural knowledge and practices. The teachers are also able to relate language when they speak in spanglish. Students resonate with the teachers because they relate to knowledge in and out of the classroom. The community agency and input is clearly important to the teachers. The family dinner with traditional Mexican foods as well as community events to help families receive food is evidence of CSP curricular filters. The teachers also provide students with critical thinking and evaluation of current and past events in relation to heritage and social justice. 

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One CSP filter I noticed was the car show event in connection to the Ethnic Studies classes.

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One teacher move that I noticed in the video that really resonated with me was how the instructor shared things about himself and his life in such a way that made students just want to listen to him and learn. Being able to connect with students through being authentic and open is critical to building trust between students and teachers, but also can help students engage in class when they see you as a whole person. Finally, this helps build mutual respect and care, since you get to know your students as whole people and they get to know you.

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One equity strategy I noticed in the video is that the teachers are really ensuring they include students' cultures and funds of knowledge in the classroom. This makes the students feel welcome and valued in the classroom, and as one student commented, made the class feel like a second home. An additional equity strategy is the way the teachers incorporated social justice and current events into the lessons, and encouraged students to continue learning. This helps the students to be more engaged in their learning because they can see how to apply it to their own lives.

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One move I would love to use more of that was shown in the videos is the way that the teacher engaged with the students. They way that he draws student in both the content and delivery shows the experience he has accumulated. Since he works with a variety of student many who may not even want to be there he finds ways to connect and work with them. And not just 1 student but it seems like a majority. So taking his social interaction skills would help me in my science classrooms getting student who may not particularly feel to keen on paying attention maybe I can help by first communicating in other ways.

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The students in the video were so engaged with the curriculum, and seemed to really enjoy their time. While it is sad to hear that this is the only class that they feel happy in hopefully it is the just the first step in life long learning. In the video an equity move that was being used was allowing students to bring in their own backgrounds and relating what they learning to the student's lives. This is so great in the fact that many times student don't get to connect personally with the content taught. Another thing that promoted equity in the class was the language used in the class itself. He simplifies and speaks the type of language his students are used to and even relates to his students. By doing this is makes the students comfortable and creates the foundation for more formal learning in the future.

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One equity strategy and teacher move that I would be practicing in my future classrooms is setting high expectations. Setting high expectations not only encourages and motivates the students to learn, but also creates trust and build relationship with teacher. Trust should be both ways- It is important for teachers to believe students’ capabilities, and students should trust that their teacher value and care about them. During an interview with NY-C youth, I remember one of the students mentioned about a teacher who never used to be the “push-off” types and always satisfied with what she taught and how students scored. It is common for students to show reluctance to do challenging CW/HW, but teachers need to find alternate avenues, be flexible and make students believe what they are capable of.   

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One equity strategy and teacher move that I would be practicing in my future classrooms is setting high expectations. Setting high expectations not only encourages and motivates the students to learn, but also creates trust and build relationship with teacher. Trust should be both ways- It is important for teachers to believe students’ capabilities, and students should trust that their teacher value and care about them. During an interview with NY-C youth, I remember one of the students mentioned about a teacher who never used to be the “push-off” types and always satisfied with what she taught and how students scored. It is common for students to show reluctance to do challenging CW/HW, but teachers need to find alternate avenues, be flexible and make students believe what they are capable of.   

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I observed several features of CSP being modeled in both the videos, but something that stood out about La Rasa and Ethnic studies class was how the classes enacts CSP features 1 & 2 & 3. (1) It is interesting how Mr.Gonzales engaged, used Spanish very casually and made the literature class meaningful while making connections to students’ Chicano culture. It is a clear example of how students become involved and excited when their lived experiences and culture are mirrored in their learning experiences.  (2) Nacho narrates his positive experiences about the class and how it made him give back to the community through Mariachi & car shows and community protests. He says that the classes encouraged him to do better, learn meaningfully, think critically about the outer world and do something for the society.(3) Teachers work to be in good relationship with students and community- Mr.Gonzales had set expectations respectfully, added humor to his teaching styles, and created a community sense within his classrooms. One student mentions that he dances, he shares jokes and does all this to make them connect to a level where they can engage and appreciate. 

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I observed several features of CSP being modeled in both the videos, but something that stood out about La Rasa and Ethnic studies class was how the classes enacts CSP features 1 & 2 & 3. (1) It is interesting how Mr.Gonzales engaged, used Spanish very casually and made the literature class meaningful while making connections to students’ Chicano culture. It is a clear example of how students become involved and excited when their lived experiences and culture are mirrored in their learning experiences.  (2) Nacho narrates his positive experiences about the class and how it made him give back to the community through Mariachi & car shows and community protests. He says that the classes encouraged him to do better, learn meaningfully, think critically about the outer world and do something for the society.(3) Teachers work to be in good relationship with students and community- Mr.Gonzales had set expectations respectfully, added humor to his teaching styles, and created a community sense within his classrooms. One student mentions that he dances, he shares jokes and does all this to make them connect to a level where they can engage and appreciate. 

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A equity strategy/teaching move I want to use in my practice is framing/placing the students as the professions in the field, as mathematicians, historians, scientists, etc. I remember my AP calculus teacher framing us students in that way and using phrases like "using tools from your toolbox", really emphasizing that we had the skills at our disposal to solve the problems in front of us because we knew how to navigate the work as mathematicians. In the clips, I could tell that this strategy, framing students as activists and placing them at the center of their own learning/discovery, empowered the students to take an active role in their learning and contribute their ideas in class, even though they were typically shy students or students that didn't speak up in other classes.

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I saw several equity strategies used by the teachers in both clips. Both teachers did a great job of constantly connecting what the course content to the students funds of knowledge, which seems to be one of the main purposes of the Raza studies program. Another equity strategy I saw was being a warm demander, placing high expectations on the students while still giving them the support they need to feel like they can "fail". I think the students appreciate the strategies being used because they know the teachers are coming from a genuine place of care and passion, serving and working with the community that they're a part of.

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Some key features of CSP being enacted in these videos were a centering of language and culture throughout class, and in the relationships between teacher and student. The mariachi band involvement and car show example were interesting examples of the past and present instruction and inclusion of culture. Other things to note are the student who said "love is being shared" and the teacher who said "communities need to be part of school," because those quotes both highlight the importance of connecting communities, families, and culture with everyday schooling.

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There were multiple equity strategies that were being used in these videos. In these courses there was an encouragement of bringing language and culture into the classroom as resources for learning, whereas in white supremacist education there is an expectation to leave language and culture behind. Additionally, there was a focus on systems of inequity and changing those systems, as one of the teachers noted. Lastly, the use of Chicano literature is an equity strategy because it supports Latinx students being mirrored in the curriculum through language, culture, and background, as well as supports other students learning about cultures different than their own.

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One equity strategy/teacher move that I want to practice in my classroom is setting high expectations for all students in hopes that it will challenge them and allow them to perform much better. One student mentioned how the teacher expected more from them and challenged them but she said it with joy and a smile on her face telling me she appreciated the teachers effort to encourage them to do better. I remember learning about this a few weeks back and this is definitely something I really plan to do one day when I have my own students. Setting high expectations for students can benefit their learning and experience at school.

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In the first clip one equity strategy that really stood out to me was the classes focus on community building and how to give back to the community. The first glance we get of the teacher is him asking his students why counter narratives are important for historically oppressed communities. Nacho mentioned how he really appreciated getting involved and having the car show to get people together. Everyone who was involved in the car show was to donate one turkey where all the proceeds would go to the local food bank. I feel that the teacher did a good job of teaching the students about community, then letting them experience it for themselves by engaging with their community.

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I want to create curriculum that centers marginalized students and empowers the learner. When Curtis Acosta says, "when these stories haven't been in our history books, you become the historians," that is a very powerful moment. Not only is he providing hope to students about what they can accomplish with their education, he is giving up some of his power as a teacher. The focus is no longer on what the educator can teach the students, but what the students  can teach the teacher and society. Finding ways to provide moments and experiences like these in the classroom is something that I want to work on as a future educator.

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In the second video, the teacher uses Chicano literature to connect with the students. He models translanguaging in discusses aspects of the novel that engage students and affirms their identity. Students respond affirmatively when questioned as to if the novel is relevant to their own experiences and they are better able to connect to the content. The pride students feel when discussing material that centers their identity and experience is palpable and has a major effect on their interest and desire in learning.

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Students in both videos reference feeling more connected to and interested in the material being covered in the La Raza Studies class because of its challenging depth and cultural connectivity to their lives and their communities. This is an approach to curriculum that I want to adopt in my own teaching practice. Seeing the student engagement made me think of the importance of considering both the need for windows, and in the case of marginalized students, mirrors, mirrors, and more mirrors. These students want to learn more about their place in the world, where their stories began, and how they can influence change around them. I love viewing the need for cultural connection through the metaphor of magical realism, as mentioned by Curtis Acosta, as a way to say, "why might this exist in your world?", as a way to inspire authentic, critical consciousness in our students.

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Curtis Acosta, teaching Latinx Literature, displays incredible care in his approach to teaching students who are tough, who have "thick shells". He honors them for coming to class, and uses humor to reach them. He mentions this as a component of his personality, and his students recognize this as his authentic self. They feel more comfortable around this kind of approach.

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In Video 2, I notice CSP 1,2,3 and 4. The teacher presented a Chicano novel. The way he asks questions make the students relates to their culture. The teacher ensures that the students are connecting their learning with their lives to their ancestors' lives (past), present and future.(CSP 4). One student mentioned that she was afraid to talk in the class initially. But the teacher move made her feel the presence in the class and started participating in the class. This happens only when the teacher works in a way that satisfies students needs. "A Critical centering of dynamic community languages, valued practices and knowledge" (CSP 1) helps the students to helps the students to participate in the class and learn well.

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A teacher move that resonated with me from what I saw modeled by Mr. Acosta in his teaching was that he did his best to present his authentic self in order to make connections with students and build community with students and their families. He kept up with the funds of knowledge and prior knowledge students were bringing into the classroom. His students trust him.

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Several of the CSP curricular filters were being modeled in La Raza Studies. I recognize #1, 2, 3, and 4 happening in the videos. What really stood out was that students were getting to interact with and learn about their culture through participating in community events like the car show or mariachi. Students felt that what they were learning about was relevant to them and therefore important to learn. One student mentioned that they were learning about the real world and that the material was something that would carry over into their interactions with their communities and in politics. This same student expressed interests in learning about media and film, which they were able to do by extension of the La Raza Studies class. The class focuses on a lot of community engagement and really centers students' voices and cultural values at the heart of the learning happening.

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In the second video, I have seen many of the features enacting CSP such as 1, 3, and 4. First and foremost, the material that the teacher presents is a Chicano novel. He asks questions so then they realize that it's their home, their culture. The teacher makes sure that students connect their lives, past (ancestors) , present, and future with the content. At the same time, there is a centering of dynamic community langauges during class. He uses a lot of Spanish during his lecture, communicating and affriming the students' identity and background. Furthermore, the teacher says that he uses all the gifts that he has such as fun and entertainment to make them laugh, connect and develop relationships with the students (3). He feels honored that those with thick shelves go to his class; they feel that connection and relationship with the teacher and as one of the students says, they hate it when they have to miss a class.

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In Video 1, Nacho Vejar, an ethnic studies student in Tuscan high school e, explains how his ethnic studies classes encourage critical thinking and them giving back to the community. I recognize CSP 1,2,3, and 4 happening in this video. The teacher encourages them to have an event where community can connect with each other and talk. This encourages them to work in good relationship with the people of the land, with our students and communities. The teacher also encourages them to read the newspaper and learn what is happening around them. The teacher helps the students to develop a positive identity development .

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I see that filters 1 and 3 are being applied in video #1. On the one hand, they are using knowledge and  valued practices within the student community to put up a car show to interact other members in the community. On the other, this event facilitates relationship wit the community and give back to it by promoting good relationships with it. Entertainment is being provided through students valued practices and culture such as the Mariachi band. Furthermore, food is being donated and its destination is the community food bank, so it is about giving back to the community and its integrations with the school as well.

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Like others have said here, I liked how the Latino Literature teacher was able to connect what they were reading to their prior knowledge and backgrounds, just by pointing out the church on the cover of the book. The ability to tap into those funds of knowledge and prior knowledge/community experience and critically center them is a huge equity move and vital to connect students to content. Even as a STEM teacher-to-be, I can see ways of centering non-western ways of knowing within the classroom, and eliciting prior knowledge and experiences as a way to further engage with ideas and concepts in class. I'm also eager to encourage and participate in translanguaging within the classroom as well!

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While I saw all five of the CSP features being enacted through these videos, I especially wanted to highlight two of them:
1. A critical centering of dynamic community languages, valued practices, and knowledges---

In one example. the Latino Literature teacher centered their background knowledge of the church on the cover of the book to start the lesson. By saying "it looks like where you're from. It's a chicano novel, right?", the students' backgrounds and funds of knowledge are centered as they continue to read the text. The constant use of translanguaging by that teacher reflected his students' communities and lives too, and breaks traditional "English only" norms that are still in many classrooms.

2. Student and community agency and input (community accountability)

The other part that struck me was the community events throughout the videos, such as the car show and the night at the school where teachers and student families came together. Beyond that, I noticed how the community rallied together in response to threats to discontinue the ethnic studies program at their school. The students attended protests which really highlights their student and community agency, supported by what they learn in their courses.

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Curricular filter applied: Do we historicize content and instruction? Do we connect current content with the past, present, and future of the community, place, people?

Mr. Gonzalez was teaching his students about their own culture and how it presents itself in literature. He had them read about characters that looked like the students and led similar lives. They had a mirror. Not only were the students involved but this got the parents interested; they started to become involved with their children's learning and found ways to help them. This doesn't happen often, parents see the language barrier and immediately detach from the school work. A++ for the efforts of the teacher.

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The teacher mentioned that most of the teachers like to stick to the book and just read and make activities and repeat. Mr. Gonzalez isn't afraid to stay outside the curriculum; even his students say that he teaches them to be good persons in the community "to love one another." The teacher involves the whole community in the teaching of the students, they learn from the community in a very hands on manner. Having a car show is something that I grew up in with living on the border. They weren't school led but it happened and the whole community would come out and create a healthy conversation.

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Honestly? I took notes during the videos- and the second one alone, for all that it was short, hit every single one of the Key Settings. Beyond bilingual language use, the work centered around possible student experience and background. It took something that had been minoritized and marginalized and made it a strength. Mr. Acosta connected the book he was holding to Mexico, to the Southwest, and to the church- to a multitude of points that his students could access. The seating was informal, circular, so that the class looked at each other- connected to each other and the teacher rather than as a broadcaster/audience. The car show met so many criteria- it was a charitable event that was community based. It invited the neighborhood into the school rather than maintaining a distance and extolling values from some disconnected form of event. When talking about counter-narratives- that was such a short clip- but the teacher connected the content temporally to the students and provided an opportunity to contend with internalized oppression and false gazes. He went further and scaffolded the critical thinking by connecting it to Radio Mambo. The last part of the video, towards the end of the car show, a parent talks about the neighborhood being part of the school, rather than being separate. I can't help but connect that to an earlier reading about Garfield being a 'neighborhood school' or an 'academic' one.

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The second clip with Mr. Acosta resonated with me. This is someone who has embraced the value of authenticity. He says at one point that he's goofy and funny- and that he's going to use that, no matter what people think. The students respond to that. They connect. This isn't someone who is acting goofy- this is a goofy person who wants to connect and values theses students as people. One of the things preventing me from seeking out this calling earlier was the idea of becoming a talking head/task bot. I really don't want to take on that kind of hate. Here, Mr. Acosta models that 'warm demanding' behavior. He challenges (and doesn't overwhelm) his students. This is something I've been trying out in my practicum. That approachability/accessibility in the way I talk to my peers and my 'students'. The real test will be keeping that intent in an actual classroom. The real real test will be keeping that intent in a virtual classroom.

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So many! A couple that really stood out to me were the community night hosted by the school, which gave the teachers, students, families, and other community members the opportunity to interact and share ideas and knowledge with one another, the discussion of So Far From God at the beginning of the second clip, when Mr. Acosta connects the story to the students' backgrounds and personal lives, and finally a brief testimony from one of the students where she talked about how the teachers challenge them and maintain high expectations.

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I think Mr. Acosta's use of humor/pop culture is definitely something I want to incorporate in my teaching practice. (Though I am a little worried about being out-of-touch with current references/interests of my students, in which case this technique would not work super well. I experienced that myself as a high school student!) From the video (clip #2) this seemed like a super effective way of engaging students and lowering their affective filters. It definitely makes the material more relevant to the lives of students, which has the potential to grow into a more developed CSP.

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I can see CSP filters present in the curriculum. The teachers were doing a great job connecting the students with their own culture. There was a lot of examples like the Radio Mambo, Mexican Mariachi Music, the Car Show Event with Mexican food and Music. It is like "the community is communicating with each and everyone of them". There was a cultural meaning to all of those examples. I also really like the example of the front page of the book with the image of a Mexican church in the South West of Mexico. Again, a relevant curriculum gives meaning to their knowledge.

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"Is the community part of school or school is part of the community"?  To see the student that wanted to introduce his teacher to his family was pretty powerful.  To hear the father saying that his son does not shut up at all talking about his teacher and curriculum content.  To hear the girl saying that she never felt engage in the classroom, she said she was always sitting at the back of the classroom feeling not engage with the curriculum not even sure she was understanding. etc. Those are key examples of engaged pedagogy.  A community based teacher with a community-based curriculum is the way to go.

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Additionally to incorporating material that was relevant to and reflective of student experiences, cultures, and communities, Mr. Acosta also makes sure that he breaks down boundaries with his students by giving them glimpses into his whole person and by making his classroom a safe and comfortable space. This is something that Gay emphasizes as an attribute of culturally responsive caring, and she particularly mentions students who see some classes as a "home away from home." A student in the second video explicitly says this same thing, that in the Raza classes he feels like he's at home and it's his favorite place at school.

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One of the Raza studies leaders says this near the end of one of the videos: "Are schools a part of the community, or is the community a part of the school? We choose the latter." I think this ties perfectly to the 2nd Key Features for enacting CSP:  Student and community agency and input (community accountability). This is clear in the car show the students put on, in the parent/community night, and even in the literature that the teachers chose to have the students engage with. The students express how much more engaged they are when they feel the learning is relevant to their lives and their experiences, and incorporating community is necessary to achieve that level of CSP in action.

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The one CSP Cultural Filter that I saw implored in the La Raza Studies class was student and community agency being built into the lesson plan. The teacher in these classes gave the lessons to his students power and cultural meaning. Rather than the teacher simply teaching his students about their culture and history and not giving them the agency to use this knowledge in the community, he gave his students a way to fight back against the people who were trying to shut down this program at their school.

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One teacher move that I saw that I want to implement with my future classroom was the idea of involving what the students were learning in the community. What students learn in school is not taught in a vacuum. Similar to how we will take the theories we are taught in our STEP classes and use them in the classroom, students should be able to branch out the knowledge they are given in the classroom and use it in their community setting.

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I saw great examples of the ethnic studies classrooms setting and maintaining high expectations for all students. Even though the pedagogy is fun and engaging, the material is still rigorous and cognitively demanding. I heard how students described how they "challenge us more, they challenge me more/I have never pull an all nighter for any other class." Not to say that students pulling an all nighter is a good thing, but it does show that students are invested enough in their learning to want to put in the extra effort to succeed. I also saw an excellent example of abolitionist teaching when the first teacher was getting his students to examine the importance of counter narratives. It showed that he was getting them to think critically about how history and knowledge are generated and how the dominant narrative often discriminates against people of color like themselves.

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In both videos I saw excellent examples of community agency and input in student learning. From the car show, to mariachi, to student involvement in protest, to the community event at the end of the second video, it was clear that the ethnic studies classes were both grounded in community knowledge and encouraged students to get involved in their communities. In the classrooms I also saw excellent examples of centering community languages (teacher translanguaging), historicizing the content (see the question "why did our gente use Magical Realism"), as well as opportunities to contend with internalized oppression (see how the teacher engaged with typically "quite" female students, understood different avenues for success for students, and had the students actively discuss racism in the classroom/"why are counter-narratives important?").

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I think Mr. Acosta’s efforts to make his students laugh and get excited about material is an equity move. He noted that some students had walls up, but this did not stop him from trying to get them interested an excited in the material they were studying. His success is demonstrated in the testimony of one student who says that she used to be “the quiet girl in the back” but now has the confidence to express herself. By being over the top, making jokes, and dancing he displays his continued efforts to engage with students. To me, this is an example of setting consistently high expectations for students and having confidence that they will want to learn material that is made accessible and relevant to them.

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Build community with our students family, the fact that they create an event where student where ready to introduce their parent to the teacher because they felt it was an important step. This spaces I want to recreate them in my practice.

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The school sees the students and an agency to engage and participate in the community, they understand that they are part of the solution and that their voice is important, a students said that" i am doing this for my gente, my ancestor, me." The students talk about how the teacher demand and challenge them to give more in each class and that they respond to it. The classes allow students to see structured opportunities to contend with internalized oppression, they are the minority and teacher do not expect of them, but in this classes they are the center and the reason to be there.

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I also really enjoyed the community night that was shown in the second video. I think this type of gathering is important in addition to more formal curriculum nights because it allows teachers to engage with students and families in a more causal and authentic setting. I loved seeing how excited one student was to introduce her teacher to her mother. This kind of event can be really helpful in connecting the community to the schools, something that I think is often lost after elementary school.

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One teacher move I would like to use in my practice was comparing aspects in class to things students are familiar with and like. In the video, the teacher taught them about slant rhyming and compared it to old school hip hop, even giving them a demonstration which made them laugh. Another comparison he made was between the lord of the rings and magical realism. Examples like this really help students connect what they're learning to the things they see and experience in their lives and in pop culture, so it was a powerful move that will help them remember and apply what they learned beyond the classroom.

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Mainly, students were engaging in  a critical centering of dynamic community valued practices and knowledge. The students went to a car show which featured many cultural aspects of Latinx and Chicano culture. They were able to connect with the community as well, building positive relationships with them. They also performed Mariachi music, which helped them learn about and appreciate their heritage.

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Teachers were implementing a number of key features of CSP. First and foremost, teachers and students were translanguaging (gente, cultura, novio). This shows that the language that students and the community use is valid and valuable (1). The second is student and community input and agency. The car show in particular shows a linking of students and the community and the blending of culture at the school (2). Finally, the teachers that ask students constantly "Why are counternarratives important?". This not only acknowledges the history and oppression; this also gives students the ability to be critical of the narratives that surround them and their lives (Features 3 and 4).

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One teacher move that I saw was the move toward encouraging students to read by starting with books that related to them and to their experiences. This was in Clip 2, when the teacher was discussing how the books related to the students and their culture to the class, then told the camera he wanted students to read everything. I think representation is important (especially in STEM) and that representation should not be the end of the engagement in new material. Reading is a great way to understand and interact with different cultures. and it is thus a powerful to implement in the classroom.

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One example of culturally-responsive caring was creating a community in the classroom and valuing students' presence and participation. I also think the teacher's expectations of having students stick up for one another when faced with harmful comments is also a way to foster culturally-responsive caring. The teacher modeled what to say if someone heard someone else say something hurtful. This fosters community and cohesion.

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An equity move I saw was presenting the topic of American government with a social justice lens, and inviting the students to think critically about statistics. The teacher talked about percentages of european americans in the U.S. population, then asked the class what percentage they represented in the criminal justice system. He then compared the population percentage of Black people in the U.S. and the number they represent in the criminal justice system. He was facilitating information and getting students to think about disparities (not just read about them). Another great move this teacher made was to add hope to the conversation; he said that changes can be made, and that the students are the ones who can make the change.

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As a “Car Guy” and former mechanic, the car show blending with Ethnic Studies class (while not *exactly* my style, but nothing wrong with have some pride in your ride) was a fantastic idea. I can relate to it in a “funds of knowledge” sort of approach. Donating turkey’s and giving back was just a great way to give back.

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Community-based teaching seems to be a large part of his classes, helping to organize the car show, family nights, etc. actively working to incorporate his students' lives y cultura into his teaching and classes. A student also mentioned that when her parents heard she was reading a book, they read it too so they could go home and have active discussions with their parents, weaving school and home together.

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An equity move that Mr. Gonzales used himself if modeling translanguaging. We see him say, "I got dumped by my novio, then my sister....". Not only does he himself use translanguaging here, but we also see his students often say "cultura" instead of their culture, again incorporating Spanish into the English language. In addition, Mr. Gonzales has high expectations for his students to put in the work in their classes, and the students seem very motivated and excited by these expectations.

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I loved the community showcase in the first clip. Bringing together cars, food, music, and community members was a beautiful way to engage the community and bring people together. I really loved the added bonus of sticking the food bank with frozen turkeys, a great way to give back while also having fun. I found Mr. Gonzales's quote pertinent to our class, "are schools part of the community or is the community part of the school? We choose the latter."

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At the beginning of the second clip, the Mr. Gonzales was discussing Magic Realism with his. class. Magic Realism is a genre of literature that began in Latin America and has roots in reality but magic is an excepted facet of life. The students are able to see their own culture and traditions mirrored in these works. Another step toward equity was when he discussed slant rhyme vs. exact rhyming. Slant rhyming allows poetic licence when using spoken word in both music and literature. Slant rhyming may not be taught in a lot of stuffy, white supremacist style classes, but in Ethnic studies, Mr. Gonzales wanted to showcase this form of literacy as relevant and important to his students.

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When one student talked about the program, he said that it "teaches us how to express ourselves so we can have that confidence."  In Gay's (2010) discussion on culturally responsive caring, one key point is that this caring involves "enabling ethnically and culturally diverse students to be open and flexible in expressing their thoughts" as well as "building confidence"  (51).  This program does exactly that because it centers student voices and encourages students to dive deeply into discussion and thought.  The teacher does not overpower conversation, but rather starts the conversation and allows the students to feel the power of their own voice and experience, even when their voices are historically not valued in education.

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One of the teachers repeatedly asked the students, "Why are counternarratives important for historically oppressed communities?"  Having students engage with this question (as well as the action of introducing this topic in the first place) is an example of "providing structured opportunities to contend with internalized oppressions."  It gives students space to understand the importance of counternarratives and center historically marginalized voices and perspectives instead of only being taught the White narrative in our country.

This program also "centers dynamic community languages, valued practices, and knowledges."  The English teacher explained the elements of slant rhyme by utilizing the history of hip-hop, which is something the students could connect with.

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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.

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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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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 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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-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