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I felt that in the last paragraph I saw that when going from a NW burbs school to Archer Heights I see so much more cultural integration where the burbs said they were being responsive but it was simply an activity.

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I think this quote spoke to 3 Ways to Speak English.  When we say what is "articulate" we are upholding this pyramid structure.  "And that the teacher’s role is not merely to help kids fit into an unfair system, but rather to give them the skills, the knowledge and the dispositions to change the inequity. The idea is not to get more people at the top of an unfair pyramid; the idea is to say the pyramid is the wrong structure. "

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I think this quote spoke to 3 Ways to Speak English.  When we say what is "articulate" we are upholding this pyramid structure.  "And that the teacher’s role is not merely to help kids fit into an unfair system, but rather to give them the skills, the knowledge and the dispositions to change the inequity. The idea is not to get more people at the top of an unfair pyramid; the idea is to say the pyramid is the wrong structure. "

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My thoughts are that they both emphasize the idea that WHAT we learn are powerful. We cannot make a change without challenging the current system.

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My thoughts are that they both emphasize the idea that WHAT we learn are powerful. We cannot make a change without challenging the current system.

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Answer the why! I've been guilty of saying "You'll need this next year" but that's not an answer. So I'll be actively working on giving them an actual answer and letting them know if I don't know either. 

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Answer the why! I've been guilty of saying "You'll need this next year" but that's not an answer. So I'll be actively working on giving them an actual answer and letting them know if I don't know either. 

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I feel that these are together in that what needs to be said is earnest has meaning behind it. That there is something to be said and that simply saying or doing an activity isn’t enough. That there is depth of knowledge and background behind it.

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They both realize school does not exist in a bubble.

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They both realize school does not exist in a bubble.

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I will continue to allow my students to use their voice and find their identities.

I will continue and search for more ways to reach the students and make learning meaningful to them and their lives.
-Tabatha

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I'm wondering how I can make sure that I'm exposing students to issues that they're not aware of, but I want to push myself to not just focus on causes I'm interested in. I also want to see how you can measure the philosophical shift that is CRP.

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Gloria Ladson says people assume her work is only for teaching black kids, because the focus is black kids, Jamila Lyiscott tells her professor that saying "hello" on the block is incorrect and you should instead say "whats good." So both texts are challenging the white cultural status-quo as the arbiter of social mores. 

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Gloria Ladson says people assume her work is only for teaching black kids, because the focus is black kids, Jamila Lyiscott tells her professor that saying "hello" on the block is incorrect and you should instead say "whats good." So both texts are challenging the white cultural status-quo as the arbiter of social mores. 

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The article in particular pushes me to ask the why behind we do the things we do in our classroom and school more broadly. 

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The article in particular pushes me to ask the why behind we do the things we do in our classroom and school more broadly. 

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Facing Ferguson: News Literacy in a Digital Age

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Facing Ferguson: News Literacy in a Digital Age

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I used Facing History's Ferguson unit. They describe it in this way: "This unit is designed to develop students' critical thinking, news literacy, civic engagement, and social-emotional skills and competencies." I thought it really helped my students dig through the complexities not only of the moment but also of the past.

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Help students become informed and effective civic participants in today's digital landscape. This unit is designed to develop students' critical thinking, news literacy, civic engagement, and social-emotional skills and competencies.

Civics & Citizenship

History

Social Studies

Democracy & Civic Engagement

Racism

The resources I'm getting from my colleagues through Facing History have been just invaluable.

- Claudia Bautista, Santa Monica, Calif

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Facing Ferguson: News Literacy in a Digital Age

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Help students become informed and effective civic participants in today's digital landscape. This unit is designed to develop students' critical thinking, news literacy, civic engagement, and social-emotional skills and competencies.

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I'm thinking about this line - " someone who understands that we’re operating in a fundamentally inequitable system ... the teacher’s role is not merely to help kids fit into an unfair system, but rather to give them the skills, the knowledge and the dispositions to change the inequity. " and reflecting about the conversations I hear in the staff lounge over what equitable grading should and shouldn't be from my colleagues. It feels like to foster dispositions runs counter to how my performance as a teacher is assessed in the eyes of many of my colleagues

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"And that the teacher’s role is not merely to help kids fit into an unfair system, but rather to give them the skills, the knowledge and the dispositions to change the inequity."

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"And that the teacher’s role is not merely to help kids fit into an unfair system, but rather to give them the skills, the knowledge and the dispositions to change the inequity."

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What stands out to me most is that I need to consider how the work we do in my classroom helps students make strides towards liberation, and that the work we do is centered on them, and not necessarily the work that I want to do.

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What stands out to me most is that I need to consider how the work we do in my classroom helps students make strides towards liberation, and that the work we do is centered on them, and not necessarily the work that I want to do.

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Both of these texts make me think about the importance of letting children lead. This is small, but in my classroom we let students suggest transition phrases. Often students suggest current popular sounds on TikTok or Youtube - while that is not a racial or ethnic culture, by allowing students to bring their kid culture into the room it lets them know that their voice and ideas, their preferences and jokes, are a part of our classroom structure. 

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Both of these texts make me think about the importance of letting children lead. This is small, but in my classroom we let students suggest transition phrases. Often students suggest current popular sounds on TikTok or Youtube - while that is not a racial or ethnic culture, by allowing students to bring their kid culture into the room it lets them know that their voice and ideas, their preferences and jokes, are a part of our classroom structure. 

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Answering the students’ “why?” Beyond next year

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focus on students’ learning, an attempt to develop their cultural competence, and to increase their sociopolitical or critical consciousness.
doing an activity vs.a philosophical outlook towards one’s approach to teaching.
idea is not to get more people at the top of an unfair pyramid; the idea is to say the pyramid is the wrong structure. How can we really create a circle, if you will, that includes everybody?

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Both challenge the idea of what is typical in a classroom - be that speech or content - and why that is typical, and, more importantly, if it should be. 

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Both challenge the idea of what is typical in a classroom - be that speech or content - and why that is typical, and, more importantly, if it should be. 

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The reading reminded so much of this poem, "Ode to Tortillas," by Jose Olivarez, because it discusses what freedom may look like, sound like, and even taste like in a Mexican-American household. It made me think that liberatorary practices go beyond the classroom and that they can be shared with others when mutual respect, affirmation, and love are established in a setting.