EDUC607-02 Fall 2020: M6 Group Ideation Space by Monique Major https://padlet.com/moniqueamajor/1p496dfikuenruud M5: Group Ideation Space en-us 2020-11-24 21:57:53 UTC 2025-12-10 10:01:09 UTC hello@padlet.com Group #1: Zulema Reynoso, Dianne Torres, and Mario Echeverria mecheverria1 https://padlet.com/moniqueamajor/1p496dfikuenruud/wish/961646234 Video: College Degrees and Guarantees inspired by 
Lindsay Pérez Huber, Verónica N. Vélez & Daniel Solórzano (2017): More than ‘papelitos:’ a QuantCrit counterstory to critique Latina/o degree value and occupational prestige, Race Ethnicity and Education.]]> 2020-11-25 21:28:57 UTC https://padlet.com/moniqueamajor/1p496dfikuenruud/wish/961646234 Group #1: Zulema Reynoso, Dianne Torres, and Mario Echeverria mecheverria1 https://padlet.com/moniqueamajor/1p496dfikuenruud/wish/961695177 As three Latinx folx in this group, the magnitude that 'Papelitos' symbolize for us is the constant sacrifice by our parents and ancestors who paved the way for us to have a future in this country. This photo and story captures that for us.


alfaroerica47 (Instagram)
Con mucho cariño le dedico mi Maestría a mis papas. Sus sacrificios de venir a este país para darnos un mejor futuro si valió la pena 😭❤️  ("With love I dedicate my master's to my parents. Their sacrifice to come to this country to give us a better future was well worth it")
May 13, 2019 
]]> 2020-11-25 21:45:09 UTC https://padlet.com/moniqueamajor/1p496dfikuenruud/wish/961695177 Group #3 G.0.A.t - Gabriel, Orpheus, Abel abelmacias https://padlet.com/moniqueamajor/1p496dfikuenruud/wish/962310790 Module Six Ahas!
  • Black boys tend to be placed in special education courses more often than their White male peers. Toldson argues that we should be providing services for these children to support and uplift their “alternative learning styles” (Toldson, 2019, p. 132) in order for them to excel not be placed in classes where they will fall behind or not excel in the manner that they would if they were placed in honor classes.
  • Black students tend to face harsher punishment in school than their White peers similar to situation in the legal system.
  • If we know that we need unique environments and considerations for our learning success as human beings, why don’t we extend these considerations to students? (Toldson, 2019).
  • Race matters, but is not the definitive variable for teacher effectiveness for any teacher teaching in a cross-cultural setting (especially White teachers in Black/Brown schools) (Toldson, 2019).
  • Huber, Vélez, and Solórzano (2018) remind us, like Toldson (2019) and Lopez (2020), that numbers do not speak for themselves; when presented decontextualized, without connection to the voices and narratives of those people and communities for whom these “neutral” “objective” numbers purport to speak for that they perpetuate racist and sexist ideologies, such as the myth of meritocracy and cultural deficiency.
]]> 2020-11-26 04:02:49 UTC https://padlet.com/moniqueamajor/1p496dfikuenruud/wish/962310790 Group #5 Velazquez, Rueda, and Marques https://padlet.com/moniqueamajor/1p496dfikuenruud/wish/962505999 From newspapers to articles on websites...]]> 2020-11-26 06:08:10 UTC https://padlet.com/moniqueamajor/1p496dfikuenruud/wish/962505999 Group # 5 Sobeida, Norma, and Juan Carlos https://padlet.com/moniqueamajor/1p496dfikuenruud/wish/962508585 2020-11-26 06:09:30 UTC https://padlet.com/moniqueamajor/1p496dfikuenruud/wish/962508585 Group #4 Takeaways: Melissa, Grace, Kevin https://padlet.com/moniqueamajor/1p496dfikuenruud/wish/966741557 1) Toldson (2019) shared another powerful, head-scratching vignette, this time about adults struggling to maintain attention during a professional development training.  He listed half a dozen reasons why he can empathize with the participants' need to address individual attention constraints, ending with a challenge to educators:  "why don't you get this about your students" (p. 136)? Only someone with Toldson's (2019) childhood school experiences with special education (all-too-common for black students) can make this connection so succinctly and powerfully. Our takeaways this week center on the theme of empathy. 
2) Really struck this week by the focus on compassion and empathy. We need to remember that in every situation, we (educators) and our students are full human beings. To treat ourselves and anyone else as anything but a whole human is a disservice to ourselves and society. As Toldson said, “How you feel about your students reflects how you feel about yourself and your career.” (p.148). This means that we must find a way to look past our own guilt and shame (and whatever other emotions we carry as a result of being touched by social forces such as whiteness and coloniality), and grow stronger from it, so that we can give something better back to the world around us. As critical scholars, we have an opportunity to model this behavior and reach out to our circles of influence to encourage others to do the same.
3) Connecting this theme to Perez Huber, Velez, and Solorzano (2017), we recognize the importance of using QuantCrit methods as a way of advancing a counterstory to data that misrepresents or decontextualizes the lived experiences of communities of color. At the start of the semester it would have been a stretch for us to consider using 'numbers' (as opposed to qualititive narrative) to build empathy, but we are seeing it differently now. Mixed methods may be the most responsible and responsive way to tell a complete story, within context, that builds empathy and advances the cause of social justice.  

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