Remake of 1 Service Learning Outcome 1 by Yoshiko Saito-Abbott https://padlet.com/ysaito_abbott/q950qsstpw0xo1k8 Self and Social Awareness: 1)Explain the relationship of diverse dimensions of social, cultural, and professional identities to systems of power, privilege and oppression. 2) Give examples, 3)identify the sources, 4) Strategies or actions en-us 2021-08-21 00:56:25 UTC 2021-12-18 09:33:37 UTC hello@padlet.com https://padlet.com/ysaito_abbott/q950qsstpw0xo1k8/wish/1876015406 Group 1 (Alyssa, Nami, Jeremy)

Inclusiveness 
  1. Examples: 
    1. Group members walk around the room/stand off to the side to give the entire room attention. Not always standing in the front because students towards the back feel like they aren’t getting enough attention from us
    2. Doing group work to make sure everyone’s voice is being heard and everyone has the same amount of attention
    3. Lessons we have don’t require outside materials children may not have, CPY staff provides any materials we may use so that all students have equal access to materials/don’t feel like they don’t have ‘the best’ materials 
  2. Source: SL Lesson, Video lecture by Kenjus Watson, Social Justice, Elements of Oppression, and systemic privilege, Five  faces of oppression 
  3. Strategies/Actions: Classroom discussions, group activities

  1. Integrating students’ culture into Japanese lessons 
    1. Examples:
      1. Comparing Japanese words to Spanish words
      2. Yokai lesson: Asked students to name different urban legends from different country/cultural backgrounds as setting the stage activity (Lochness Monster, chupacabra, La Llorona, etc)
      3. Lesson on localization: examining differences in Japanese media to American and explaining why there are changes
        1. Pokemon: Showed image of Ash holding onigiri (JP) versus a sandwich (US), Doraemon image holding chopsticks (JP) versus forks (US), Doraemon image holding yen (JP) versus dollars (US)
        2. Compared American movie name titles in English and Japanese
    2. Sources: SL Lesson, Reading resource: “Marginalized Youth in Contemporary Educational Contexts: Tranquil Invitation to a Rebellious Celebration.

]]> 2021-11-08 18:37:30 UTC https://padlet.com/ysaito_abbott/q950qsstpw0xo1k8/wish/1876015406 tbarness https://padlet.com/ysaito_abbott/q950qsstpw0xo1k8/wish/1876024000 Group 3: (Steven & Tyler)
  1. Re: Privilege
    1. A majority of the students at the school we volunteer at don’t speak English as a first language; they start with a handicap compared to students who already speak English, having to not only “keep up” with the curriculum, but learn English at the same time
    2. Source: America is a predominantly English-speaking country, in official documents, media production, and as a result English gets a favored treatment in curriculum at the expense of neglecting other languages
    3. We have tried to incorporate a “Spanish Language Connection” to our lessons, to help students draw connections Spanish and Japanese
    4. The school has a supplementary program to help ESL students “catch up”, but there’s still a pre-existing gap
      1. This program sequesters students who speak English poorly to focus on developing English skills, which could potentially result in the marginalization of students. It’s a good idea, but it could be better integrated into the curriculum 
  2. Re: Microaggressions
    1. When we have students write Spanish for us during our lessons, other students critique their spelling or language skills
      1. Carries with it an implication that children are out of touch with their heritage, which could be a microaggression
    2. We encourage the students who are writing, affirm their effort by telling them they’re helping to educate us in turn

]]> 2021-11-08 18:40:42 UTC https://padlet.com/ysaito_abbott/q950qsstpw0xo1k8/wish/1876024000 Reese, Paige, Jada, Asha | Group 5 akimbrell2 https://padlet.com/ysaito_abbott/q950qsstpw0xo1k8/wish/1876027347 1) Explain the relationship of diverse dimensions of social, cultural, and professional identities to systems of power, privilege and oppression. 

Social, cultural and professional identities affect one’s standing in systems of power, privilege and oppression. It is the ones with power and privilege who are able to determine what types of identities are ‘normal’, and are then able to oppress those who don't fit the norm. 

2) Give examples
  • Social Identities: Economic Status, Sexual Orientation, Identity, Gender, Religion, Diet
    • A good mix of both boys and girls
  • Cultural Identities: Race, Ethnicity
    • Most of the children are Spanish-speaking
    • We incorporate Mexican heritage or the Spanish language to compare and contract with Japanese to make our lessons more understandable.
  • Professional Identities: Blue-collar, white-collar, college-educated vs GED 
3) identify the sources 

4) Strategies or actions
  • Community scan project
  • We could make sure to be educated on the culture and identities of the students in the classroom before we arrive, so we can be better prepared and more socially aware.
  • Support introverted and shy students who are not willing to participate by making them feel comfortable and encouraging them to get out of their comfort zone.
  • Make efforts to improve education system, advocacy programs, infrastructure, and to educate selves and stay up date on current issues
  • Write to our political representatives 
  • Make sure all identities are represented in our lessons 
]]> 2021-11-08 18:41:54 UTC https://padlet.com/ysaito_abbott/q950qsstpw0xo1k8/wish/1876027347 trecabutage https://padlet.com/ysaito_abbott/q950qsstpw0xo1k8/wish/1876029105 Group 4
1)Explain the relationship of diverse dimensions of social, cultural, and professional identities to systems of power, privilege, and oppression.   
-Students come from a variety of backgrounds both culturally and ethically
-Seem communicative/willing to learning
-Advanced in language/ dual language school

2) Give examples,   
-Some students remember the old content really well
-There are students that practice Japanese at home (writing and speaking)


3)identify the sources,    
-They’re general interest in Anime, along with Japanese culture.
-Exposed to other languages i.e. Spanish
Able to relate their own culture

4) Strategies or actions
-Creating hands-on and or fun activities


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