https://padlet.com/csillarichmond/yvu0k4989to3yj2l This is the asynchronous class discussion for the reading due October 28th. Please respond to at least one of the discussion questions I pose here (or pose your own question on the reading to answer) as well as at least one of your peers' posts to facilitate a conversation about the reading. en-us 2020-10-23 17:05:58 UTC 2023-05-16 15:08:53 UTC hello@padlet.com csillarichmond https://padlet.com/csillarichmond/yvu0k4989to3yj2l/wish/858251123 Describe the classroom as a “contact zone.” What kind of power relations exist in the classroom, both in general and the classroom the author describes specifically? How is that power related to the other concepts in Inoue’s heuristic of pedagogy that discussed earlier in the semester, concepts of parts, people, purpose, process, and places? If you can, provide examples of these concepts from the classroom described in the reading.  ]]> 2020-10-24 17:40:02 UTC https://padlet.com/csillarichmond/yvu0k4989to3yj2l/wish/858251123 csillarichmond https://padlet.com/csillarichmond/yvu0k4989to3yj2l/wish/858257197 What is meant by “autoethnography,” and why are they powerful tools in an antiracist classroom? How does the Critical Race Theory concept of “counterstory” relate to the idea of an “autoethnography?” How do “counterstories” and “autoethnographies” resist the othering of racialized identities in classroom discourse? You can think about and reference the counterstory we read by Martinez in Performing Anti-Racist Pedagogy to answer these questions if you'd like. ]]> 2020-10-24 17:46:27 UTC https://padlet.com/csillarichmond/yvu0k4989to3yj2l/wish/858257197 csillarichmond https://padlet.com/csillarichmond/yvu0k4989to3yj2l/wish/858259673 This isn't a question, but a review to help answer some other questions in this discussion. Below is a graphic depicting Inoue's heuristic of pedagogy (borrowed from Catie Bussey's asynchronous discussion on the Antiracist Assessment Ecologies reading from October 12th) to refer to if you need to refresh your memory.]]> 2020-10-24 17:49:13 UTC https://padlet.com/csillarichmond/yvu0k4989to3yj2l/wish/858259673 csillarichmond https://padlet.com/csillarichmond/yvu0k4989to3yj2l/wish/858263605 How might we use this reading to design writing assignments that are explicitly anti-racist, especially in conjunction with the reading we have been doing in the Bean textbook? How might we integrate  "counterstories" and "autoethnographies" as assignments? Would they serve well as major assignments, or scaffolding assignments, or both, and why?]]> 2020-10-24 17:53:40 UTC https://padlet.com/csillarichmond/yvu0k4989to3yj2l/wish/858263605 csillarichmond https://padlet.com/csillarichmond/yvu0k4989to3yj2l/wish/858269136 Throughout the article, Bell expresses discomfort and difficulty in responding to student writing that portrays the act of "white-passing" as positive aspects in their lives. This is a complicated aspect of students expressing their own experiences with race and whiteness in particular. How do you think you can respond (or not respond) to student writing in a way that honors their experiences and maintains the classroom as a contact zone, especially as a person with authority who may be exhibiting "whiteliness?"]]> 2020-10-24 18:00:01 UTC https://padlet.com/csillarichmond/yvu0k4989to3yj2l/wish/858269136 csillarichmond https://padlet.com/csillarichmond/yvu0k4989to3yj2l/wish/858276289 This is a short video on the meaning of autoethnography. ]]> 2020-10-24 18:08:19 UTC https://padlet.com/csillarichmond/yvu0k4989to3yj2l/wish/858276289 csillarichmond https://padlet.com/csillarichmond/yvu0k4989to3yj2l/wish/858566309 2020-10-25 01:09:31 UTC https://padlet.com/csillarichmond/yvu0k4989to3yj2l/wish/858566309 csillarichmond https://padlet.com/csillarichmond/yvu0k4989to3yj2l/wish/858582678 In this article, Sophie Bell writes about "[struggling] to understand the ways in which two male students of color wrote about whiteness in [her] first year composition course" (163). Her students' narratives seem to surprise her and sometimes frustrate her, and throughout the article she struggles with how to respond to these students' writing from a position of power as a white teacher. After this course, Bell changed her pedagogy to include more assignments and discussions that explicitly addressed race in the classroom. ]]> 2020-10-25 01:38:58 UTC https://padlet.com/csillarichmond/yvu0k4989to3yj2l/wish/858582678