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      <title>How Redlining Effects Education by Johana Abreu</title>
      <link>https://padlet.com/jjabreu/projectlink</link>
      <description>Johana Abreu | English 335W</description>
      <language>en-us</language>
      <pubDate>2020-10-24 07:03:34 UTC</pubDate>
      <lastBuildDate>2020-11-14 00:52:47 UTC</lastBuildDate>
      <webMaster>hello@padlet.com</webMaster>
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      <item>
         <title>Work Cited</title>
         <author>jjabreu</author>
         <link>https://padlet.com/jjabreu/projectlink/wish/857828770</link>
         <description><![CDATA[<div>Scholarly Sources: <br><em><br></em><sup>Critical Race Spatial Analysis : Mapping to Understand and Address Educational Inequity, edited by Deb Morrison, et al., Stylus Publishing, LLC, 2017. ProQuest Ebook Central, </sup><a href="https://ebookcentral.proquest.com/lib/csuchico/detail.action?docID=4843065"><sup>https://ebookcentral.proquest.com/lib/csuchico/detail.action?docID=4843065</sup></a><sup>.</sup></div><div><br><sup>Geenwich, J. (2018). The Redlining of Opportunity: How "Overage, Under-Credited" African American Students Perceive and Address the So-Called Achievement Gap.<br><br>Gorham, Julia A., and Kris Aric Knisely. “Systems in Need of Activism: Considering the Effects of Segregation and Policy on French and US Primary and Secondary Education.” The Journal of the Midwest Modern Language Association, vol. 51, no. 2, 2018, pp. 183–221. JSTOR, www.jstor.org/stable/45151160. Accessed 24 Oct. 2020.<br><br>Lloyd, James M. “Fighting Redlining and Gentrification in Washington, D.C.: The Adams-Morgan Organization and Tenant Right to Purchase.” Journal of Urban History, vol. 42, no. 6, Nov. 2016, pp. 1091–1109, doi:10.1177/0096144214566975.</sup></div><div><br><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2020-10-24 07:09:39 UTC</pubDate>
         <guid>https://padlet.com/jjabreu/projectlink/wish/857828770</guid>
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      <item>
         <title>Popular Culture Sources</title>
         <author>jjabreu</author>
         <link>https://padlet.com/jjabreu/projectlink/wish/857829228</link>
         <description><![CDATA[<ul><li><sup>Freedom Writers </sup></li><li><sup>Waiting for Superman,</sup></li><li><sup>Don’t Stay in School - Boyinaband</sup></li></ul>]]></description>
         <enclosure url="" />
         <pubDate>2020-10-24 07:10:42 UTC</pubDate>
         <guid>https://padlet.com/jjabreu/projectlink/wish/857829228</guid>
      </item>
      <item>
         <title>Twitter Hashtag Resources</title>
         <author>jjabreu</author>
         <link>https://padlet.com/jjabreu/projectlink/wish/857829791</link>
         <description><![CDATA[<div><br></div><ul><li><sup>#AchievementGap</sup></li><li><sup>#edequity</sup></li><li>#redlining</li></ul><div><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2020-10-24 07:11:55 UTC</pubDate>
         <guid>https://padlet.com/jjabreu/projectlink/wish/857829791</guid>
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         <title>News Sources </title>
         <author>jjabreu</author>
         <link>https://padlet.com/jjabreu/projectlink/wish/857830420</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2020-10-24 07:13:11 UTC</pubDate>
         <guid>https://padlet.com/jjabreu/projectlink/wish/857830420</guid>
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      <item>
         <title>Conclusion</title>
         <author>jjabreu</author>
         <link>https://padlet.com/jjabreu/projectlink/wish/857831309</link>
         <description><![CDATA[<div> As seen through these hashtags and scholarly resources, redlining has impacted the U.S. public educational system and shown that it is a current-day problem that people vocalize through social media. In order to resolve this academic and social issue, the federal government has created certain programs to create an equal academic opportunity for students in the public system. Such as the No Child Child Left Behind Act which was implemented in 2001. Later in 2015, the Every Student Succeeds Act was created and replaced NCLB. Standard testing was created in 2009 by the government which is known as Common Core.</div><div><br><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2020-10-24 07:15:12 UTC</pubDate>
         <guid>https://padlet.com/jjabreu/projectlink/wish/857831309</guid>
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      <item>
         <title>Rhetorical Analysis ( 1-3 paragraphs) </title>
         <author>jjabreu</author>
         <link>https://padlet.com/jjabreu/projectlink/wish/857831408</link>
         <description><![CDATA[<div>This specific hashtag is relevant to Redlining in the current education because </div><div>It shows that</div><div><strong>Through the use of </strong></div><div><strong>These trending twitter hashtags provide</strong></div><div><strong>TS:<br>CD:<br>Interpretation:</strong></div><div><strong>Discussion: Why is it significant?</strong></div><div><strong>Presentation of evidence?</strong></div><div>ID your subject</div><div>What did I learn? Whats the argument? What did I learn through the hashtag?</div><div>How did I learn it?</div><div>How do hashtags create an argument? </div><div>Why is it important?</div><div>Why should anyone care to learn this?</div><div>What are the implications of this?</div><div><strong>2-3 screenshots from twitter </strong></div><div><strong>Annotation of Twitter screenshot 1</strong></div><div><br><br></div><div><br><br></div>]]></description>
         <pubDate>2020-10-24 07:15:26 UTC</pubDate>
         <guid>https://padlet.com/jjabreu/projectlink/wish/857831408</guid>
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      <item>
         <title>Introduction</title>
         <author>jjabreu</author>
         <link>https://padlet.com/jjabreu/projectlink/wish/857831919</link>
         <description><![CDATA[<div>In the early 1930s, the Home Owners Loan Corporation decided to create maps to outline which neighborhoods and what kinds of people would be given access to a house loan, called redlining. <br>This map was then given to the Federal Home Loan Bank Board, which limited access to loans to certain races and ethnicities throughout the United States. Redlining segregated people of color from living in wealthy white neighborhoods, which impacts the school districts because schools get the majority of their funding from property taxes. Redlining has caused certain school districts to be economically disadvantaged, thus there are fewer supplies and resources available to the students. The lack of resources can cause an academic gap between communities. The majority of the students that are affected by the history of redlining are African Americans, Hispanics, and other minorities. The socio-economic difference between communities has played a role in public education within the United States. Redlining was a house insurance regulation that caused a disparity between school districts and impacted children of color, which is a problem that still exists today - through scholarly texts from researchers and tweets from teachers; it is revealed that this issue is still evident and vital.<br><br></div><div><br><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2020-10-24 07:16:14 UTC</pubDate>
         <guid>https://padlet.com/jjabreu/projectlink/wish/857831919</guid>
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      <item>
         <title>Background </title>
         <author>jjabreu</author>
         <link>https://padlet.com/jjabreu/projectlink/wish/857832683</link>
         <description><![CDATA[<div>The lower the cost of the house, the less the property is taxed, leading to less funding for schools. When schools are not funded, the level of education is then impacted. </div><div>School districts within impoverished communities cannot provide the same resources that wealthier school districts give to their students. This creates an academic disadvantage for minorities. These consequences still exist today all throughout the United States within certain communities. Researchers Gorham, Julia A, and Kris Aric Knisely quote that: “ inequities in funding and resource allocation at the local level prevent students in disadvantaged districts from accessing high-quality instruction and educational materials (196).” They continue their point by explaining how the academic gap caused by redlining by explaining that less funded schools hire less qualified teachers. Teacher qualifications vary by state, whether the requirements are hands-on or through an online exam; they can be different. This causes certain schools to have less experienced teachers, which means students in poorer districts will receive a different education than wealthier communities. Scholar Joel Gallegos Greenwich shares facts that explain how African American boys are treated differently within their school systems. He quoted: “ Additionally, African American students are overly represented in special education programming and are more likely to be assigned individualized education plans, while White students are much more likely to be admitted into groups for the “gifted and talented,” thus contributing to the resegregation of schools (Ferguson, 2001; Hatt, 2007; Nieto, 2004). Certain minority students are being treated differently as a result of redlining. It is an issue that still exists today within many school districts. It created an unjust education system for students of color.</div><div>The term redlining has now been coined to define any form of discrimination against an individual depending on their economic status. Economic judgment can create redlining within a classroom. Teachers can contribute to this form of redlining. Morrison cites that  “ In schools as racial spaces, teachers use culture of segregation arguments and whiteness as property to draw invisible red lines around their Students of Color (Blaisdell, 2016b).” Redlining can be intensified when educators allow redlining to exist within their classrooms. Teachers can cause an uncomfortable environment to their students of color by teaching only white history and literature, causing a redlining within the classroom.</div><div><br><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2020-10-24 07:18:04 UTC</pubDate>
         <guid>https://padlet.com/jjabreu/projectlink/wish/857832683</guid>
      </item>
      <item>
         <title>Rhetorical Analysis ( 1-3 paragraphs) </title>
         <author>jjabreu</author>
         <link>https://padlet.com/jjabreu/projectlink/wish/857833632</link>
         <description><![CDATA[<div><br></div><div><br><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2020-10-24 07:19:54 UTC</pubDate>
         <guid>https://padlet.com/jjabreu/projectlink/wish/857833632</guid>
      </item>
      <item>
         <title>Rhetorical Analysis ( 1-3 paragraphs) </title>
         <author>jjabreu</author>
         <link>https://padlet.com/jjabreu/projectlink/wish/922210741</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2020-11-14 00:47:50 UTC</pubDate>
         <guid>https://padlet.com/jjabreu/projectlink/wish/922210741</guid>
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