Embedded Files
Module One Review
Module one centers curating a solid self-awareness and empathy by reflecting deeply on personal lived experiences and identity. This module emphasized cultural competence and Culturally Responsive Teaching (CRT) as a foundation for creating inclusive schooling environments where all voices carry knowledge and value. To support ongoing action, we have included some "Definitions to Remember" and provided educational narratives from University of Puget Sound's African American Studies 399 course, Public Scholarship, to reflect and develop your own writing upon.
The assignments for this taking action are: Questions to Consider and Writing Your Own Educational Narrative
Definitions to Remember:
Definitions to Remember:
Classism
The systematic oppression of poor and working people by those who control resources (including jobs, wages, education, housing, food, services, medicine, and cultural definitions). There are economic, political, and cultural dimensions to class oppression.
Cultural Competence
Cultural Competence
Knowledge of student cultural histories and contexts, as well as family norms and values in different cultures; knowledge and skills in accessing community resources and community and parent outreach; and skills in adapting instruction to students' experiences and identifying cultural contexts for individual students.
Culturally Responsive Teaching (CRT)
Culturally Responsive Teaching (CRT)
A research-based approach to teaching. It connects students’ cultures, languages, and life experiences with what they learn in school. These connections help students access rigorous curriculum and develop higher-level academic skills.
Implicit Bias
Implicit Bias
Implicit bias, also known as implicit prejudice or implicit attitude, is a negative attitude, of which one is not consciously aware, against a specific social group. Implicit bias is thought to be shaped by experience and based on learned associations between particular qualities and social categories, including race and/or gender. Individuals’ perceptions and behaviors can be influenced by the implicit biases they hold, even if they are unaware they hold such biases. Implicit bias is an aspect of implicit social cognition: the phenomenon that perceptions, attitudes, and stereotypes can operate prior to conscious intention or endorsement.
Internalized Dominance
Internalizing and acting out (often unawarely) the constant messages circulating in the culture that you and your group are superior to whichever group is minoritized in relation to yours and that you are entitled to your higher position.
Intersectionality
Intersectionality
Intersectionality is a term coined by scholar Kimberlé Crenshaw in 1989 as a “prism for seeing the way in which various forms of inequality often operate together and exacerbate each other.”
Inequality is not experienced the same. For example, Black women experience discrimination because they are specifically Black women. Being Black and being a woman cannot be separated from one another.
Microaggressions
The everyday slights and insults that minoritized people endure and that most people of the dominant group don't notice or take seriously.
Positionality
Positionality
The notion that personal values, views, and location in time and space influence how one understands the world. In this context, gender, race, class, and other aspects of identities are indicators of social and spatial positions and are not fixed, given qualities. Positions act on the knowledge a person has about things, both material and abstract. Consequently, knowledge is the product of a specific position that reflects particular places and spaces.
Social Capital
Social resources other than money that are valuable and grant status.
For example, a student who takes on extracurriculars after school may obtain more social capital than a student that does not due to having more connections and networking opportunities in their day-to-day.
White Privilege
Ideological, institutional, social, cultural, historical, political, interpersonal dimensions that capture the dominance and assumed superiority of whiteness in society. Grants material and psychological advantages that are often invisible and taken for granted by whites.
Student Examples
Student Examples
AFAM 399 Educational Narratives.pdfAFAM 399 - Public Scholarship Educational Narratives
Published in the Race and Pedagogy Journal; Vol. 3, Issue 3, 2019.
Questions to Consider
(est. ~30 minutes)
Select at least one educational narrative to read in full in preparation for writing your own educational narratives, taking some time to reflect upon these questions based on which you choose. You will be able to submit a response for credit using the form below.
What terms stand out to you as you read the educational narrative?
What is something that you learned about the writer of the narrative you read? And how did their writing shift your perspective?
How does the student narrative acknowledge race, power, and oppression in their narrative?
Where do you identify the student's approach to discomfort, tension, or vulnerability in their writing? Do they lean into moments of growth?
Please use the number corresponding to the narrative you read with your response.
Note: You may need to sign into Microsoft/TPS accounts to submit work through the form.
Writing Your Own Educational Narrative
(~5 hours est. minimum)
Assignment Prompt
Assignment Prompt
In diving deeper into "Understanding Self", the educational narrative provides a space for crucial reflection upon your own Pre-K to present. To receive full credit, you will be tasked to write a narrative reviewing your educational experiences. The goal is for you to assess the ways in which you were treated related to education based on your marginalizations or your privileges utilizing vocabulary from module 1.
Examples of terms to use in your narrative: Implicit Bias, White Privilege, etc.
Reference "Definitions to Remember" above for other terms to incorporate in your narrative.
A note on formatting: We recognize potential depths these narratives and thus their lengths will take, and do not wish to hinder this process, but nonetheless would appreciate narratives not exceeding 5 pages double-spaced. Submit a narrative with a minimum two (2) pages double-spaced.
**This assignment is copyrighted by African American Studies, co-initiated with the School of Education, at the University of Puget Sound. If you find this assignment impactful and you desire to use it in your own educational engagements, please recognize authorship when utilizing this prompt in any format.
Assignment Rubric
In order to meet the requirements you must fulfill the following components:
Privacy Disclaimer: We recognize how personal these narratives are, and we want to assure you that your narratives will be kept private and will only be used to fulfill your module requirements for Tacoma Public Schools. The educational narratives from students at the University of Puget Sound are used with students' permissions, and all student authors are graduates of Puget Sound, and thus are no longer enrolled.
**File name: First initial, Last Name_EducationalNarrative_ModuleOne
Please submit files in .pdf format.
Note: You may need to sign into Microsoft/TPS accounts to submit work through the form.
Discussion Guide
Discussion Guide
After you finish the modules, please use this guide as a way to navigate conversation between yourself and others who have completed these modules. These questions were made to prompt further thinking and discourse surrounding the specific standards and how you or those around you fit into them.
References:
Sensoy, O., & DiAngelo, R. (2017). Is Everyone Really Equal?: An Introduction to Key Concepts in Social Justice Education. Second Edition. Teachers College Press.
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