In-Class Writing Assignment

According to Deplit, what is the "culture of power"? Why is it important that teachers are aware of "cultural capital"? How is cultural capital created and distributed in schools? How might schools maintain or disrupt the existing culture of power? What does it mean for teachers to be teaching "other people's children"? How might teachers ensure that their classrooms achieve "equity"? According to Tejeda, Espinoza, and Gutierrez, what does "decolonizing pedagogy" look like? Why is it important to "decolonize" instructional practices in schools? How do these two readings fit together? In what ways does Tejeda et al.'s idea of critical pedagogy fit other pedagogical theories we've read (Dewey, Freire, hooks, Love) and in what ways does it diverge or offer something new?

In-Class Writing Assignment

What is Du Bois' core argument? To what extent do you agree or disagree with Du Bois? How, if at all, do the other readings support or refute Du Bois' core argument? More broadly, how do today's readings speak to each other? As a collective, what are they saying? In what ways do the authors' ideas converge? In what ways do they diverge? According to the authors, whose interests do schools serve? Who designs schools? How should schools be organized and operated in order to achieve educational "equity"? What materials and values should be taught? How, if at all, should issues of identity (e.g., race, class) play into school structure?