4. Which # on the list struck a cord in your experience? Write the # on the note and place it on the central list. Next, get in your groups from last week to discuss your experience.
16. A Word on Culturally-Relevant Pedagogy Gloria Ladson-Billings-- culturally-relevant pedagogy is “committed to collective, not merely individual, empowerment” (Ladson-Billings, 1995). “Students must experience academic success” “Students must develop and/or maintain cultural competence” “Students must develop a critical consciousness through which they challenge the status quo of the current social order” (Ladson-Billings, 1995).
17. Critical Race Theory in Education Research Seeks to set equity apart from equality of education Equity research that focuses on the individual and group case (story-telling) Power of legal story telling to illuminate education equity issues in public debates Intersectionality and the need to recognize the relevance of multiple group membership Changing notions of justice and how these new notions give rise to different interpretations of education equity Delgado asks: “Are educational information classification systems assisting in the replication of preexisting thought?”
22. Quote #2: “When does racial “unconsciousness” or awareness of race enrich interpretive languages, and when does it impoverish it? …how is “literary whiteness” and “literary blackness [or any people of color]” made, and what is the consequence of that construction?” (Morrison, 1992, p. xii).
24. Quote #4: “We must also understand how certain forms of difference and the languages we employ to define those supposed “differences” not only reinforce each other, but tend to create and maintain each other” (Gates, 1984, p. 297).
25. Culturally Relevant Pedagogy: “Students must experience academic success” “Students must develop and/or maintain cultural competence” “Students must develop a critical consciousness through which they challenge the status quo of the current social order” (Ladson-Billings, 2001, p.143). Quote #5:
26. Quote #6: “Language has a dual character: it is both a means of communication and a carrier of culture” (Thiong’o, 1981, p. 13).
31. Now that we have a better understanding of CRT, what are some strategies for addressing issues in educational research and practice as pertaining to race/gender/class?
33. INTERSECTIONALITY as it relates to Accent discrimination, indigenous groups, sexuality, or other identities
34. As viewed through the LENSES of: Research/Methodology, Policy, Administration, and Classroom
35. READINGS:Matsuda (Counter Stories) Parker & Lynn (CRT Sensitive Qualitative research & Ed practice) Solarzano & Yasso (CRT methodology for research sensitive to race/gender/class)
39. Critical Race Theory’sEnduring Understandings “A regime of white supremacy and its subordination of people of color […] have been created and maintained in America, and, in particular, […] to examine the relationship between that social structure and professed ideals such as “the rule of law” and “equal protection.” There exists a “bond between law and racial power” that needs to be changed. (Crenshaw, 1995)
40. Essential Questions for Critical Race Theory Where is ownership of dialogue? Whose narrative is of value? How can CRT effect education? How does CRT develop the discourse to reveal other ways of knowing?
41. Thank you for participating! Leslie LaCroix Nicole Sealey Andrea Weiss
