Readings Everyday Antiracism: Getting Real about Race in School – Mica Pollack (Ed.): Introduction, Suggestions for Using this Book, and Complete List of Everyday Anti

/ Education / By

 Readings

  • Everyday Antiracism: Getting Real about Race in School – Mica Pollack (Ed.): Introduction, Suggestions for Using this Book, and Complete List of Everyday Antiracist Strategies. 
  • Troublemakers – Shalaby: Preface, Introduction, Either Sean or Marcus (choose one), Conclusion
  • other reading in files

Purpose: To develop skills in the critical analysis of various media. You will be able to engage the content from varied perspectives which serves to encourage viewing and questioning through different lenses. This activity will also help you to think critically as you develop and produce your final video project.   

Directions: You will write a scholarly critique of each module’s set of readings. A scholarly critique is not a re-telling or a summary of the plain sense of the text(s). Rather, it is a document which articulates an understanding, an analysis and a capacity to identify intellectual and pragmatic/ pedagogical application(s) of the reading to teaching and learning in urban contexts. You may select a role from the Actions provided and write from that perspective—for example Feminist, Philosopher King / Queen, etc. Given the density of the course readings, you are not expected to critique every aspect of the text, but rather select one or more big ideas and focus the bulk of your analysis there.  You will need to read/watch all materials and will demonstrate your understanding of these texts through additional assignments. You will need to reference at least 3 texts/videos in these critiques. Critiques are to be approximately 2 pages in length, well written, and in full compliance with the rules of an excellent composition. Grades will be based on both content and form. Writing an APA critique sampleLinks to an external site.

E
thnic, inner city, urban. What do these terms mean in education?

I am a teacher educator who studies how people use language to talk about race.

One word that I’ve examined over the years is urban. A quick look in the dictio­

nary, and there is no surprise: Urban means related to the city, characteristic of a city or

city life. So what does that mean when we say urban education? What is unique about

city schools or city education? That depends on the city you’re talking about. In large,

densely populated cities, such as Boston, New York, and Los Angeles, city schools are

184 I TEACHING FOR BLACK LIVES

ofi:en characterized by large, diverse populations, many poor students, budget shortfalls,

and bureaucracy. So why, then, do we use the term urban when what we really mean are

schools with majority Black and Latinx populations?
Take for example my city: Portland, Oregon. Downtown th~re is a high school named

Lincoln.It is less than a mile from the Pearl District, a hip place that boasts unique food,

shops, new condos, and the best of urban renewal. It is a stone’s throw from a soccer sta­

dium and surrounded by tall buildings, people biking to work in suits, panhandlers, and

the hub of the public transit system.
Across the river in North Portland, there is a high school named Jefferson. It is sur­

rounded by family dwellings, mom-and-pop shops, and wide streets for biking, walking,

and playing. There is a community college across the street.

Which one of these schools is urban? Lincoln? Jefferson? Both?
Before you decide, let me give you a bit more i’nformation. At Lincoln, the down­

town school, the population is more than 75 perce~t white, 4.5 percent of the students

are Black, 8.6 percent are Asian, and 6.6 percent ~re Latinx; 10.5 percent are on free/

reduced lunch; and the school does not receive Tit;le 1 funding. Ac Jefferson, the school

across the river, 59 percent of the students are Bla1k, 8 percent are Asian/Pacific Island­

ers, and 17 percent are Lacinx; 70 percent are on fr~e/reduced lunch; and the school does

receive Title 1 funding. ‘

Made up your mind yet?
A few years ago I interviewed 17 teachers who attended an “urban education” pro­

gram. I asked chem what was the difference, if any, between urban teaching and non-ur-
ban teaching.Ruth remarked: “To me, urban students

come from an environment where they can’t see the

value of education. They can’t see why it matters, be­[email protected] wtow9Un®li1!~ [email protected] W®
cause everyone who they know, ever

Critic’s Corner Roles for Analysis of Readings/Videos

Devil’s Advocate: Challenge the ideas in the course materials by developing a list of critical and thoughtful questions and arguments that may be raised by critics. Include a brief explanation of why you are making this critique. This is more than just posing a critique for the sake of being critical. Instead, this is about digging deeper into the materials to see what is missing or not fully addressed in the sources you are exploring.

Feminist: Using this role you will want to examine the readings/videos from a feminist perspective. Using this lens you can explore if the resources give agency to female voices and members of the LGBTQ community. Are the issues and experiences of women (of all ethnicities) and the LGBTQ community included or marginalized in these materials? How can you apply these ideas to help female students, as well as those who may identify as transgendered?

Egoist: This view asks the question, “What’s in it for me?!” When you are reflecting on course materials from this perspective you want to explore how you can apply the materials to your own life or practice. If you cannot figure out how to apply this to your own work, what could the authors/directors include or address that could better help your work?

Philosophy Queen/King: There are moments when we need to apply philosophy, abstract ideas, and theory to connect what we are reading/watching to great society. As you engage with these materials you will reflect on the following question: “What are the essential ideas that can withstand space and time?”

Investigator: If you choose this lens you gather background information pertaining to the article/topic (e.g., the authors’ previous research into the topic, professional information about the authors, research from citations used in the article, controversial issues surrounding the article, blog posts/comment about the article/topic). The background information is meant to provide more context for the reading. You will need to submit the additional sources of background information with a description of why that information is helpful in better understanding the context of the reading/research.

Creative Connector: Using this lens you will make connections to other important ideas, from both within the class, as well as to other cultural, social, political, and economic ideas. To examine ideas from this perspective you will make at least one of the following connections: Text to world, text to self, text to text.


Critic’s Idea: Do you have another idea for a role you can use to review course materials? Make sure to first describe the lens you will use to review course materials. First thoroughly describe the strategy you will u

 Readings Everyday Antiracism: Getting Real about Race in School – Mica Pollack (Ed.): Introduction, Suggestions for Using this Book, and Complete List of Everyday Antiracist Strategies.  Troublemakers – Shalaby: Preface, Introduction, Either Sean or Marcus (choose one), Conclusion other reading in files Purpose: To develop skills in the critical analysis of various media. You will be able to engage the content from varied perspectives which serves to encourage viewing and questioning through different lenses. This activity will also help you to think critically as you develop and produce your final video project.    Directions: You will write a scholarly critique of each module’s set of readings. A scholarly critique is not a re-telling or a summary of the plain sense of the text(s). Rather, it is a document which articulates an understanding, an analysis and a capacity to identify intellectual and pragmatic/ pedagogical application(s) of the reading to teaching and learning in urban contexts. You may select a role from the Actions provided and write from that perspective—for example Feminist, Philosopher King / Queen, etc. Given the density of the course readings, you are not expected to critique every aspect of the text, but rather select one or more big ideas and focus the bulk of your analysis there.  You will need to read/watch all materials and will demonstrate your understanding of these texts through additional assignments. You will need to reference at least 3 texts/videos in these critiques. Critiques are to be approximately 2 pages in length, well written, and in full compliance with the rules of an excellent composition. Grades will be based on both content and form. Writing an APA critique sampleLinks to an external site. E thnic, inner city, urban. What do these terms mean in education? I am a teacher educator who studies how people use language to talk about race. One word that I’ve examined over the years is urban. A quick look in the dictio­ nary, and there is no surprise: Urban means related to the city, characteristic of a city or city life. So what does that mean when we say urban education? What is unique about city schools or city education? That depends on the city you’re talking about. In large, densely populated cities, such as Boston, New York, and Los Angeles, city schools are 184 I TEACHING FOR BLACK LIVES ofi:en characterized by large, diverse populations, many poor students, budget shortfalls, and bureaucracy. So why, then, do we use the term urban when what we really mean are schools with majority Black and Latinx populations? Take for example my city: Portland, Oregon. Downtown th~re is a high school named Lincoln.It is less than a mile from the Pearl District, a hip place that boasts unique food, shops, new condos, and the best of urban renewal. It is a stone’s throw from a soccer sta­ dium and surrounded by tall buildings, people biking to work in suits, panhandlers, and the hub of the public transit system. Across the river in North Portland, there is a high school named Jefferson. It is sur­ rounded by family dwellings, mom-and-pop shops, and wide streets for biking, walking, and playing. There is a community college across the street. Which one of these schools is urban? Lincoln? Jefferson? Both? Before you decide, let me give you a bit more i’nformation. At Lincoln, the down­ town school, the population is more than 75 perce~t white, 4.5 percent of the students are Black, 8.6 percent are Asian, and 6.6 percent ~re Latinx; 10.5 percent are on free/ reduced lunch; and the school does not receive Tit;le 1 funding. Ac Jefferson, the school across the river, 59 percent of the students are Bla1k, 8 percent are Asian/Pacific Island­ ers, and 17 percent are Lacinx; 70 percent are on fr~e/reduced lunch; and the school does receive Title 1 funding. ‘ Made up your mind yet? A few years ago I interviewed 17 teachers who attended an “urban education” pro­ gram. I asked chem what was the difference, if any, between urban teaching and non-ur- ban teaching.Ruth remarked: “To me, urban students come from an environment where they can’t see the value of education. They can’t see why it matters, be­[email protected] wtow9Un®li1!~ [email protected] W® cause everyone who they know, ever Critic’s Corner Roles for Analysis of Readings/Videos Devil’s Advocate: Challenge the ideas in the course materials by developing a list of critical and thoughtful questions and arguments that may be raised by critics. Include a brief explanation of why you are making this critique. This is more than just posing a critique for the sake of being critical. Instead, this is about digging deeper into the materials to see what is missing or not fully addressed in the sources you are exploring. Feminist: Using this role you will want to examine the readings/videos from a feminist perspective. Using this lens you can explore if the resources give agency to female voices and members of the LGBTQ community. Are the issues and experiences of women (of all ethnicities) and the LGBTQ community included or marginalized in these materials? How can you apply these ideas to help female students, as well as those who may identify as transgendered? Egoist: This view asks the question, “What’s in it for me?!” When you are reflecting on course materials from this perspective you want to explore how you can apply the materials to your own life or practice. If you cannot figure out how to apply this to your own work, what could the authors/directors include or address that could better help your work? Philosophy Queen/King: There are moments when we need to apply philosophy, abstract ideas, and theory to connect what we are reading/watching to great society. As you engage with these materials you will reflect on the following question: “What are the essential ideas that can withstand space and time?” Investigator: If you choose this lens you gather background information pertaining to the article/topic (e.g., the authors’ previous research into the topic, professional information about the authors, research from citations used in the article, controversial issues surrounding the article, blog posts/comment about the article/topic). The background information is meant to provide more context for the reading. You will need to submit the additional sources of background information with a description of why that information is helpful in better understanding the context of the reading/research. Creative Connector: Using this lens you will make connections to other important ideas, from both within the class, as well as to other cultural, social, political, and economic ideas. To examine ideas from this perspective you will make at least one of the following connections: Text to world, text to self, text to text. Critic’s Idea: Do you have another idea for a role you can use to review course materials? Make sure to first describe the lens you will use to review course materials. First thoroughly describe the strategy you will u

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