#fergusonsyllabus

On Wednesday, January 24th I had the lovely opportunity to attend the lecture “Better Living Through the Humanities: How Research, Writing, and Teaching are Part of the Fight for Social Justice” on the University of Delaware’s campus. This lecture was given by Dr. Marcia Chatelain of Georgetown University and author of South Side Girls: Growing Up in the Great Migration. For me personally, Chatelain was preaching to the choir! Of course, the humanities is important! Of course, we should support the humanities in schools! However, in this nation built on capitalism and white supremacy, people do not immediately see the importance in the humanities, especially the history of marginalized people, my love and focus. However, in the past year especially with the controversy over the existence of Confederate monuments in the 21st century, the President’s fascination with Abraham Lincoln and white nationalism, and comments on Frederick Douglass, we see where knowing one’s history is very important.

Chatelain’s lecture was centered on her work as a public historian. She discussed what she has done to highlight the relevancy of her research for society today. For instance, she collaborated with a friend who formed a nonprofit organization for girls and organized an event called “South Side Girls at the Chicago Urban League.” Young girls had the opportunity to learn about some of the girls in Chatelain’s book, and wrote letters to them along with participating in other creative activities. After the death of Michael Brown, Chatelain came up with the hashtag #fergusonsyllabus. This act of reflection and education then inspired the creation of other syllabi with books and articles on topics centering later unfortunate acts of injustice. Finally, Chatelain participated in an Undisclosed podcast after the death of Freddie Gray in Baltimore, Maryland. During her involvement she enlightened the audience on various aspects of the story and case including the history of Black people in Baltimore as well as the history and long-held protested danger of medical transport vehicles.

New @anthropoliteia: video podcast with A. Lynn Bolles on Political Action at #AAA2014

Here at Anthropoliteia we’re always looking for new ways to explore new technologies to broaden the discussion on police, security, law and punishment from global and anthropological perspectives.  In this vein, the Editors are happy to announce a new (semi) regular series of video conversations that we’re calling Interrogations.  Although the series will be edited by Kristen Drybread and Johanna…

This teaching guide is meant to speak toward our rights as Americans to take on the full responsibilities of democracy, referring to our civic participation in the creation and maintenance of systems of accountability in search of our collective safety. Lamenting the influences of systemic racism, police militarization, and the lack of political and judicial accountability, we recognize our role as educators to be able to teach the necessity to contribute to the intentioned dialogue through which our democracy will evolve. Focusing on the practical steps through which we voice and participate in this process, we make room for the full recognition of our humanity and the enactment of our power as societal change agents.

This spring, I will be teaching ED677: Seeking Equity in Connected Learning and Teaching at Arcadia University. It is part of a larger Connected Learning Certificate Program also being established there.

As I wrote in the syllabus ...

Connected Learning is an approach that sees learning as interest-driven, peer supported, and oriented toward powerful outcomes for youth. It also encourages production-centered learning in openly network environments within communities of shared purpose.

ED677 then, with a specific emphasis on equity, has been explicitly designed to support participants in exploring connected learning by engaging in a range of connected practices themselves as learner and creators, both on and offline. In this way this course strives to be a connected course about connected learning.

Jim Groom, a lead creator of the famously connected course called DS106, says it’s important to name the why behind making a connected class. Here are some whys for me as the course designer:

To learn so that we can teach: In order to teach in connected ways we must ground ourselves in what it means to be connected learners ourselves.

To critically examine what we are doing and why: In order to support connected learning in social, participatory and equitable ways for all learners, we must challenge ourselves to critically investigate what we are doing and why.

To learn new things through playing, creating and reflecting as a community of learners: In order to expand our experiences as learners we need to play, create and reflect together with new tools, techniques, ideas, materials and communities.

To connect and contribute to a larger field of learning: In order to be connected learners we will need to connect as peers as well to the larger field of learning.

At dinner with a friend the other day I was asked how I plan to get to the equity piece here, specifically. And then more specifically in light of the post-Ferguson moment we find ourselves in today.

I've been wondering this same question. I've also been wondering it in light of what's been happening in Philadelphia education/K12 schools recently (and in public schools more generally and nationally). A part of my answer is to gather up of resources I know created by educators working with youth in the field around these same topics to share and discuss. But I realize that's only a partial answer/start ...

Here is a link to the emerging syllabus and well as a related Diigo group I'm using to gather some additional resources. I'd love feedback from both those involved in #connectedcourses as well as the larger #connectedlearning community. I'm interested in feedback on both the general idea of this being an online connected opportunity to dig into connected learning as well as how best to connect to real - and critical - conversations happening in the field around essential equity issues like #techequity #fergusonsyllabus #blacklivesmatter, etc.

Thank you!

New @anthropoliteia: Policing as a Well-Protected Craft by Peter K. Manning #FergusonSyllabus #anthros4ferguson

The editors of Anthropoliteia would like to welcome Peter K. Manning with the latest entry in our developing forum #Ferguson & Elsewhere

(more…)

In the wake of a grand jury decision not to indict a New York police officer in the chokehold death of Eric Garner, an unarmed black man, educator Renée Watson offers advice on how teachers and students can broach recent events.

Excerpts from interview with School Library Journal

[Q] I wonder how these discussions are playing out in predominantly white classrooms and communities?

[A] I believe we should provide opportunities in our classrooms where students see themselves in the curriculum and where they have to empathize and step out of their own experiences. We cannot reserve conversations about race, racism, privilege, power, and injustice to schools that educate children of color. We need young people—from all backgrounds—to take ownership of this democracy and see themselves as active citizens, change makers, and allies."

...

[Q] This same week marked the 59th anniversary of Rosa Parks’s refusal to move from her seat on a bus. That, as a lesson, is “civil rights with a bow tied around it,” said teacher Chris Rogers on TTT. How can we reconcile the historical struggle for democracy with what’s happening today, right now?

[A] I think it’s important to commemorate the Montgomery boycott. It’s a good way for young people to have context for the ongoing struggle for freedom and equality in our nation. When teaching about the civil rights movement—especially about Rosa Parks—it’s important to also teach about Claudette Colvin, to really help young people understand the planning, discipline, collaborating, and perseverance it took for the boycotters to organize. The problem is that educators often stop when the boycott ends and  “they all lived happily ever after.” What’s more realistic, more inspiring maybe, is to say, “They won that battle and there are many more to fight.” This way, young people see themselves on the continuum of change. If we can  recognize and celebrate how far we’ve come while acknowledging how much work there is left to do, we can help students understand—and remind ourselves—that this is a marathon not a sprint.

Teachers Teaching Teachers: How Do We Talk About Ferguson with Our Students?