C5.3: Difference between revisions
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= ''[[Climate]]'' [[C5]].3: Acknowledges and supports student resilience in the face of difficulties = | = ''[[Climate]]'' [[C5]].3: Acknowledges and supports student resilience in the face of difficulties = | ||
=== Practices === | |||
* Personally acknowledge and provide opportunities for students to discuss hardships as experienced within the community, including those due to systemic realities (e.g. poverty), traumatic periods (e.g. the COVID-19 pandemic), and community-based and/or nationally significant events (e.g. George Floyd’s murder). | * Personally acknowledge and provide opportunities for students to discuss hardships as experienced within the community, including those due to systemic realities (e.g. poverty), traumatic periods (e.g. the COVID-19 pandemic), and community-based and/or nationally significant events (e.g. George Floyd’s murder). | ||
=== Further Learning === | |||
* Systematic oppression has detrimental effects on student learning, especially for marginalized students. Ignoring these effects further reinforces the technocratic myth of meritocracy <ref>Cech, E. A. (2013). The (mis) framing of social justice: Why ideologies of depoliticization and meritocracy hinder engineers’ ability to think about social injustices. In ''Engineering education for social justice'' (pp. 67-84). Springer, Dordrecht. https://link.springer.com/chapter/10.1007/978-94-007-6350-0_4</ref>. Alternatively, bringing the context of systems of oppression – and celebrating student resilience in the face of them – into the classroom creates opportunities to expand students’ critical consciousness and build solidarity <ref>Freire, P. ''Pedagogy of the Oppressed. (2005)'' continuum. https://envs.ucsc.edu/internships/internship-readings/freire-pedagogy-of-the-oppressed.pdf</ref>. | |||
** ''Critical consciousness'' (or ''conscientização''), a concept first defined by Brazilian educator Paulo Freire, is the ability to perceive injustices within existing social systems <ref>Freire, P. ''Pedagogy of the Oppressed. (2005)'' continuum. https://envs.ucsc.edu/internships/internship-readings/freire-pedagogy-of-the-oppressed.pdf</ref>. Freire argued that the process of education should not serve to teach students to “simply adapt to the world as it is”, but instead should empower “transformers of that world” (p. 46) <ref>Freire, P. ''Pedagogy of the Oppressed. (2005)'' continuum. https://envs.ucsc.edu/internships/internship-readings/freire-pedagogy-of-the-oppressed.pdf</ref>. | |||
* "Resistant capital" is one of the six forms of asset-based capital described in the ''Community Cultural Wealth'' (CCW) framework by Yosso <ref>Yosso, T. J. (2016). Whose culture has capital?: A critical race theory discussion of community cultural wealth. In ''Critical race theory in education'' (pp. 113-136). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9781315709796-10/whose-culture-capital-tara-yosso</ref>. CCW is possessed in abundance by students from marginalized backgrounds. | |||
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Latest revision as of 12:36, 11 August 2022
Climate C5.3: Acknowledges and supports student resilience in the face of difficulties
Practices
- Personally acknowledge and provide opportunities for students to discuss hardships as experienced within the community, including those due to systemic realities (e.g. poverty), traumatic periods (e.g. the COVID-19 pandemic), and community-based and/or nationally significant events (e.g. George Floyd’s murder).
Further Learning
- Systematic oppression has detrimental effects on student learning, especially for marginalized students. Ignoring these effects further reinforces the technocratic myth of meritocracy [1]. Alternatively, bringing the context of systems of oppression – and celebrating student resilience in the face of them – into the classroom creates opportunities to expand students’ critical consciousness and build solidarity [2].
- Critical consciousness (or conscientização), a concept first defined by Brazilian educator Paulo Freire, is the ability to perceive injustices within existing social systems [3]. Freire argued that the process of education should not serve to teach students to “simply adapt to the world as it is”, but instead should empower “transformers of that world” (p. 46) [4].
- "Resistant capital" is one of the six forms of asset-based capital described in the Community Cultural Wealth (CCW) framework by Yosso [5]. CCW is possessed in abundance by students from marginalized backgrounds.
- ↑ Cech, E. A. (2013). The (mis) framing of social justice: Why ideologies of depoliticization and meritocracy hinder engineers’ ability to think about social injustices. In Engineering education for social justice (pp. 67-84). Springer, Dordrecht. https://link.springer.com/chapter/10.1007/978-94-007-6350-0_4
- ↑ Freire, P. Pedagogy of the Oppressed. (2005) continuum. https://envs.ucsc.edu/internships/internship-readings/freire-pedagogy-of-the-oppressed.pdf
- ↑ Freire, P. Pedagogy of the Oppressed. (2005) continuum. https://envs.ucsc.edu/internships/internship-readings/freire-pedagogy-of-the-oppressed.pdf
- ↑ Freire, P. Pedagogy of the Oppressed. (2005) continuum. https://envs.ucsc.edu/internships/internship-readings/freire-pedagogy-of-the-oppressed.pdf
- ↑ Yosso, T. J. (2016). Whose culture has capital?: A critical race theory discussion of community cultural wealth. In Critical race theory in education (pp. 113-136). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9781315709796-10/whose-culture-capital-tara-yosso
