Week 7: Frameworks for Critical Change & Teacher Education Grab a snack, chat with others, and begin to think about:  Think about your educational journey: College!  Think about: Does teacher education have the potential to interrupt subtractive schooling?  Complete at home: Course evaluation

Recap: COLLEGE! In your opinion, what issues currently impact Latinas/os (not only Mexican Americans) in higher education? Reading: Access to elite schools not only HSIs Gender imbalance Role of community colleges Latino cultural mores Latinas & Higher Education Hispanic Serving Institutions

Affirmative Action Affirmative Action After Ban Affirmative Action After Ban Spark Conversation Discuss both sides of the affirmative action debate. In your opinion, where are we missing the mark in providing equity in public education for communities of color in the US? OPPONENTS: Contest the concept of “critical mass” Oppose comprehensive admissions Challenge outreach programs Focus on racial disparities of SAT scores/GPAs of admitted students Challenge retention programs Pit Asian Americans against Black, Latina/o, US Indigenous

Frameworks for Critical Change 1. Subtractive Schooling 2. Dismantling Deficit Thinking 3. Funds of Knowledge 4. Community Cultural Wealth 5. Authentic Caring & Critical Care 6. Latino Cultural Citizenship

Subtractive Schooling Dismantling Deficit Thinking Angela Valenzuela (1999) Politics of difference Language History Identity What are the results of subtractive schooling? Richard Valencia (2010) Characteristics: Blaming the victim Oppression Pseudoscience Temporal Changes Educability Heterodoxy What are the results of an education system based on deficit thinking?

Funds of Knowledge Luis Moll (1992) Article: Funds of Knowledge for teaching: Using a qualitative approach to connect homes and classrooms in Theory into Practice Literacy Hidden home and community resources of students Students are thoughtful learners Meaningful assignments that acknowledge the home/ community knowledge of students

Community Cultural Wealth Tara J. Yosso (2005) Article: Whose cultural has Capital? A critical race theory discussion of community cultural wealth in Race, Ethnicity, and Education Aspirational Capital Familial Capital Linguistic Capital Social Capital Navigational Capital Resistant Capital

Politics of Caring & Schools Ethic of Care Noddings (1998) Authentic Caring Valenzuela (1999) Critical Care Rolón- Dow (2005) De Jesús & Antrop-González (2006)

Latino Cultural Citizenship “The notion of cultural citizenship challenges social analysts to attend with care to the point of view from which they conduct their studies. Too often social thought anchors its research in the vantage point of the dominant social group and thus reproduces dominant ideology by studying subordinate groups as a “problem” rather than as people with agency­­–with goals, perceptions, and purposes of their own” Rosaldo (2009)

Extra: Asset-based teaching practices Culturally Relevant Teaching: Ladson –Billings (1994) “Empowers students to maintain cultural integrity, while succeeding academically.” Students must experience academic success Students’ multiple worlds Critical thinking, consciousness, social justice Culturally Responsive Teaching: Gay (2002) “Using the cultural characteristics, experiences, and perspectives of ethnically diverse students as conduits for teaching them more effectively” Culture is more than race/ ethnicity

Teacher Education Interrupting Subtractive Schooling in Teacher EdToward a CRT in Teacher Education Discuss this short article with a peer. What did you learn about teacher education from this piece? How can this information promote praxis in your own work? Discuss this short article with a peer. What did you learn about teacher education from this piece? How can this information promote praxis in your own work?

¿Qué me llevo? Take home message Discuss with peers : What did I gain from today’s conversation? What should I share with others? What should I research further?