1. Visual Representation Kumashiro
That Learning might be an uncomfortable process is perhaps counterintuitive and even disturbing thought, especially if we believe that for learning to occur our schools need to be safe and supportive environments….
Learning that the ways we have come to make sense of the world does not always work can be disorienting, which helps explain the signs of frustration, confusion and anxiety among so many of our students.
Kumahiro (P.29)

2. 74
The process of teaching involves not only what we do but also what we do not do, what we say as well as what we do not say, what we include as well as what we do not include, how we interact as well as how we do not interact. We can never teach in ways do not involve hidden lessons, especially hidden lessons that reflect the oppressive norms of society.
Kumashiro P. 37

3. Through anti-oppressive lessons and the collective process of dialoguing and the reflecting with students and teachers, the work towards dismantling oppressive classroom practices become a reality. Through such and education, students and educators can create spaces that parallel historical narratives to guide the present and to then use their voice to inform the future.
Kumashiro P. P.74
The history curriculum is not merely for learning about historical lessons from the past from a counter-narrative perspective. Rather it is about honoring the micro- and macro-aggressions throughout history.

4. II explain to my students that there are many ways to tell a story about a culture. Some stories can repeat the stereotypical knowledge that, while in some ways true, is certainly not all there is to know about that culture. Such stories may be easy to tell because they conform to what people already know or have experienced, or because they present a clear and simple picture that makes coming to “understand” that culture easy and doable.
Kumashiro P. 95

5. Knowing cultural norms was necessary to prevent miscommunication, especially given that norms of communicating in one cultural setting are not necessarily norms in other settings.
Kumashiro P. 106

6. The field of “foreign” languages is uniquely positioned to teach students that we always think within a cultural context and , therefore, that our knowledge, values, identities, and perspectives are always framed by the languages we use and the cultures that situate those languages. Having grown up speaking a certain language within a certain culture, we are all necessarily limited in our abilities to make sense of this world.
Kumashiro P. 111

7. All Pictures are property of Victor Thunderchild and Violet Thunderchild