LS380 Glass Page

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Glass Discussion Notes

Actions: -work to educate, bring awareness -help victims as well as assailants: involve everyone in the issue -take action instead of relying on punishment -look deeper into the issue Teaching social justice: -we should start as young as possible because children are impressionable -teach acceptance -should be taught to everyone, not just certain demographics, because we can all learn from each other and it helps us understand where everyone else is coming from -teachers should be taught about cultural differences to prevent miscommunications and surprising situations -would help us avoid seeing in only black and white Classroom implementation: -introduce students to people of color who have participated in the fight for social justice

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Web Researchers: Team MAKKS

I found this link on the importance of family and community: http://www.education.nh.gov/instruction/school_health/health_coord_family.htm

This website has information on how to include families and communities in the classroom in a meaningful way.  It is written by a teacher who describes how she is able to bring families into the classroom and provides information on how other teachers can do the same thing.

http://www.responsiveclassroom.org/article/wonderful-wednesdays

This website includes information and teaching tools that incorporate Multicultural classroom assignments for elementary students. A big focus of this website is to have children bring their family and community experiences into the classroom to be shared with others.

http://www.tkcalifornia.org/teaching-tools/classroom-instructional-planning/culturally-responsive.html

This is an article that explains the importance of school, community, and family all working together to ensure learning.  It talks about ways that the community can help and be involved in schools.

http://www.e-lead.org/principles/connection.asp

This website have supportive information for families and social support within the communities contribute to students’ success.  

http://www2.edc.org/makinghealthacademic/concept/actions_family.asp

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Extension Activity: The Jellies

Take 1… and Action!

We will split the class in two groups:

Group 1: Hump Haters

Group 2: Hump Lovers

·         Each group will have ten minutes to come up with a skit that relates to a concept in the Glass reading.

·         Everyone in the group must be involved in the skit by either planning or acting.

·         After the groups plan their skits they will both perform their skits in front of the class. The skits need to last 3-5 minutes each.

·         After the skits are over the opposite group will have to explain the message they got from the skit.

·         If the opposite group did not understand the skit the group who performed the skit will need to explain the message of their skit.

…And Scene.

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Team Bloggers- Otters

Tanka Poem

Individual

Stand up, no matter the risk

Speak truth to power

Fight and struggle for justice

Open a humane future

  Found Poem

I and others were accepted targets of discrimination

those who targeted us would rarely suffer consequences

countless dinner table conversation that analyzed the injustices

made me conscious of my obligations and privileges

I learned to marshal courage to speak truth

motivation to take my place in the march

toward a more just society

If we care about social justice

if we learn from our own everyday experience

we can take our particular place in history

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Standing Up Against Special Needs Bullying

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Standing Up Against Homophobic Bullying

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Discussion Facilitators Team SMACK

“I knew that kids could be cruel and unfair, and that this need not have any relationship to my Jewish identity.” (pg. 67)

                Have you had to deal with cruel kids as a child?

                As a teacher, how would you deal with said situations?

  “And I learned that a little social justice pedagogy was fine for a few kids – the teacher and principal were happy as long as I kept these students out of the classroom and detention office – but not so welcome as a curriculum for all students in the school. Even social justice struggles could be tokenized, and ironically becoming props for the maintenance of the status quo” (pg. 70)

                When and where is it acceptable to teach social justice?

                Should it be taught universally? White communities vs. diverse communities?

  “So at the end of these stories, what can I say about learning about social justice from our everyday experience?  Such learning of course is no more straightforward than other kids of learning, and it benefits enormously from the facilitation of a caring and knowledgeable teacher.” (pg. 71)

                As teachers, would you incorporate social justice into the classroom, and how?

                Have you personally experienced it or seen it implemented during service learning?

  “Rather, social justice is constituted in a way of life, one embodied in the day-to-day struggle for equitable treatment and opportunity for all.” (pg. 71)

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Author Spotlight (DJ2CA)

Cultivating Compassion: Lessons Learned from Community and Family

Ronald David Glass

Santa Cruz link to Ronald Glass bio: http://education.ucsc.edu/faculty/singleton.php?&singleton=true&cruz_id=rglass

His own wesbite: http://people.ucsc.edu/~rglass/

Link to what Ronald Glass has done: http://ccrec.ucsc.edu/sites/default/files/RD%20Glass%20CV%20%28Selected%29%20Feb%2024%202013.pdf

Title

Associate Professor of Philosophy of Education,

Director, UC Center for Collaborative Research for an Equitable California,

Acting Associate Director, CITRIS - Data and Democracy Initiative

Division

Social Sciences Division

Department

Education Department

Affiliations

Center for Collaborative Research for an Equitable California

Phone

831-459-5188,

831-459-1991

Email

[email protected],

[email protected]

FAX

831-459-4618

Web Site

CCREC - UC Center for Collaborative Research for an Equitable California

Personal Page

Office

McHenry Library, 3122

Office hours

By Appointment

Campus Mail Stop

Education Department

Mail

1156 High Street

Santa Cruz, CA USA 95064

Research Interests

Moral and political philosophy of education; education as a practice of freedom; ideology and education; race and education; critical theories and education; collaborative equity-oriented reform in low-income, racially, culturally and linguistically diverse schools and communities; public learning processes and democratic deliberation.

Biography, Education and Training

Ph.D. Stanford University; Philosophy of Education

M.A. Stanford University; Philosophy

C.Phil. University of California, Berkeley; Philosophy of Education

Ed.M. Harvard University

B.A. Harvard University; cum laude, History and Science

Has a son and a daughter

Honors, Awards and Grants

Stanford University School of Education Faculty Award for Outstanding Teaching

Arizona State University Dondrell Swanson "Advocates of Social Justice' Award

Arizona State University Excellence in Diversity Award

Phoenix, AZ, Human Relations Commission Martin Luther King, Jr., Living the Dream Award

Selected Publications

1. Pia Lindquist Wong & Ronald David Glass. (2011). Professional development schools and student learning and achievement. In J. Neapolitan (Ed.), Taking Stock of Professional Development Schools: What’s Needed Now. New York, NY: Teachers College Press and the National Society for the Study of Education. Volume 110: No. 2., 403-431.

2. Ronald David Glass & Kysa Nygreen. (2011). Class, race, and the discourse of ‘college for all’. Democracy and Education. 19:1.

3. Ronald David Glass. (2011). Critical pedagogy and moral education. In J. Devitis & T. Yu (Eds.), Character and Moral Education: A Reader. New York, NY: Peter Lang Publishers. 227-239.

4. Pia Lindquist Wong & Ronald David Glass (Eds.). (2009). PRIORITIZING URBAN CHILDREN, TEACHERS, AND SCHOOLS THROUGH PROFESSIONAL DEVELOPMENT SCHOOLS. Albany, NY: State University of New York Press.

5. Ronald David Glass (Ed.) (2009). Philosophy of Education 2008. Urbana, IL: University of Illinois at Urbana-Champaign and Philosophy of Education Society.

6. Ronald David Glass. (2009). Education and the ethics of democratic citizenship. In Education, Democracy, and the Moral Life. S. Verducci, M. Katz, G. Biesta (Eds). Dordrecht, Netherlands: Springer Verlag Publishers. 9-30.

7. Ronald David Glass. (2004). Moral and political clarity and education as a practice of freedom. In Democratic Dialogue and Education: Troubling Speech, Disturbing Silence, M. Boler (Ed), New York: Peter Lang. 15-32.

8. Ronald David Glass. (2001). Paulo Freire’s philosophy of praxis and the foundations of liberation education. Educational Researcher. 30(2), 15-25.

Teaching Interests

Identity and Schooling

Ethical Issues and Teaching

Critical Pedagogy

Educational Reform

Schools, Communities, and Families

Ideology and Education

Critical Theories in Education