LS380 Rueda page

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Facilation DJ2CA

1.everyone has differences in their backgrounds, so everyone comes at social justice differently

you can't define SJ for one person, we are all individuals

all dependent on you environment and expirences

2. "life in a hat" viewpoint

working definition that is always changing

How would you get a child to explain their view of SJ?

-define the word seperatly

-give unbiased examples

-white privilege line

3. equal opportunities to all students

equal representation is maybe more important than just having opportunities because there will not be opportunities if there is not representation

give tools to make students successful, maybe more to some student than other s

Edu in Japan, don't move forward until everyone has got the one they are on, don't go by calendar but by knowledge; not equal but equitible

4. the people, they actually have a voice, they just go along because they think they don't; age vs stage

teachers, they spend a lot of time with students, teachers can plant seeds and change students little by little; should be incorporated into the circullumm

teacher, but to enable teachers to have the responsibility, it is a higher issue, needs to start at the gov, but need ppl involved to change the gov, full circle, everyone needs to be involved

some books are not allowed because of what parents believe

you have to push the envelope, screw the parent

start from the bottom, from the kids, the future and work your way up; strength in numbers

parent and teacher involvement together

stress relationship with parents so they support you

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This video talks about the benefits of bilingual education in our schools today. The video gives different examples of the types of bilingual education programs. 

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This video illustrates an interview with several teachers about English language learners. It provides teachers opinions about the program and how they work with those types of students. 

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This video also explains the effects that poverty has on early childhood education.

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This video describes how poverty can have detrimental affects on all aspects of a child's life. Poverty affects more than a students home life. 

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This video talks about the importance of education in a global economy with regard to social justice and creating a meritocracy.

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Author Spotlight: Who is Robert Rueda...

He is a professor. He has a Ph.D. in Educational Psychology, from the University of California at Los Angeles. While he  completed his postdoctoral fellowship at the Laboratory of Comparative Human Cognition at the University of California, San Diego in cross-cultural psychology.His area of expertise is in literacy, urban education, school-based assessment, specially of literacy, motivation in classroom, students in at-risk conditions, and language minority students in special education. Rueda is currently the Stephen H. Crocker Professor of Education at the Rossier School of Education at the University of Southern California,. There he teaches in the area of Psychology in Education.

He is a member of an extent associations like a member of Center for Urban Education, a member of the American Psychological Association, and the American Educational Research Association. As an internationally recognized expert in literacy and language minority students in special education, he has served on several national panels, including the National Literacy Panel on Language Minority Children and Youth, and the Panel on Minority Students in Special and Gifted Education for the National Research Council. He does other jobs like being the associate editor of the American Educational Research Journal. Most recently he was elected to the National Academy of Education.

According to an article written about his merits, Rueda’s research interests focus on sociocultural factors in learning and motivation. Most recently, he is focused in working on several research and writing projects, including short term motivational interventions in developmental mathematics settings; cognitive and motivational factors in academic achievement with urban high school students; examining friendship and peer relationships as factors in bullying; and examining research on motivational interventions in school settings.

Rueda also mentors Ed.D and Ph.D. doctoral students. His has a book out called “Urban Education: A Model for Leadership and Policy.

  The Otters

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Web Researchers: the Otterettes

  One of the most difficult challenges for teachers of English language learners to address is the question of special education services for ELLs. When is referral appropriate? How should the student be evaluated? This website offers resources to help teachers answer these questions and it also has a lot of information to understand and help English language learners and parents. http://www.colorincolorado.org/educators/special_education/

Pilar

Here is an article from Edweek talking about Justice in the curriculum for ELL students

http://blogs.edweek.org/edweek/rick_hess_straight_up/2012/01/justice_for_english_language_learners.html

Kelly

  Here’s a fun website for ELL students:

http://www.starfall.com/

Eiriz

  Here is another website. It is very informative on different aspects of diversity in the classroom including the topic of educating bilingual students.

http://www.education.com/topic/diversity-in-education/

Sam

  Here’s another website that discusses enhancing the opportunities for ELL students :)

http://www.bostonpublicschools.org/news/bps-dept-justice-agree-enhance-opportunities-english-language-learners

Brooke

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Team SMACK Extension Activity

The class will split up into five groups, each facilitated by one of our group members. Each person will write a short personal story about a time that they witnessed or was involved in an event dealing with compassion and social justice. It will be anonymous because after written it will be put into a cup. The task is to guess who the author of each story is based on what is said and what you know and observed about your classmates.

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Team Bloggers: Rueda

Shout Out Synopsis

  Team MAKKS

“ For individuals, a social justice perspective can be seen as a commitment to not obstruct the opportunities of others and to commit to helping maximize those opportunities where possible. For institutions and organizations, it is equivalent of an individual’s responsibility to consider the consequences of their actions” (pg 60).

  “While many of the classrooms were full of students working on endless drills and worksheets, one classroom stood out. In this classroom, students were active, engaged and collaborating. This particular class was a good example of the implementation of the “funds of Knowledge” work (Gonzalez, Moll, & Amanti, 2005), which sees students’ everyday experiences and out of school cultural practices and knowledge as cultural resources to build on for instructional purposes” (pg 61).

  “It also means shifting from the view that ‘We taught it, they should have learned it’ that is found in some schools to one of taking responsibility for maximizing student learning no matter what point of the latter they enter at, and providing basic things like a safe environment, high expectations, and qualified and respectful teachers.” (pg. 64)

  “One has to wonder how many other children in similar circumstances were not so fortunate to have this type of social mediation available to them.” (pg.  )

  “ It means providing a setting where students do not need feel ashamed of whom they  are or the language they or their parent speak allowing for a range of abilities such that students’ identities or self-efficacy are not damage because of thing they have not yet mastered” (pg. 64).

  “Students could be placed in special education on the basis of tests alone.”  (pg. 62)

  “During one of the classroom visits, after one of the debates had taken place, one of the research team members overheard a young girl in class ask, ‘Why don’t they like our language?’  in reference to the pointed attacks in the media and elsewhere related to bilingual education and immigrants.”  (pg. 62)

  “The classroom reflected the perspective the teacher held related to the education of her students in which they were active partners.  The room was full of reading materials and books that the teacher had acquired or purchased on her own.  Students were often observed working in pairs or small groups or reading or worked on projects and, as this was a bilingual classroom, classroom business was carried on in English and Spanish as the situation called for.  The contrast between this class and the others at the school could not have been more evident.” (pg. 61)

  Found Poem

  Porque no te gusta mi lengua?

Si no me dejas hablar mi propia lengua

entonces estaré mudo

porque no me puedo expresarme en la tuya.

Enséñame y no me ignores

Dejame demostrarte mi capacidad de aprender

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Dialogue Facilitators - DJ2CA

Cultivating Compassion: Lessons Learned from Classrooms to Educational

Robert Rueda

Questions:

“Definitions would likely be based on a variety of factors, like political orientation, gender, race, ethnicity, religious background, political and social philosophy, and other considerations.” (pg. 59, 1st paragraph)

1. Which do you think is correct? Are all of these correct? Why?

“Rather than attempting to answer the questions, “What is social justice?” I will attempt to answer the question, “What is my take on social justice?” (pg. 60, 1st paragraph)

2. What is your take on social justice?

“At the beginning of the article, I promised to provide my perspective on social justice, a personal perspective centered on the issue of social justice in education.” (pg. 63, 1st paragraph in Lessons Learned).

3. What does social justice in education mean to you?

4. Who should be responsible for making sure society is a just and fair place?

5. How does one implement policies promoting social justice?

6. Should government legislate for justice in society or merely rely on the compassion or good will of society?

“For individuals, a social justice perspective can be seen as a commitment to not obstruct the opportunities of others and to commit to helping maximize those opportunities where possible. For institutions and organizations, it is the equivalent of the individual's responsibility to consider the consequences of their actions.”

7. What can we as teachers, and individuals, do to not obstruct and to maximize our students opportunities? In schools as an organization, what can be done?

8. What are some ways we can help students NOT feel ashamed of the language they speak even in monolingual classrooms?

9. What is the difference between “social just pedagogy” (equality of opportunity) and “social justice pedagogy” (access to core knowledge and practices, provide opportunities to question, challenge, and reconstruct knowledge)?