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- Reading
- Tierney, 2013
- Christenson, 2004
- White et al., 2005
- Amatea, Ch. 1
- (browse online bookmarks list: http://delicious.com/tchammond/TLT404)
- Assignments
- WTL
- In CourseSite, post to class forum (and update your profile with a current pic)
- Start your individual thread and share it to my gmail address. In your first post, please briefly summarize the prior experiences you have had (if any) in diversity / multicultural ed. Did you take a course? Have a class session focused on identity, culture, or privilege/oppression? Attend a workshop? It doesn't matter if this was in college or in your K-12 experience. Out of these experiences, what worked for you or didn't work for you? What insights did you gain (if any)?
- Bring in an artifact for your personal sharing. (For example, I’m posting a URL to my flickr feed)
- Start working on Self-in-Context assignment
- Please let me know if you have any contacts with traditionally underserved families that might agree to participate in the Family & School Interview project. Just fill out this form. (If you have more than one contact in mind, you can fill it out multiple times.) Thanks!
- WTL
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- Housekeeping
- Conceptual work
- Opening anecdote: Classism and a car alarm
- Class in America
- Class inventory activity
- Sharing experiences of class, class-conciousness
- Self-disclosure: My middle name is (was) a car
- Playing mother-may-I with American household income
- 1979-2003, then we'll go back and do
- 1947-1979
- Examples of class as the Forbidden Subject
- First, the impact of class as Forbidden Subject: video on "Wealth Inequality in America" – clearly, we have no idea how bad it is.
- What do we talk about when we talk about tax policy? Handy (longer-term!) link to the National Taxpayers Union data. (Note that they would strenuously disagree with the argument I'm making, even though I'm using their data.)
- Why tax policy is urgent: Katherine Newman, writing in the NYT and summarizing her 2011 book, Taxing the Poor: http://opinionator.blogs.nytimes.com/2013/03/09/in-the-south-and-west-a-tax-on-being-poor/
- American History as a vision of progress? A history of competing social classes?
- Considering that most of us are (or grew up in) middle class / affluence, and that many students come from less economically advantaged backgrounds, how do we prepare to teach them? Well, here's a handy Framework for Understanding Poverty.
- I have an agenda to sell you
- Ruby Payne and Understanding Poverty.
- Book.
- YouTube channel from consulting arm (aha Process).
- Ramping up out of K-12 education: Bridges Out of Poverty.
- Criticisms of Payne's model: Bohn, Gorski, et al.
- E.D. Hirsch and cultural literacy.
- Ron Clark and...whatever label you want to apply to it. Sub-components
- Books.
- Ron Clark Academy.
- Things to buy (could this be you in ten years??)
- Teacher community: Great American Teachers Club– just $150/year!
- And to be fair: James A. Banks and multicultural education.
- And my agenda?
- Ruby Payne and Understanding Poverty.
- Special case of language & class
- Closure: Connection game
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