@evreigh@eckm8 A6: I think the history of this nation will always be a part of how education exists, however I think Kumashiro is moving towards immediate action, accepting the crisis and actively working towards change. It's not a "one day" idea, more of a "let's do this now" thought. #usfccc
@evreigh Q5:The word "difference" still manages to "other." It's more important to create a new reality of multiple perspectives, experiences, and knowledges. Educators should encourage curiosity and listening to understand, instead of teaching what is "different" than the "norm" #usfccc
This happens often in math where there are so many traditional algorithms and shortcuts to "solving" a problem. For the larger unlearning of traditional thinking, this requires patience and empathy to show students that you're not against them, you're here for them.
@evreigh I definitely think that what counts as knowledge in math is changing quickly in SFUSD, for the better. To have many methods, strategies, and ways of understanding is, to me, changing what knowledge is, and ultimately, what the dominant culture(s) is/are.
A3: In math, it's often that we do not make visible the connection of struggle and perseverance (in math and beyond) to activists' and leaders' actions in our community. I'd love to see math practices (analyzing, justifying, finding patterns) as tools in creating change. #usfccc
A2: I think using "anti-oppressive" is aligned with the act of resisting dominant cultures, systems and teaching pedagogy that perpetuates inequities within a classroom. I guess there are also ways to say the same thing that seem less harsh, but address the same reality. #usfccc