PURPOSE AND PRACTICE Thoughts for Merritt College DR. DARRICK - - PowerPoint PPT Presentation

Thoughts for Merritt College

PURPOSE AND PRACTICE

• DR. DARRICK SMITH,

UNIVERSOTY OF SAN FRANCISCO 2016

PIECES FOR TODAY

• Alameda County Public Health Department (2013). How Place, Racism, and

Poverty Matter for Health in Alameda County Presentation. Updated 2015

• Johnson, Jean, and Jon Rochkind. “With Their Whole Lives Ahead of Them:

Myths and Realities about Why So Many Students Fail to Finish College.” Public Agenda, 2009. http://eric.ed.gov/?id=ED507432.

• Ladson-Billings, G. (2006). It’s Not the Culture of Poverty, It’s the Poverty of

Culture: The Problem with Teacher Education. Anthropology & Education Quarterly, 37(2), 104–109.

• Ladson-Billings, Gloria. “Toward a Theory of Culturally Relevant Pedagogy.”

American Educational Research Journal 32, no. 3 (1995): 465–91.

• Martinez-Wenzl, M., & Marquez, R. (2012). Unrealized promises: Unequal

access, affordability, and excellence at community colleges in southern California.

POVERTY OF CULTURE

“We lack complex understandings of how individual, family, community, school, and societal factors interact to create school failure for some students.” – Gloria Ladson-Billings

DEMOCRATIC RACISM

• An ideology that permits and justifies

the maintenance of two apparently conflicting sets of values (Henry & Tator, 1994; p. 1).

IDEOLOGICAL INCONGRUENCE

For example, an individual may in theory support the ideals of employment equity, however they may be unwilling to see it implemented. The implementation of employment equity initiatives often become couched in the language of ‘reverse discrimination’ and regarded as taking placements in teachers college and jobs away from qualified white candidates (Solomon et. al., 2005).

EQUITY

• 1: justice according to natural law or right;

specifically : freedom from bias or favoritism

CALIFORNIA MASTER PLAN FOR HIGHER EDUCATION

The major features of the Master Plan as adopted in 1960 and amended in subsequent legislative reviews are as follows:

• 1. Differentiation of functions among the public

postsecondary education segments:

• 2. The establishment of the principle of universal

access and choice, and differentiation of admissions pools for the segments:

* UC was to select from among the top one-eighth (12.5%) of the high school graduating class. * CSU was to select from among the top one-third (33.3%) of the high school graduating class. *California Community Colleges were to admit any student capable of benefiting from instruction.

UC Educational Relations Department UC Office of the President, January 2007 More information can be obtained at: http://www.ucop.edu/edrelations

MISSISSIPPI FREEDOM DEMOCRATIC PARTY

UNITED FARM WORKERS

BLACK PANTHERS

YOUNG LORDS

In early 1970, Agnew argued that there was too high a percentage

• f Black students in college and condemned "the violence

emanating from Black student militancy." Declaring that "College, at

• ne time considered a privilege, is considered to be a right today,"

he singled out open admissions as one of the main ways "by which unqualified students are being swept into college on the wave of the new socialism."

Later that year, Roger Freeman--a key educational adviser to Nixon then working for the reelection of California Governor Ronald Reagan--defined quite precisely the target of the conservative counterattack: "We are in danger of producing an educated proletariat. That's dynamite! We have to be selective on who we allow to go through higher education."6

“The priorities have become out of whack over the years,” the governor told lawmakers. “I mean, think about it, 30 years ago, 10 percent of the general fund went to higher education, and 3 percent went to prisons. Today, almost 11 percent goes to prisons, and only 7.5 percent goes to higher education.” (A.S. 2010)

Study (Context)

• Current and Historical

Manifestations of Injustice

• Current and Historical

Forms of Resistance

• Local and Globalized

Contexts of Struggle

Reflection (Sub-Oppressor)

• Personal/ Community

Story

• Professional and

Personal Purpose

• Institutional Culture and

Operations

• Practice and Pedagogy

(teaching, counseling, and leadership)

EQUITY WORK AS ALLIED RESISTANCE

THE MASTER PLAN RENEWED UNITY, EQUITY, QUALITY, AND EFFICIENCY IN CALIFORNIA POSTSECONDARY EDUCATION- 1987 “Educational equity goes beyond the legal guarantee of access to

• education. It is an environment of fairness and responsiveness

necessary for each person to fully reach his or her educational potential.” “ We will not succeed as a society unless there is a commitment by the state and our educational institutions to equip all people to fully participate in and contribute to the growth of our social institutions.“

THE MASTER PLAN RENEWED UNITY, EQUITY, QUALITY, AND EFFICIENCY IN CALIFORNIA POSTSECONDARY EDUCATION- 1987

“The most important lesson to be learned from past failures is that programs to achieve equity cannot be treated as the responsibility of just another group or office.” “Institutional barriers such as faculty and administrator attitudes, differential treatment, discriminatory curricula, and indifference must be addressed. Equity must be incorporated into every function of every educational institution.”

THEIR WHOLE LIES AHEAD OF THEM

• Among students in four-year schools, 45 percent work more

than 20 hours a week.

• Among those attending community colleges, 6 in 10 work more

than 20 hours a week, and more than a quarter work more than 35 hours a week.

• Just 25 percent of students attend the sort of residential college

we often envision.

Study (Context)

• Current and Historical

Manifestations of Injustice

• Current and Historical

Forms of Resistance

• Local and Globalized

Contexts of Struggle

Reflection (Sub-Oppressor)

• Personal/ Community

Story

• Professional and

Personal Purpose

• Institutional Culture and

Operations

• Practice and Pedagogy

(teaching, counseling, and leadership)

EQUITY WORK AS ALLIED RESISTANCE

MOVING FORWARD

• Development of a strong, clear, and responsive institutional

identity.

• Development and framing of student support/ service

programs as key institutional resources.

• Professional development to improve pedagogy and

support practices.

• Supervision and support structures that guide personnel

through the challenging nuances of service.

• Strong community partnerships for outreach, consultation,

and collaborative support efforts.

PRAXIS

• It is not enough for people to come together in

dialogue in order to gain knowledge of their social

• reality. They must act together upon their

environment in order critically to reflect upon their reality and in so transform it through further action and critical reflection. (Freire Institute, 2013)

CULTURALLY RELEVANT PEDAGOGY MUST HAVE THREE CRITERIA:

• 1. Students must experience academic success;
• 2. Students must develop and/or maintain cultural

competence; and

• 3. Students must develop a critical consciousness

through which they challenge the status quo of the current social order (Ladson-Billings, 1995).

CLASSROOM CULTURE

• Safety
• Inclusive participation
• Varied Voices
• Shared teaching and Learning
• Be conscious of Microaggressions

REMEMBER…

• CRP is not racially relevant/ responsive - but inclusive of

race, culture, and identity as important considerations when teaching and designing curriculum.

• Praxis- the link between action and reflection- is essential

within the instructional relationship.

• CRP is not just about what is taught, but how one

teaches in a multicultural setting.