Week 8 Reflection Week 08 Reflection Paper You will prepare for each week’s sessions by reading or watching a number of resources we provide you with (l

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Week 08 Reflection Paper



You will prepare for each week’s sessions by reading or watching a number of resources we provide you with (linked in each assignment and also available in the Files section of Canvas). Some of those resources will be required (denoted by being bolded and asterisked), and the remaining resources can be selected from the other posted resources. If you would like to read all of the resources, please feel free to, and these are certainly worth considering for your final paper.

Engaging in these resources will prepare you to participate in our class activities, which rely on you being familiar with the topics, concepts, and languages from the resources. We will sometimes provide you with additional video resources during our class sessions, and you may also return to the pre-class resources to continue your learning. You may also be inspired to find more resources for yourself or to make connections from our course materials to other courses or resources from your life.

After each week’s sessions, write a response paper where you share a story or stories from your life that engage with the pre-class resources and the in-class activities. You must connect your story to and cite at least 3 resources from the pre-class and in-class resources and include a reference list at the end of your response paper. Your entire response should be between 500 and 750 words total. This reflection must be submitted to Canvas by 11:59 pm PT at the conclusion of the second module for each week unless otherwise specified.

This assignment reflects our commitment to balancing resources from the shelves (what has been published for others) and resources from ourselves (our own experiences and understanding of our own lives). Elements of a story include a context (when and where are you and who else is there), and drama (i.e. action, uncertainty, change, and feelings). Your story/stories should comprise of 60-75% of your assignment. Your stories must do the work of bridging past to present to future.

· What is it that you are recalling from the past (whether your distant past or your experience in this class)?

· How is what happened in your story impacting you now? How are you feeling right now about what you are recalling and sharing?

· And what are you going to do with this story? How might this story to change? What’s the next right thing for you to do? What does it mean for this story to be a part of your justice – what you makes you feel whole, and well, and in just relationship with others?

The other 25-40% is explaining how your story connects with the shelf resources. For each prep & post, you need to cite and connect to at least three of the ten assigned resources. Use our EDUC 251 APA guidelines

(Links to an external site.)

to include in-text citations and a reference list at the end of your document. As you cite your references, please consider: what specific aspects of the resources are you connecting with? How do these connections leave you feeling? What do these connections or tensions tell you about the broader world? Do NOT summarize the resources as we have already read/watched all of them. We are most interested in your story and how you are connecting it to our course content.

If you don’t think that you have any stories to tell related to these resources, please share why you believe you don’t have any stories. Is it because your families, communities, or schools never talked about these topics? If so, why do you think that is? Is it because you have never thought about these topics in terms of diversity, equity, and social justice? What would it mean to begin developing stories that support you developing this understanding?

Again, these prep & post reflections should be 500-750 words including references and uploaded as a Microsoft Word document or PDF. (All UW students have access to Google docs through your UW email account. You can then download your Google doc as a Word document or PDF.) We require this so that our teaching team can offer you in-text feedback on each assignment. To view these comments after your assignments have been graded please click on the “View Feedback” button on Canvas.

References

Pre-Class Resources

· *** Cole, T. (2012 March 21). The white savior industrial complex. The Atlantic.

http://www.theatlantic.com/international/archive/2012/03/the-white-savior-industrial-complex/254843/

·
(Links to an external site.)

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· Erickson, M. (2015 September 8). Children don’t live in a vacuum: Why US education is not the ‘great equalizer’. TheGuardian.com. http://www.theguardian.com/education/2015/sep/08/us-education-is-not-the-great-equalizer

· (Links to an external site.)

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· Gonzalez, D. & Rhodes, S. (2020). Using Our Power to Transform Our Education. https://www.youtube.com/watch?v=jmxLyTBLBYM

· (Links to an external site.)

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· Khadar, A., Twink, A., Laurel, C., Tuitt, G., & Ynagni, K. (2020). Trans Day of Resilience. Forward Togetether. https://tdor.co/

· (Links to an external site.)

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· Libresco, L. (2015 December 3). Here are the demands from students protesting racism at 51 colleges. FiveThirtyEight. http://fivethirtyeight.com/features/here-are-the-demands-from-students-protesting-racism-at-51-colleges/

· (Links to an external site.)

·

· *** Lorde, A. (2007). The transformation of silence into language and action. In Sister outsider: Essays and speeches, (pp. 40-44). Crossing Press.

https://wgs10016.commons.gc.cuny.edu/lorde-poetry-is-not-a-luxury/

·
(Links to an external site.)

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· Narro, V. (2015 October 8). Let’s end burnout in the movement. Huffington Post. http://www.huffingtonpost.com/victor-narro/lets-end-burnout-in-the-m_b_8260260.html

· (Links to an external site.)

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· Parnell, J. (2016). Restoring hope. Al Jazeera English. https://drive.google.com/file/d/0B8kGDNLdBD8fRHowaHdJc0pzU3c/view?usp=sharing&resourcekey=0-CfnQpubqmTD2I34LCdeawA

· (Links to an external site.)

·

· *** Strauss, V. (2015 November 24). Teacher: A student told me I ‘couldn’t understand because I was a white lady.’ Here’s what I did then. The Washington Post.

https://www.washingtonpost.com/news/answer-sheet/wp/2015/11/24/teacher-a-student-told-me-i-couldnt-understand-because-i-was-a-white-lady-heres-what-i-did-then/

·
(Links to an external site.)

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· Webber Allen, N. (2017). Don’t suffer from your depression in silence. TED.com. https://www.ted.com/talks/nikki_webber_allen_don_t_suffer_from_your_depression_in_silence#t-413431

· (Links to an external site.)

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· Washington, J. & Evans, N. (1991). In N. J. Evans & V. A. Walls (Eds.), Becoming an Ally. In Beyond tolerance: Gays, lesbians, and bisexuals on campus, (p. 215-224). American Association for Counseling and Development. http://files.eric.ed.gov/fulltext/ED336682.pdf#page=215

· (Links to an external site.)

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· *** Yousafzai, M. (2014). Nobel peace prize speech. Malala Fund.

· https://www.youtube.com/watch?v=MOqIotJrFVM

· (Links to an external site.)

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In-Class Resources

· Anderson, S.M. (2016). What’s your issue? Graduate Center of New York.

· https://youtu.be/veGAqxq9T5g

· (Links to an external site.)

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·

· Becker, E. (2012). Honor the Treaties [Video file]. HonorTheTreaties.org.

· https://youtu.be/f2i0KwHsDFA

· (Links to an external site.)

·

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· Beckham, A. (2013). Eliminating gay as a pejorative from our lexicon. Ignite Boulder.

· https://youtu.be/Gxs78C3XGok

· (Links to an external site.)

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· Butler, S. (2012) : Cracking the Code: Joy DeGruy, A Trip to the Grocery Store. World Trust.

· https://youtu.be/GTvU7uUgjUI

· (Links to an external site.)

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· Eastern Washington University Athletic Department. (2015). You Can Play.

· https://youtu.be/Lg1n1lQj7QY

· (Links to an external site.)

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· Livingston, D. (2016). Graduate School of Education speech.

· https://youtu.be/5ZWaQux1CQ0

· (Links to an external site.)

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· Rothberg, F. & Samalin, J. (2012). Shit Men Say to Men Who Say Shit to Women on the Street. YouTube.com.

· https://youtu.be/8n9mdhPRzK4

· (Links to an external site.)

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Possible Story Stems:

What is a story from your life about learning what it means for you to be whole and well? How do you want others to hear and respond to your own story?

What is a story from your life about learning from someone else what it means for them to be whole and well? What is it that they have asked you to do in hearing and responding to their story?


Rubric

EDUC 251 Week 08 Rubric

Criteria

Ratings

This criterion is linked to a Learning Outcome

Did you try to tell a story?

Is there context, change, and dramatic feeling?

Full Marks

No Marks

This criterion is linked to a Learning Outcome

Did you try to use APA formatting?

Did you try to include in-text citations? Did you try to include a reference list?

Full Marks

No Marks

This criterion is linked to a Learning Outcome

Did you use APA correctly?

Did you have an appropriate reference list, in-text citations, and APA formatting in general? Were your citations and references APA appropriate?

Full Marks

No Marks

This criterion is linked to a Learning Outcome

Did your story show your world?

Did your story not only describe a moment but also provide perspective into your broader world? What does your story say about your identities both personally and socially as you move through this world?

Full Marks

No Marks

This criterion is linked to a Learning Outcome

Did you attend to systemic power?

Did your story acknowledge not only your individual agency and choices but also your positionality as having a systemically targeted or dominant identity? Did you discuss how this positionality places social pressures on some and social privileges on others?

Full Marks

No Marks

This criterion is linked to a Learning Outcome

Did you take up justice?

Where is the justice or injustice in your story? How are you defining justice in your story? Is it personal (yi)? Relational (ping)? Or social (gong) justice?

Full Marks

No Marks

This criterion is linked to a Learning Outcome

What’s next?

Did you describe what is next for you? What does it mean to carry your story with you moving forward? How does your learning shape your path forward? What is the next right thing for you to move towards justice?

Full Marks

No Marks

This criterion is linked to a Learning Outcome

How will you know?

How will you hold yourself accountable to justice and what is next for you? How will you know that you are whole and well? That those you are seeking to be in just relationship with are whole and well? Whom are you accountable to?

Full Marks

No Marks

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