For each session, you will read/watch (at least) six resources. Four of those resources will be required resources that everyone resources (denoted by being bolded and asterisked below), and the remaining two resources can be selected from the other posted resources.
After completing the readings, share a story from your own life that demonstrates how you understand, connect with, or experience tension around this session’s resources. This assignment reflects our commitment to balancing resources from the shelves (what has been published for others) and resources from our selves (our own experiences and understanding of our own lives). Elements of a story include context (when and where are you and who else is there), and drama (i.e. action, uncertainty, change, and feelings). Your story should comprise of 60-75% of your assignment.
The other 25-40% is explaining how your story connects with the shelf resources. For each reflection, you need to cite and connect to at least three of the ten assigned class readings (at least two required readings and at least one elective reading). Use APA guidelines 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. 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?
Pre-class reflections should be between 500 and 700 words total.
Reflection assignments are due on Canvas by 11:59 pm Fridays.
Brown, E. (2016 March 8). A principal met a student she expelled, and it changed her approach to discipline. WashingtonPost.com. Brown (2016) Washington Post.pdf (Required.) (attached document)
Checkoway, B. (1996). Adults as allies (pps. 1-15). University of Michigan. http://digitalcommons.unomaha.edu/cgi/viewcontent.cgi?article=1036&context=slcepartnerships (Required.)
Holloway, E., Mahony, S., Royston, S. & Mueller, D. (2014). At what cost? Exposing the impact of poverty on school life (pps. 5-12). The Children’s Commission on Poverty. https://www.basw.co.uk/system/files/resources/basw_21941-5_2.pdf
Koyczan, S. (2013). To this day. TED.com.https://www.youtube.com/watch?v=sa1iS1MqUy4
Kray, K. (2015 February 7). Adults just don’t understand: Checking out our everyday adultism. EverydayFeminism.com. http://everydayfeminism.com/2015/02/everyday-adultism/
Lichtenstein, B. (2012 September 8). A terrifying way to discipline children. NYTimes.com. http://www.nytimes.com/2012/09/09/opinion/sunday/a-terrifying-way-to-discipline-children.html
Padawer, R. (2012 August 8). What’s so bad about a boy who wants to wear a dress? NYTimes.com. http://www.nytimes.com/2012/08/12/magazine/whats-so-bad-about-a-boy-who-wants-to-wear-a-dress.html (Required.)
Robinson, K. (2007). Do schools kill creativity? TED.com.https://www.youtube.com/watch?v=iG9CE55wbtY. (Required.)
Sampaco, S. (2015 November 26). Trauma trickles down: Confronting the dark legacy of American Indian boarding schools. SeattleGlobalist.com. www.seattleglobalist.com/2015/11/26/american-indian-boarding-schools-legacy-intergenerational-trauma-chief-seattle-club/44227
Shier, H., Hernandez Mendez, M., Centavo, M., Arrolida, I., & Gonzalez, M. (2012). How children and young people influence policy-makers: Lessons from Nicaragua. Children & Society, 2012. https://www.harryshier.net/docs/Shier_et_al-How_cyp_ifluence_policy-makers.pdf
Possible Story Stems:
Developmentally, it’s appropriate for parents and adults to have differential power relative to children and youth (e.g., we don’t need affirmative consent from infants to feed them). The question, though, is, what is the right balance? How does this balance change over time? And do people’s other identities shape influence how they are treated as children?
What is a moment in your life where you have appreciated that you can or cannot do something or be somewhere because of your age or life stage?
What is a moment in your life where you have appreciated that what you can do or where you can be is changing because of your changing age or life stage?
What is a moment in your life where you have felt the connection or tension of being with others who are either in the same life stage as you or in a different life stage?
Last Completed Projects
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