my whole life i have existed in majority white spaces. i went to a white school in a white town where i lived with my white family. i spent my summers at a white summer camp run by a white religious organization. i'm used to these kinds of spaces, and feel pretty comfortable in them. i know the right things to say at the right times. i know so well how to opperate in these spaces that i am so frequently told that i'm not really black, that i'm different than other black people. even though i know these messages are bullshit, they're hard not to internalize.   

Compiled notes on Ed class discussion toward our exhibit/thinking about our exhibit as educators:

Class discussion - response to silent discussion:

“Reading, writing, arithmetic

Are the branches of the learning tree

But without the roots of love everyday girl

Your education ain't complete”

-The Jackson 5, “ABC”

her shroud is loneliness, her god was listening. her heaven will be a love without betrayal

       This paper relates, contextualizes, and explains three terms used in Race Frameworks: A Multidimensional Theory of Racism and Education by Zeus Leonardo: hermeneutics of empathy, hermeneutics of suspicion, and racial realism. The terms are purposely separated to tell different racial and educational stories. These terms can be used as a form of empowerment and offer new truths. These terms, by providing a new vision of the racial predicament, can offer intellectual projects a means to question societal norms.

***IF YOU CAN, PLEASE READ AS AN ATTACHMENT, THANKS <3***

Alliyah Allen
Prof Jody Cohen

Race-ing Education

October 7, 2016

Calling the Theoretical to Practice: Owning My Story and Finally Dancing at the Party

“Representations are flimsy because they always require upkeep, updating, and upping the ante. While not easy to destroy, representations are contested even after they have been established. While they aspire to the status of incontrovertible truth, more often images manipulate our ability to reason, going around, rather than through it.” (Leonardo 117)

How does race affect the way we view language in education?
This is the question Nelson Flores and Jonathan Rosa pose in their article, “Undoing Appropriateness: Raciolinguistic Ideologies and Language Diversity in Education”. They note first that students who come from non-white racial or ethnic backgrounds, and who are classified as language learners who are unprepared for English-language academic work[1], are in fact being viewed through a lens which “frames their linguistic practices as deficient” – no matter how fluent and/or “appropriate” they are (Flores 149).

*this work is mainly without citation though i draw from many specific theories that i didn't make up myself. if you have any questions about where an idea came from, please let me know so i can clarify! all this stuff is jumbled in my head 24/7 so i often forget which book or which class it came from, or if i'm secretly brilliant and came up with it myself, but i can try!*

“In all, the Marxist compromise to legitimate racism while bracketing “race” at best is not without difficulties or at worst reproduces racism at the level of theory. This is unfortunate if Marxism otherwise could help explain the experiences of students of color.”