1) Hybrid

OED – "The offspring of two animals or plants of different species, or (less strictly) varieties; a half-breed, cross-breed, or mongrel. " "Anything derived from heterogeneous sources, or composed of different or incongruous elements; in Philol. a compound formed of elements belonging to different languages."  

Etymology: "Latin hybrida, more correctly hibrida (ibrida), offspring of a tame sow and wild boar; hence, of human parents of different races, half-breed."

Urban dictionary -  "To make something of little or no significance sound a tiny bit cooler."

Techdictionary.com - "Combining two different technologies or systems."

EVOLVING

**as a verb

OED

1. opening; unwinding, uncoiling

2. of a gas or vapour: issuing forth, emitted, esp. as the result of a chemical reaction

3. that is in the process of evolution; developing, changing

Dictionary.com

1. to develop gradually:

2. to give off or emit, as odors or vapors.

3. to come forth gradually into being; develop; undergo evolution

Urban Dictionary

GREEN

OED:

 Of a colour intermediate between blue and yellow in the spectrum; of the colour of grass, foliage, an emerald, etc.

Merriam-Webster Dictionary:

[There were ten varying definitions so I selected a few that stood out]

1. Of the color green

2. Youthful, vigorous

3. Deficient in training, knowledge, or experience <green recruits>

4. Often capitalized :  relating to or being an environmentalist political movement

Urban Dictionary:

In Chapter 1 of Against Common Sense, Kumashiro poses the teacher as a researcher as an approach to teaching that has potential for anti-oppressive teaching but has not yet gotten there. The part of the section I found most interesting was the author's assertion that as well as building knowledge, the teacher learning to teach had to examine the knowledge they already had, but beyond that, the knowledge they didn't have, wouldn't build, or wanted to dismantle. It's interesting for me to think about the position of the teacher as someone who is unlearning or doesn't "know" because when we take away knowledge as a marker of a teacher it totally destabilizes our definitions.

"By saying that teachers are professionals, we fix the identity of the "teacher"...I am not saying that teachers are not professionals, nor am I saying that teaching should not be a profession. I am saying, however, that we need to trouble the commensensical notion that increasing the professionalization of teaching will help to address oppressions in schools and society. After all, there are many ways to define groups of "teachers," and different defintions can lead to different changes" (16). 

            Michael Maniates explains that often environmental science can be an ecological alternative to other natural sciences, though he also argues that this field of study should be more open to other disciplines and incorporate insights and perspectives from multiple lenses. He goes further and explains that to only address the scientific aspect of environmental issues, but specifically climate change, does not include the intersecting issues of race, class, geographical location, and other educational fields.

Interdependence

OED:

The fact or condition of depending each upon the other; mutual dependence.

Urban Dictionary:

A relation in which independent objects or individuals are dependent on each other, meaning that they're affected reciprocally.

Longman Dictionary of Contemporary English:

a situation in which people or things depend on each other 

History: This word comes from the Latin prefix inter- meaning “between” and Middle French word dépendance meaning “dependence.”

Home 

OED:

Kumashiro's work really spoke to me as interesting to think about in relation to Bryn Mawr College (and perhaps other small liberal arts colleges), especially in light of recent events that have been happening around campus. In particular, I found it a perfect time to be reading this work, with today being a community day of learning. When thinking about frameworks for anti-oppressive education, I think about my experiences at Bryn Mawr and wonder if Bryn Mawr functions on such a framework - or hopes to function in such a way. Today's events speak to me as an aim to do exactly what Kumashiro hopes for anti-oppressive education frameworks, by "recentering education on issues of social justice, that is, on a social movement against oppression" (Kumashiro XXIV).

I found Kumashiro's section of "Anti-Oppressive Education" to be extremely compelling. He very clearly explains his ideas on what is currently happening in (most) schools, and what education reformers need to focus their efforts on:

 "The question for educational reformers is not whether schools should be addressing issues of oppression. Schools are always and already addressing oppression, often by reinforcing it or at least allowing it to continue playing out unchallenged, and often without realizing that they are doing so. The question needs to be how schools should be differently addressing issues of oppression.”  (XXXVI)

Experience

"The action of putting to the test; trial"

"A tentative procedure; an operation performed in order to ascertain or illustrate some truth; an experiment"

-Oxford English Dictionary