CRT i etnicke studije

by prckov 15/4/2022, 12:03

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ukratko, etnicke studije su "obrazovna" disciplina koja se temelji na ideji - ili si s nama ili si bijeli supremacist

[url=https://www.uclalawreview.org/yes-critical-race-theory-should-be-taught-in-your-school-undoing-racism-in-k-12-schooling-and-classrooms-through-crt/]Yes, Critical Race Theory Should Be Taught in Your School: Undoing Racism in K–12 Schooling and Classrooms Through CRT | UCLA Law Review
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Despite panicked calls from the right to keep Critical Race Theory (CRT) out of the K–12 classroom, the authors assert that CRT, one of many theoretical frameworks used in ethnic studies, is needed to address the entrenched status quo of well-documented inequity through racism in schooling. Rather than deny CRT is being taught in schools, the authors embrace CRT as a tool to disrupt the myth that educational decisions, policies, and practices are based on objectivity or neutrality. First, the authors describe how racism and injustice in schools today directly relate to the historical trajectory of schooling experiences of people of color and Indigenous people in the United States. Next, the authors offer how CRT in K–12 ethnic studies serves to disrupt inequities through antiracist teaching and pedagogy that names oppression, embraces racialized intersectional identities through community cultural wealth, develops counter-stories, and engages students in social activism to defy majoritarian supremacy. Last, through examples from K–12 classrooms, the authors show how CRT is indeed taught in schools and argue it’s teaching should become ubiquitous.

by prckov 15/4/2022, 12:09

CRT in education challenges the traditional claims of the educational system and its institutions toward objectivity, meritocracy, color-blindness, race neutrality, and equal opportunity. The critical race theorist argues that these traditional claims act as camouflage for the self-interest, power, and privilege of dominant groups in societal and individual transformation

by crvenkasti 15/4/2022, 12:10

jel postoje cetnicke?

by prckov 15/4/2022, 12:17

Ethnic studies educators utilize the five elements identified by Solórzano and Yosso: the intercentricity of race and racism with other forms of subordination; the challenge to dominant ideology; the commitment to social justice; the centrality of experiential knowledge; and the transdisciplinary perspective.[32] In particular, ethnic studies educators aim to disrupt the stereotypical and pervasive falsehoods evident in the
K–12 curriculum—most easily identified in history and social science content. Using the disciplines of history, English, mathematics, science, and world languages, as well as visual and performing arts, ethnic studies essentially deconstructs the dominant narrative and reconstructs it to embrace the experiential knowledge and intersectional identities of racialized and marginalized communities as the alternative to an outdated, racist and narrow definition of United States history, for example. The Liberated Ethnic Studies Model Curriculum Consortium explains the difference in approach:

For example, in a [typical] United States History course one might incorporate a lesson on the construction of the intercontinental railroad mentioning the contributions of the Chinese railroad workers. In contrast, an ethnic studies or Asian American Studies course would examine the patterns of immigration law, economic exploitation, racism, and colonialism from the perspective of Asian Americans.

by prckov 15/4/2022, 12:24

[size=33]II. Naming Oppression and Embracing Intersectional Identities[/size]

When applied to the interdisciplinary field of ethnic studies, Critical Race Theory (CRT) argues that race and racism are a part of everyday life for communities of color where ordinary experiences are informed by their encounters with racism—individual, interpersonal, institutional, and ideological. In order to disrupt oppression, the ethnic studies teacher must help students identify and name it. For example, a lesson wherein students learn about the aforementioned “four I’s of oppression”[size=10][36] and then identify which type of oppression is displayed in primary and secondary sources gives students the practice needed to name oppression of racialized groups. An example of this in practice is engaging students in analysis of a music video clip “Ice El Hielo’’ by La Santa Cecilia,[37] a bar graph of police killings by race over time, a clip from the documentary No Más Bebés,[38] and a Chinese laundry advertisement. Students are asked to identify which types of oppression—individual, interpersonal, institutional, or ideological are exemplified in each artifact. For example, the practice of sterilizing Latinx women post-childbirth in a Los Angeles hospital without their knowledge or consent in an example of both institutional and individual oppression. Through naming oppression, students in ethnic studies classrooms then gain the critical consciousness needed to change those oppressive structures.[/size]

by prckov 15/4/2022, 12:32

A teacher using a CRT lens would reason that changing racist educational structures requires students to embrace their racialized identity and its intersections with gender, religion, sexual orientation, languages, immigration status, ability, and other traits.[39] Using a CRT lens in ethnic studies recognizes the critical role that race plays in the educational experiences of students of color, while maintaining that historical and contemporary experiences are also influenced by other intersectionalities such as gender and class and that those intersectionalities can further marginalization and inequity

by prckov 15/4/2022, 12:57

Students can embrace their racialized identity and their intersectional positionality by highlighting their community cultural wealth, such as intellectual traditions and ancestral knowledge. What this looks like in one classroom in Los Angeles, is two teachers creating a schoolwide production called Canción del Inmigrante (Song of the Immigrant),[45] where students constructed a community counternarrative using puppetry, poetry, and plays to portray the way that Latinx immigrant communities survive racist immigration policies that often result in deportations, familial trauma, and family separation.

positionality = po teoriji socijalne pravde 'positionality' je mjesto di se neko nalazi na temelju svog (intersekcionalnog) grupnog identiteta i posljedicno njegovog odnsa na dinamiku moci u drustvu. Ukratko to je skup razlicitih relativnih statusa koji odreduju nekog kao privilegiranog tlacitelja ili marginaliziranog potlacenka kroz cijelu intersekcionalnu hijerarhiju. U biti izmisljena potlacenost ili privilegija koja nema veze sa objektivnoscu i stvarnim stanjem i razlozima razlicitih rezultata pojedinih identitetskih skupina u odnosu na (iskljucivo) bijelu rasnu grupu

by prckov 15/4/2022, 13:02

Ethnic studies courses center on the lived experiences of people of color and Indigenous people told as counternarratives that defy majoritarian supremacy.[46] In K–12, ethnic studies teachers use CRT methods and pedagogy to address the educational and social experiences of racialized communities as influenced by multiple forces including racial trauma, phenotypical stereotyping, cultural devaluation or appropriation, legal discrimination, and historical amnesia.

by prckov 15/4/2022, 13:05

A. Social Activism

Ethnic studies embeds community responsive practices such as youth participatory action research,[size=10][49] civic engagement, direct involvement in social movements or critical community projects as a means to creating a better, more equitable society. These critical participatory projects connect directly to the idea of working for social justice, a component of CRT.[50] Student involvement in social movements, civic engagement and other community responsive projects are necessary in ethnic studies, a field where social engagement is often considered the radical hope of ethnic studies[/size]

by prckov 15/4/2022, 13:13

We assert that using CRT in K–12 ethnic studies classrooms is the foundation for antiracist pedagogy and methodology. A quick look at the seven principles of ethnic studies, demonstrates why CRT is one of the many theoretical frameworks that complement ethnic studies.[size=10][52][/size]
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[*]Cultivate empathy, community actualization, cultural perpetuity, self- worth, self-determination, and the holistic well-being of all participants, especially people of color and Indigenous people;

[*]Celebrate and honor Native People/s of the land and communities of color by providing a space to share their stories of struggle and resistance, along with their intellectual and cultural wealth;

[*]Center and place high value on pre-colonial, ancestral, indigenous, diasporic, familial, and marginalized knowledge;

[*]Critique empire, white supremacy, anti-Blackness, anti-Indigeneity, racism, patriarchy, cisheteropatriarchy, capitalism, ableism, anthropocentrism, and other forms of power at the intersections of our society;

[*]Challenge imperialist and colonial hegemonic beliefs and practices on ideological, institutional, interpersonal, and internalized levels;

[*]Connect ourselves to past and contemporary resistance movements that struggle for social justice on global and local levels to ensure a truer democracy;

[*]Conceptualize, imagine, and build new possibilities for post-imperial life that promote collective narratives of transformative resistance, critical hope, and radical healing.

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by prckov 15/4/2022, 13:21

da naglasim, rasizam jedino postoji na relaciji bijelci i ostale rasne grupe, tj samo bijelci mogu bit rasisti jer po kritickoj rasnoj teoriji samo oni koji drze poziciju moci mogu bit rasisti, sve ostalo su samo rasne predrasude

tako je nedavno radi rasnih predrasuda jedan progresivac upuco 10-ak ljudi u new york-u

ah da, i ovo ce bit duga tema

by prckov 15/4/2022, 13:25

Through ethnic studies courses that utilize these objectives to guide student learning, CRT educated teachers can equip students to transform structural racism into a system based on equity, inclusion, and democracy. Through lessons, student experiences of oppression would be named in order for students to understand how their experiences are not anomalies, but directly related to the historical trajectory and social conditions facing communities of color and Indigenous people in the United States.

by prckov 15/4/2022, 13:26

Once student critical consciousness[54] is developed, students engage in social justice projects that benefit all of society. For example, at one Southern California high school, teachers ask students to brainstorm issues of injustice in their communities. These students situated in a predominately Asian American and Latinx community have identified how racism impacts the lives of undocumented students in their communities. The civic engagement projects in this district have ranged from establishing a dream center at the local high school to proposing a legislative proposal presented to the local school board and city council.[55] Other ethnic studies educators have concentrated on the school-to-prison pipeline, voter registration, planting gardens in the community for environmental justice, and more.[56] The idea of moving students from naming and analyzing injustice to actually engaging in constructing a better world is a central element of CRT

by prckov 15/4/2022, 13:29

In order for students to engage in social justice actions they develop counterstories to the stories told about people of color and Indigenous people. Since ethnic studies is an antiracist project, students are also encouraged to develop counterstories or counternarratives to the dominant voices in the traditional curriculum. The development of the counterstory is an indispensable element of critical race methodology in that it becomes a tool for exposing, analyzing, and challenging the majoritarian stories of racial privilege and can be used to shatter complacency, challenge the dominant discourse on race, and further the struggle for racial reform

by prckov 15/4/2022, 13:47

‘Liberated Ethnic Studies’ su implementirane u kurikul da stvore od djece radikalne aktiviste
bas kao sto je to i kriticka rasna teorija, fat studies, disability studies, gender studies, feminizam i slicno
jedna od organizacija koja stoji iza toga je "Union del Barrio". Oni su napravili obrazovni model namjenjen predskolskoj djeci pa nadalje, a kojem je cilj dovesti u pitanje sta je to 'normalno', tj ukinut normalno kao kategoriju

by prckov 15/4/2022, 13:53

Microsoft Word - D_3_PoliProgEng_2018.docx (uniondelbarrio.org)

The Political Program of Unión del Barrio Introduction…………………………………………………………………………... 02
Who We Are:

I. From Alaska to Chile – We Are One People Without Borders. …….…... 04
II. This is “Nuestra América” - We Are Indigenous Nations. ..………….…… 05
III. Ours is a National Liberation Movement Rooted in Class Struggle – We are Raza Internationalists. …………………………………...………… 07
IV. Dialectical and Historical Materialism Form the Basis of Our Strategies and Tactics. ………………..………………………............. 09

What We Want:
I. Self-Determination, Liberation and a Unified Nuestra América. ……….. 10
II. Participatory Democracy, and Socialism. ……………………..…………… 11
III. The Absolute and Unequivocal Liberation of Women. ……….………….. 12
IV. The Struggle For LGBTQ+ Comradeship. ……………..……………………... 13
V. Environmental Emancipation. ……………….……………………..…………. 14
VI. A Revolutionary Party for Raza Liberation. ……………….…………………

by prckov 15/4/2022, 14:02

As part of that third grade plan, there will be an ongoing evaluation by “promoting students to notice and speak up about normalization and dehumanization.

normalizacija je dehumanizacija marginaliziranih skupina, pa da

djeco vi ne smijete razmisljat i percipirat stvari i pojave na nacin kakve one stvarno jesu, takva percepcija realnosti pripada 19-om stoljecu. Ne, vi morate odbacit realnost i prihvatit ideju da je sve subjektivno i da je sve socijalni konstrukt. Prihvacanje realnosti samo vodi ka normalizaciji stvari, a kao sto znamo, djeco, normalizacija je opresivna, to jest normalizacija potlacuje manjine koje ta kategorija "normalno" ne pokriva. Zato vi djeco morate ucestvovat u tudjim deluzijama, pardon - prozivljenim iskustvima (istinama), da bi se tako izbjegla normalizacija stvari u drustvu, pa posljedicno potlacivanje manjinskih drustvenih skupina. Ali to se uci od malih nogu zato cemo danas ucit o tome kako je kapitalisticki sistem taj koji odrzava bijelacku privilegiju iako su bijelci statisticki negdje na 7-om mjestu po uspjesnosti i bogastvu u americi. Dakle, da bi shvatili tu naizgled kontradiktnost trebate jednostavno odbacit realnost i prihvatit narativ koji vam se nudi odozgo. Jer objektivno ne postoji, to je so nineteenth century. Inace kako cete drugacije bit u stanju usvojit cenzuru i zabranu slobode govora u ime zastite nase demokracije. Kako cete drugacije shvatit da mi (mi progresivci) trebamo tajno prebrojavanje glasova da bi zastitili moc i uticaj glasaca na izbore. Kako cete drugacije shvatit da mi moramo ratovat radi uspostavljanja mira, i na kraju kako cete shvatit da trebamo diskriminaciju da bi se borili protiv diskriminacije

by prckov 15/4/2022, 14:15

On March 13, Guadalupe Carrasco Cardona, a controversial proponent of “liberated ethnic studies” spoke several times at the National Educators Association’s leadership summit in Las Vegas on the “Pedagogies of Change” and “Ethnic Studies: Promise and Possibilities,” pushing a growing field of studies that teaches minority students they are victims of “intergenerational cultural genocide” and isolates white students and teachers for studies on “decentering whiteness.
The speaking slots at a meeting of one of the country’s two largest teachers’ unions underscore the growing influence of Cardona and a new Los Angeles-based nonprofit, Liberated Ethnic Studies Model Curriculum Consortium, that she cofounded, very much a part of the for-profit “woke-industrial complex” that angers parents with its focus on activism, not academics

Department of Education would create a model ethnic studies curriculum that school districts are “encouraged to use.

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CRT i etnicke studije Https%3A%2F%2Fbucketeer-e05bbc84-baa3-437e-9518-adb32be77984.s3.amazonaws.com%2Fpublic%2Fimages%2F05b750c8-68b6-48ce-b9a6-42e3041de657_815x436

by prckov 15/4/2022, 14:18

PEDAGO1.pdf (defendinged.org)

Advocacy ADV 100 Level
1: Foundational Level 2: Mobilizing and Power Building Elevating Indigenous Voice to Achieve Equity, Inclusion, and Leadership in Classrooms and Communities (Part 1) Through engaging activities and discussions, this session will provide actionable practices and training tools for educators and leaders to use to achieve equity and culturally proficient schools and communities. Participants may not feel comfortable or know where to begin, and that is okay! This presentation will provide foundational understandings concerning Native Americans, and how to best serve students and families. We will also demonstrate how to include diverse voices and perspectives to ensure educational achievement gaps are addressed and create communities that are equitable.

by prckov 15/4/2022, 14:20

Leaders for Just Schools: A Network of Advocates for Safe and Just Learning Environments Leaders for Just Schools (LJS) is a three-year professional learning experience, designed and facilitated by NEA members for NEA members. This program is developing a nationwide network of education leaders who:  Understand the connection between equity, racially and socially just schools, and federal, state, and local policy;  Empower students and teach them the skills that are essential to their success;  Support all stakeholders in achieving their full potential and reinforce the value of their input;  Create education systems where all students have an equitable opportunity for excellence; and  Understand how to use their voice to advocate for equity and just schools.

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CRT i etnicke studije