Near the end of his powerful text, Duncan-Andrade wrote (2009), “We must implore our colleagues to recognize that our damaged petals, and those of our students, are not what need to be reformed out of us; they are what need to be celebrated about us. Each time we convey this—the true value of the painful path—we are building critical hope in the person next to us who wonders if they, too, can make it through the crack” (p. 192).
During phase one of this work (in December 2021), we began unpacking why “normal” schooling conditions are problematic (at best) and destructive (at worst). We also started articulating how normal policies and practices look at our schools, identifying the racist and ableist roots of this stance. Finally, we began brainstorming ways to challenge and upend normal teaching and learning approaches, as they apply to students who have been marginalized historically at the locations of race and ability (in particular).
In this spring 2022 series, we will use our fall work as a foundation to take tangible action to upend normal approaches to teaching and learning on the path to educational justice. Using a case study approach, we will return to Duncan-Andrade’s (2009) groundbreaking text to center our work (i.e., “Note to Teachers: Hope When Growing Roses in Concrete”). This will build on the work we did last semester to articulate why “normal” schooling conditions are problematic and identifying racist and ableist roots of this stance.
During our first session, we will return to Duncan-Andrade’s text to map its main themes and identify points of connection to our teaching and settings. We will also use a case study to begin our application of critical hope as a curricular and behavioral intervention for this student’s success.
Live participation in all sessions is highly recommended. Participation last semester is not necessary for this follow up series.
Speaker: Pamela Jones