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JG: A progressive academic - Coggle Diagram
JG: A progressive academic
Problematizes the way MSU functions like a business, including its response to its recent HSI label. Yet, TENSION: CRITIQUES POWER/PRESSURE FROM PEERS AND FROM THE INSTITUTION, BUT NOT FROM PROFESSORS THEMSELVES (except in an interview with me). (Kind of like how acknowledging power imbalance absolves you from perpetuating it.) → I observed this in his RER article as well...WHICH IS INTERESTING, GIVEN THAT HE DOESN’T LEAVE MUCH SPACE FOR STUDENTS TO DISAGREE/PROVIDE AN ALTERNATE PERSPECTIVE (which goes against what he wrote about in ARTIFACT #5
Emphasizes Hispanic aspect of label over other criteria
But also says HSI’S SHOULD BE SCHOOLS THAT TOLERATE/ACCEPT EVERYONE, EVEN PEOPLE NOT IN OFFICIAL CRITERIA (VETERANS?, JEWS)
WHETHER SCHOOL IS RESEARCH INSTITUTION IS STRONGER INFLUENCE ON FACULTY PEDAGOGY THAN WHETHER THE SCHOOL IS AN HSI OR A PWI. BEING AN HSI DOESN’T NECESSARILY MEAN TEACHERS ARE BEING ADEQUATELY PREPARED→ Faculty focus on research, scholarship, and publications neglects the preparation of practitioners.
Teaching Philosophy: LESS ABOUT LEARNING SPECIFIC CONTENT AND MORE ABOUT BROADENING WAYS OF THINKING about the content
EMPHASIS ON KNOWING THE SELF, yet students do not seem to fully know themselves (at least, based on the interview and observation data: they are still ignoring dominant aspects of their identities). JG only sometimes brings up his own privilege
Student interviews: SEE THEIR MARGINALIZED IDENTITIES; HOWEVER, SOME HAVE HAD MORE PRACTICE THAN OTHERS WITH SEEING THIS. WHITENESS, PERHAPS, MITIGATES DISCRIMINATING EXPERIENCES WITH GENDER.
Student interview data: WHITE STUDENT EMPHASIZES GAINING ACADEMIC CONFIDENCE. HISPANIC STUDENT WITH LD EMPHASIZES EXPERIENCE
Antiracist academic
Recognizes that not all students come to MSU to affirm their Hispanic identity, even though he forefronts it when talking about the HSI label.
MIDTERM MORE AS INDICATOR OF HIS TEACHING AND STUDENT ENGAGEMENT, RATHER THAN STUDENT CAPACITY/SMARTNESS.
ATTEMPTING TO MAKE TESTING CULTURALLY RESPONSIVE AND INCLUSIVE, EVEN THOUGH THE VERY PREMISE OF AN EXAM IS NOT. USING IT TO TARGET STUDENTS’ WEAK AREAS TO SEE WHAT THEY KNOW
But, student interviews indicate the exam gave them academic confidence. So they were served in a different way.
Observation: Antiracist pedagogy
aligns with Nieto's multicultural framework he draws upon in ARTIFACT #3
Disability is simultaneously explicitly and explicitly mentioned.
ACADEMIC ACHIEVEMENT/ABILITY AS THE MAIN DIFFERENTIATOR IN THE CLASSROOM.
Sometimes this affects how he differentiates toughness/rigor.
TENSION: COLLEGE COURSEWORK CAN MITIGATE BAD HABITS DEVELOPED DURING K-12 SCHOOLING. BUT THIS ASSUMPTION IS SOMEWHAT DEBUNKED BY LACK OF COHERENCE BETWEEN WRITING AND CONTENT COURSES.
Observation: ABILITY AS FOUNDATIONAL TO THE FORMATION OF SCHOOLS, YET NOT ALWAYS EXPLICITLY STATED OR DISCUSSED
Observation: DISABILITY RIGHTS, FROM DSE PERSPECTIVE, PART OF THE CONVERSATION. BUT STILL MOSTLY FOCUSED ON STUDENTS WITH DISABILITIES, NOT PEOPLE WITH DISABILITIES
influenced by his own exposure to DS/E scholarship
HURDLE TO INCLUDING DIS/ABILITY: SCHOLARSHIP IS IN ACCESSIBLE TO UNDERGRADUATE STUDENTS
Social model of disability evidenced in his teaching and writing, but not always explicitly mentioned
Observation: DISCUSSING DISABILITY, BUT NOT PROBLEMATIZING CAPACITY AS AN IDEOLOGY THAT AFFECTS NONDISABLED MINORITIZED PEOPLE
SAFE SPACE: MORE IMPORTANT THAT THEY DEVELOP CRITICAL POSITIONS ON THE TOPIC THAN THAT THEY ARE COMFORTABLE/SAFE (OPPOSITE OF RH). SAFE SPACE GETS IN THE WAY OF ACADEMIC RIGOR
Observation: STUDENTS DO NOT FOREFRONT THEIR OWN (MARGINALIZED) IDENTITIES (AS JG ADMITTED IN HIS INTERVIEW) Observation: LACKS CLASSROOM COMMUNITY FOR STUDENTS (FROM HISTORICALLY MARGINALIZED BACKGROUNDS) TO FOREFRONT NEGATIVE EXPERIENCES
Presence of whiteness in the curriculum
PROBLEMATIZING SAFE SPACE. YET, PERHAPS THE ISSUE HERE IS MORE ABOUT CAPACITY/PROVIDING STUDENT SUPPORTS. So, in the first example, maybe the student hasn’t been taught how to disagree. In the second, maybe the student would rather admit he is a conservative than that he has a literacy gap.--> LARGER QUESTION IS WHY ARE STUDENTS ASHAMED TO ASK FOR ACADEMIC HELP IN HIGHER ED CONTEXT?
Would change pedagogy if teaching this class at a PWI
Yet, both he and students had to work through defining diversity
Recognizes intersectional experiences, but does not like the intersectionality theoretical framework
Observation #1: MISSING SOME OF THE INTERSECTIONS/NOT EMPHASIZING INTERSECTIONALITY IN A WAY THAT COULD HELP BETTER EXPLAIN SOME OF THE POINTS HE IS TRYING TO MAKE
SOCIAL CLASS OUTSIDE IS DEFINITION OF DIVERSITY, EVEN AS IT IS A CATEGORY OF DIFFERENCE IN DETERMINING HSI FUNDING AND EVEN AS HIS STUDENTS ARE DIVERSE IN TERMS OF HIGH SCHOOL ACHIEVEMENT
DIVERSITY IN TERMS OF PRESENCE OF HISTORICALLY MARGINALIZED IDENTITIES, NOT IN TERMS OF A RANGE OF IDENTITIES WITHIN A SINGLE CATEGORY OF DIFFERENCE. YET THIS SAME MENTALITY (PRESENCE OF HISTORICALLY MARGINALIZED IDENTITY) IS NOT QUITE DISCUSSED IN TERMS OF SOCIAL CLASS.
IDENTITIES INCLUDED: GENDER, RACE, ETHNICITY, IMMIGRATION/NUMBER OF GENERATIONS IN THE UNITED STATES, DIFFICULT LIFE CIRCUMSTANCES, DISABILITY, K-12 ACADEMIC ACHIEVEMENT, WORKING CLASS/FIRST GENERATION→ THESE CATEGORIES ALIGN WITH DEFINITION OF HSI
PROGRESSIVE EDUCATOR STANCE: WHAT WE DO IN THE CLASSROOM IMPACTS SOCIETY AND WHAT HAPPENS IN SOCIETY IMPACTS THE CLASSROOM (but still thinks he shouldn’t talk about Donald Trump -- LARGER ISSUES ARE DISCUSSED, AS WELL AS LOCALIZED EDUCATIONAL ISSUES. BUT STRAY AWAY FROM U.S. POLITICS, SINCE OUTCOME OF U.S. POLITICS IS “OBVIOUS”
Teachers can change the world (opposite of EM's perspective)
Observation: TENSION: INDICATES THAT TEACHERS HAVE GREAT INFLUENCE IN HIS INTERVIEW/EMPHASIZING POSITIVE NARRATIVE OF TEACHERS, UNLIKE EM (AS INDICATED IN THIS FIRST PIECE OF DATA), YET DOES NOT COMMUNICATE THAT SCHOOLS CAN HAVE LASTING, NEGATIVE EFFECTS (AS INDICATED IN THIS SECOND PIECE OF DATA
MOVING AWAY FROM ANTIRACIST PEDAGOGY BY NOT HOLDING INDIVIDUALS RESPONSIBLE?