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What does it mean to be a socially just teacher in a socially unjust…

- - - - “I am constantly exposed to concepts of readiness that emphasize ways in which children and families should be made “ready” for school, but there does not seem to be an inverse expectation that the school and teacher become ready for and with the child.” pg. 104
      - Yosso: The stories, history, traditions, and cultures of everyone, especially recognizing the value of Students of colors that are passed from generation to generation can nurture and empower them.
      - Chen: Teachers should be attentive to their communications with families and be respectful of parent’s views”
      - Canella: We would become partners with young human beings, their families, and their communities in establishing goals for action that included recognition, decolonization, the struggle for justice, and the creation of caring communities in which all are justly perceived.
      - S-M/R-R: CRT
    - - Code-switching: changing dialogue to match the environment or person in conversation with.
    - - Cultural knowledge nurtured among familia (kin) that carry a sense of community history, memory, and cultural intuition.
        
        commitment to community well being and expands the concept of family to include a more broad understanding of kinship. Pg. 79
    - - Networks of people and community resources.
        Provide both instrumental and emotional support to navigate through society’s institutions.
    - - The skills of maneuvering through social institutions not created with Communities of Color in mind.
    - - Knowledge and skills fostered through oppositional behavior that challenges inequality.
    - - Ability to hold onto hope in the face of structured inequality and often without the means to make such dreams a reality.
  - - - Ideologies of Pathology
        
        Inferiority: Children from multiply minoritized backgrounds have been seen as biologically inferior
        
        Deficit: Children from multiply minoritized backgrounds have been seen as experiencing poor upbringing in their homes and communities and developing a deficit - language or cultural
        
        Cultural Difference: Children from multiply minoritized backgrounds have been seen as different from the colonial monocultural:
        
        Race/diversity is often coded as “cultural difference” in schools.
        “culture influences how society is organized, how school curriculum is developed and how pedagogy and policy are implemented” pg. 75
    - - To change: Reconceptualize the field as one in which younger human beings not only create their own voices but that we in our research and practice make every attempt to actually hear what is being said
        -dismantling of stereotypes that young humans voices are unfit, ineligible, or disqualified.
      - Reconceptualize the field as one in which younger human beings not only create their own voices but that we in our research and practice make every attempt to actually hear what is being said
        
        dismantling of stereotypes that young humans voices are unfit, ineligible, or disqualified.
    - - “assimilationist perspective,” leading a teacher like Zippy to view her role “as ensuring that ‘her students fit into society.’” The assimilationist perspective also invalidates the value of what students bring with them to the classroom, thus operating under the assumption that the place such students will “fit into” is on society’s lower rungs (Ladson-Billings, 2009, p. 24).” pg. 96
        
        “The teacher’s negative presumptions about the mother’s intelligence relative to her language and speech.” pg. 100
  - - - Educators most often assume that schools work and that students, parents, and the community need to change to conform to this already effective and equitable system.
  - - - Quality early childhood education must positively engage intersectional identities. to foster intersectional justice, quality must be redefined according to an epistemological frame that can account for and “describe the experiences and knowledge systems of peoples outside the dominant paradigm” # :
      - Children’s development is social, cultural, and historical; it will not follow discrete trajectories or certain timelines. that quality early childhood education must recognize and honor diversities, paying special attention to the centrality of knowledge emanating from the global majority
      - All children, families, and communities have rich cultural and linguistic assets and are “at-promise.”
        commits to cultivating and leveraging children’s translanguaging resources. This requires interrupting the racialization of multilingualism and the ingrained racism in early education programs
      - Quality early childhood education must center the voices, values, practices, and experiences of the global majority disrupting (a) the pervasiveness of racism in early education and in society and (b) the rights historically afforded by Whiteness
- - - - Being in tune with our strengths and limitations
        
        Teachers must first and foremost develop a strong understanding of their own biases, identity, and cultural beliefs
      - Gaining & Using Culturally Relevant Knowledge & Skills
        
        Teachers must take the time to develop knowledge of and participate in the local community.
        
        Teachers can also draw on student culture/background to develop lessons that inform their students to diminish bias or assumptions.
  - - - DAP remained centered on defining developmental appropriateness according to colonial white monolingual and monocultural norms
      - DAP has remained centered on Whiteness - perpetuating colonialism - difference means difference from Whiteness, monolingual, middle-class identities, values, and practices.
    - - "The concept of privilege makes the world seem less safe. We want to protect our vision of a world that is fair and kind and predictable." pg. 63
  - - - “Refutes dominant ideology and white privilege while validating and centering the experiences of People of Color.” pg. 74
    - - Intercentricity of race and racism #
        
        Race and racism are central, endemic, permanent, and a fundamental part of defining and explaining how US society functions.
        Inextricable layers of racialized subordination based on gender, class, immigration status, surname, phenotype, accent, and sexuality
      - Challenge to dominant ideology
        
        Challenges the notion of "neutral" research
        
        Exposes deficit-informed research that silences/ignores/distorts epistemologies of POC
        
        Traditional claims benefit the powerful and privileged dominant groups of US Society (white/white men)
      - Commitment to Social Justice
        
        Works towards the eliminations of racism, sexism, and poverty
        Empowerment of POC and subordinated groups
      - Centrality of Experiential knowledge
        
        CRT recognizes the experiential knowledge of POC is legitimate, appropriate, and critical to understanding/analyzing and teaching about racial subordination.
        Storytelling, family histories, biographies, scenarios, parables, cuentos, testimonios, chronicles, and narratives are all valued.
      - Utilization of interdisciplinary approaches
        
        CRT goes beyond disciplinary boundaries to analyze race and racism within historical and contemporary contexts.
        Drawing scholarships from ethics studies, women's studies, sociology, history, law psychology, film, theatre, and other fields