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Social Justice in Education, Mission: allow each person the freedom to be…

- - - - The same part of your brain that responds to a physical threat responds to an intellectual one (Inman, 2020)
      - biological way of protecting one's worldview (Inman, 2020)
        
        Worldview was never supposed to be a mansion, meant to withstand time; it is more like a condo that will eventually crumble (Inman, 2020)
    - - recognition
      - listen
      - change
      - hold oneself accountable and work to not letting the backfire effect get in the way from conversation and growth
  - - - will require persistence and constant focus
    - - treat all with respect, appreciation, and care
    - - defined: characterizing someone wholly as one negative characteristic (Skrla et al., 2009)
      - consequence of demonizing is one starts to see people in a globalized way (e.g. a racist, insane, etc.) (Skrla et al., 2009)
    - - engage those that won't talk, sustain conversation when uncomfortable, and "touches the third rail" (Skrla et al., 2009)
        
        recognize that YOUR TRUTH is not necessarily THE TRUTH
        
        We teach what we are taught; it is our responsibility to interrupt a negative cycle (Adams et al., 2000)
        
        Am I perpetuating or reinforcing negative messages, or am I seeking to challenge them? (Adams et al., 2000)
        
        Am I acknowledging and examining my own prejudices? (Adams et al., 2000)
      - Four Agreements: stay engaged, speak your truth, lean into discomfort, accept nonclosure (Skrla et al., 2009)
- - - - CLSD Board
      - Staff
      - Parents
      - Community/voters
      - Ohio DOE
    - - Students with disabilities
        
        CLSD, only time students with disabilities end up on our webpage is EOY Special Olympics
      - Students with a low SES
        
        Pay to Play
- - - - unequal school resources, systemic racism, unequal access to education, "living wage" inequalities
      - The function of deficit ideology: (1) morally justify existing social conditions by locating problem of inequality and (2) divert attention from SYSTEMIC CONDITIONS
        
        How to stop deficit ideology
        
        stereotypes and myths
        
        LOOK FOR
        
        locate the problem within the most disenfranchised
        
        lack of acknowledgement of systemic conditions
      - "the Scornful Gaze" (Gorski)
        
        focus should not be on how to fix the problem (ex: inequitable school funding) but how to fix those that are the most affected by inequitable school funding
        
        solution: focus on fixing the disenfranchised and not the actual issue
  - - - children often not receiving equal resources or extra supports in order to succeed (Carter & Welner, 2013)
- - - - "blamed for achievement gaps, neighborhood crime, high incarceration rates, while the system that perpetuates these issues remains unchallenged" (Emdin, 2017)
  - - - parents: "You can be friends with X, but you aren't allowed to develop feelings for him."
      - Moved to a whiter suburban neighborhood at the end of sixth grade (a seventh grade friend got pregnant)
      - parents didn't want to pay private school tuition costs to keep me away from disparities; why not just move to a different neighborhood?
      - Catholic School; diverse, but white majority
    - - Mostly white; data shows to follow trend (those who are disciplined tend to be white)
  - - - Strategies
        
        (1) Check yourself/no saviors here
        
        (2) be cognizant of cultural appropriation
        
        (3) call out racism (and use it as an opportunity to grow)
        
        (4) hire more teachers of color
        
        (5) work with curriculum and PD to make sure diverse voices are represented
- - - - !!! Every 32 seconds a child is born into poverty!
      - Poverty isn't held in inner-city; it is mostly outside of that (like where I teach!)
  - - - (3) rethink homework policy - it is a social justice issue
      - (4) work with stakeholders to have student access to hygiene, breakfast items
      - (2) mindfulness of at home science labs (materials)
      - (5) flexibility with parent teacher conferences (e.g. must they be in person? must they be during second shift? childcare options by NHS)
      - (1) work with stakeholders to allow adjustments with Pay to Play
- - - - gender roles are social constructs, not biological
      - based on culture and are not natural within the biology of our species
      - feminine attributes devalued in society and used as an insult for men ex: "Run like a girl."
    - - notion that "women are people" (Adams, et al., 2000, p. 320)
      - not man-hating
      - goal: end domination of women by men
      - major issues
        
        no concrete definition
        
        men are not equal (racism, classism), so which group are women striving to be "equal" to?
        
        notion that it is a middle class White platform
  - - - not homophobia; more like "they can't help who they are" pity opposed to hatred/fear/aversion toward
  - - - tampon and pad dispenser put lower for those in wheel-chairs, but in men's restroom for all menstruators