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What would our pedagogies look like if the White Gaze weren't the…

- - - - Confronting complacency and privilege
        
        Not enforcing a single perspective or authority. Not a focus on compliance
        
        Reframe communities and struggles in terms of their resiliency and strength in their struggle and not reduce them to their pain
        
        "multicultural places of liberatory education" -bell hooks
        
        Learning from eachother - teachers not as sole facilitator
- - - - all cultures can exist
      - representation of all cultures and heritages though traditions, music, language, etc.
      - more love and hope
      - look to who is teaching and who is learning- dichotomy
      - cultural pride and integrity in multicultural / multilingual classrooms
      - student autonomy and agency over learning and each learners experiences are embraced
      - pedagogies not tied to CCSS and what the dom. culture says is important to learn. More freedom in teaching and teaching to what students say is important- student VOICE AND CHOICE!
- - - - multilinguistic, multicultural classrooms
        
        Schools could be where culturals progress and evolve
        
        Pedagogies would take a more communal approach to language, communication and learning.
        
        Pedagogies wouldn't be tied to the physical classroom
        
        multiple representations/ expressions of learning
      - Interdisciplinarity
- - - - Funds of knowledge honoring the brilliance of our students
      - cross- and TRANS-disciplinary knowledge, including: cross/trans-cultural and cross-transspecies knowledge
      - knowing differently -- uplifting and honoring this
    - - kinship > ownership
        
        shifting prepositions like "on" and "in" to "with" in regards to our relationships to peoples AND places (e.g., learning WITH the Land, not ON the Land)
    - - DEEP LISTENING --> decentering "the individual" in favor of collective and reciprocal CARE