Guidelines for Learning
The authors offer the following Guidelines for maximizing your learning:
1. "Strive for intellectual humility."
2. "Recognize the difference between opinions and informed knowledge."
3. "Let go of personal anecdotal evidence and look at broader societal patterns."
4. "Notice your own defensive reactions and attempt to use these reactions as entry points for gaining deeper self-knowledge." In other words, resist getting angry or dismissing the content, using it as an exit point. Hang in there and seek to learn why certain content puts you on the defensive. Be aware of opinions, platitudes, and anecdotal evidence that may emerge as you grapple with this content.
5. "Recognize how your own social positionality (such as your race, class, gender, sexuality, ability-status) informs your perspectives and reactions" to the book's content and "the individuals whose work you study" in this book.
More books
The authors include quotes from the following books:
Borderlands / la Frontera: The New Mestiza by Call Number: PS3551 N95 B6 2012ISBN: 9781879960855Publication Date: 2012"The struggle has always been inner, and is played out in outer terrains. Awareness of our situation must come before inner changes, which in turn come before changes in society. Nothing happens in the "real" world unless it first happens in the images in our heads."
- Gloria Anzaldúa, from Boderlands / La frontera: The New Mestiza
Sister Outsider by Call Number: PS3562 O75 S5 2007ISBN: 9781580911863Publication Date: 2007-08-01"The master's tools will never dismantle the master's house."
- Audre Lorde, from Sister Outsider
#IsEveryoneReallyEqualSyllabus:
Chapter 1: Engaging Constructively in Critical Social Justice Learning - Definitions & Readings
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a·nec·do·tal e·vi·dence (noun)
1. (of an account) not necessarily true or reliable, because based on personal accounts rather than facts or research
Sources: Dictionary.com; Is Everyone Really Equal, p. 9
Works cited in the book
Intellectual humility vs Willful ignorance:
- Teaching Intellectual Humility, by Brian RobinsonFull cite: Brian Robinson. Teaching Intellectual Humility [blog post] Sept 24, 2018.
- White Guy Habitus in the Classroom: Challenging the Reproduction of Privilege, by Michael A. MessnerFull cite: Michael A. Messner. White Guy Habitus in the Classroom: Challenging the Reproduction of Privilege. Men and Masculinities, April 2000, 457-469.
- White Women Teachers Accessing DominanceFull cite: Carol Schick (2000) White Women Teachers Accessing Dominance, Discourse: Studies in the Cultural Politics of Education, 21:3, 299-309, DOI: 10.1080/713661167
Everyone has an opinion. Opinions are not the same as informed knowledge:
- Posttruth, Truthiness, and Alternative Facts: Information Behavior and Critical Information Consumption for a New AgeNicole A. Cooke. Posttruth, Truthiness, and Alternative Facts: Information Behavior and Critical Information Consumption for a New Age. The Library Quarterly 2017 87:3, 211-221
- Respect differences? Challenging the common guidelines in social justice educationFull cite: Sensoy, Ö. , DiAngelo, R. (2014). Respect Differences? Challenging the Common Guidelines in Social Justice Education. Democracy and Education, 22 (2), Article 1.
Available at: https://democracyeducationjournal.org/home/vol22/iss2/1 - Your Right to an Opinion Does Not Make Your Opinion Valid, by Cortney S. WarrenFull cite: Cortney S. Warren.Your Right to an Opinion Does Not Make Your Opinion Valid. Psychology Today, Posted Jun 19, 2017.
Moving beyond opinions and toward Developing quality questions:
Dumbing Us Down by Call Number: LA2317.G33 A3 1992ISBN: 086571231XPublication Date: 2004-12-01See: "The seven-lesson schoolteacher," in Dumbing us Down, pages 1-19
The presentation of dominant knowledge as neutral and universal:
Knowledge and Critical Pedagogy by
In a globalized neo-colonial world an insidious and often debilitating crisis of knowledge not only continues to undermine the quality of research produced by scholars but to also perpetuate a neo-colonial and oppressive socio-cultural, political economic, and educational system. The lack of attention such issues receive in pedagogical institutions around the world undermines the value of education and its role as a force of social justice. In this context these knowledge issues become a central concern of critical pedagogy. As a mode of education that is dedicated to a rigorous form of knowledge work, teachers and students as knowledge producers, anti-oppressive educational and social practices, and diverse perspectives from multiple social locations, critical pedagogy views dominant knowledge policies as a direct assault on its goals. Knowledge and Critical Pedagogy: An Introduction takes scholars through a critical review of the issues facing researchers and educators in the last years of the first decade of the twenty-first century. Refusing to assume the reader's familiarity with such issues but concurrently rebuffing the tendency to dumb down such complex issues, the book serves as an excellent introduction to one of the most important and complicated issues of our time.
Call Number: LC196 K555x 2008ISBN: 9781402082238Publication Date: 2008-07-14
