Major comments from Minor Part II

In teaching, we sometimes tell our students that they have to do something more to be part of the community.

Buy in to get commuity

• Work harder and you will get this.
• recess, play time, chance to do homework, go to assembly...
• Is this fair?

"We can be more attentive to the systems that drive the outcomes..curriculum, pedagogy, and classroom culture.

Questions to Consider

• How can we be more attentive to school-based outcomes?
• What mechanisms or structures would allow for that?
• How will we defend those mechanisms from falling apart to exclusivity? (Thomas Jefferson in his notebook stored in Columbia)

Have working defintions of terms

define

• inclusivity
• empathy
• flexibility
• racism classism. abelism homophobia privilege ally /accomplice. oppression/power
• intersection

"racism, sexism is not a personality trait, not levles of kindness, instead

they are systems, rules, traditions, that govern a place that lead to inequity outcomes for particular people."

inequity

• gender pay gap
• What are the issues that surround this issues?
• How is this a system of inequity?

Where does systems of inequity show up?

• decorations. classroom culture
• grading/expectations
• discipline policies
• curriculum. recess habits
• adult/student relationships
• family communication
• community traditions
• seating arrangements. classroom procedures

How can this change?

• talk with school leader
• time invested/spent
• who we choose to hear
• asset/deficit orientation
• investment of resources
• democratic practices
• flattened hierarchies

"Change happens not from knowledge, but from doing the work." (Minor, 2020)

Minor's Radical Possibility

• How to identify and change the things that are not working.
• How to do and trust my own school research.
• How to communicate my ideas in ways that honor what I am learning.