argue that it may be the most important roll. What does it mean to provide an equitable learning experience? How do we know if we are doing it? What/who is our measure? We can begin addressing this line of inquiry by applying critical theory. It is my responsibility to acknowledge that oppression exists, and that racism is real- and that it matters in the classroom. In order to create equitable learning opportunities, I have the responsibility to question (or or as the “whiteness” “ableness” “straightness”) normative value against which everyone is measured. Paramount to examining oppression is understanding the way power works in our society. This is what Lisa Delpit calls culture of 2006, p. 26) Power issues exist in classroom; “the power.”(Delpit, there are for participating in power, these rules are made by those in power. If you know the “codes” acquiring power is easier, those with power are often unwilling to believe they have it, and “rules,” those without power are often most aware of its existence. (Delpit, 2006, p. 24) Essential to creating more equity in the classroom is knowing how and why power hierarchies exist. My job is to recognize the and explicitly de-code for my students. As a practicum teacher, I am finding that these “codes” codes are everywhere- and it will be a labor of love to deconstruct them. Another necessary anti-oppression tool is Milner's conceptual framework for addressing opportunity gaps. This framework is pragmatic and easily applied. I think it is especially useful because it is so easy to in the classroom. This is how it works: do not be afraid to recognize how race plays see out in the classroom, in an individual or institutional way; reject the notion of a context-neutral classroom; look for and challenge deficit thinking- deficit thinking; evaluate and problematize challenge dominant cultural norms. (Milner, 2010, p. 14,15) I am coming to realize how easily teachers might slip into deficit thinking when considering a student's parents. One of my responsibilities is to value and honor the roll of the parent and caregiver; Yosso might see this as connecting to Critical
argue that it may be the most important roll. What does it mean to provide an equitable learning experience? How do we know if we are doing it? What/who is our measure? We can begin addressing this line of inquiry by applying critical theory. It is my responsibility to acknowledge that oppression exists, and that racism is real- and that it matters in the classroom. In order to create equitable learning opportunities, I have the responsibility to question “whiteness” (or “ableness” or “straightness”) as the normative value against which everyone is measured. Paramount to examining oppression is understanding the way power works in our society. This is what Lisa Delpit calls “the culture of power.”(Delpit, 2006, p. 26) Power issues exist in classroom; there are “codes” for participating in power, these rules are made by those in power. If you know the “rules,” acquiring power is easier, those with power are often unwilling to believe they have it, and those without power are often most aware of its existence. (Delpit, 2006, p. 24) Essential to creating more equity in the classroom is knowing how and why power hierarchies exist. My job is to recognize the “codes” and explicitly de-code for my students. As a practicum teacher, I am finding that these codes are everywhere- and it will be a labor of love to deconstruct them. Another necessary anti-oppression tool is Milner's conceptual framework for addressing opportunity gaps. This framework is pragmatic and easily applied. I think it is especially useful because it is so easy to see in the classroom. This is how it works: do not be afraid to recognize how race plays out in the classroom, in an individual or institutional way; reject the notion of a context-neutral classroom; look for and challenge deficit thinking- problematize deficit thinking; evaluate and challenge dominant cultural norms. (Milner, 2010, p. 14,15) I am coming to realize how easily teachers might slip into deficit thinking when considering a student's parents. One of my responsibilities is to value and honor the roll of the parent and caregiver; Yosso might see this as connecting to Critical
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