CULTURAL AUTOBIOGRAPHY PREPARATION #2

Write one or two paragraphs that examine why you will need continually to self-interrogate to identify formation of assumptions about and based on paradigms throughout your career as an educator. Write one paragraph describing your understanding of the definition of critical consciousness. Write a paragraph of the implications for your identity as educator for each of the following: Ideologies: meritocracy, racial superiority, and white privilege. Write a paragraph regarding the genetic inferiority theory of inequality and the implication of this theory for yourself given current practices based on it. Write a paragraph regarding the cultural inferiority theory of inequality and the implication of this theory for yourself given current practices based on it. Write a paragraph related to your understanding of how law cases reflect socially constructed knowledge in which there may exist underlying ideologies and theories of inequality (i.e., how will you seek to “go beneath the surface” in investigating law related to education related to ideologies and theories)? Write two concluding paragraphs to this part of your identity as teacher paper stating the implications based on the informal responses you wrote to the two questions How might a teacher’s preference for preparing students to either fit into existing society by accepting the dominant narrative or preparing students to change society, either directly or indirectly, impact one’s teaching and relationships with students? Why have public schools not tended to include investigation of societal injustices (e.g., racism, classism, deficit thinking, cultural inferiority, etc.) that persist today in classroom and schooling practices. Readings: Jung-ah, C. (2008). https://files.eric.ed.gov/fulltext/EJ857639.pdf Unlearning colorblind ideologies in education class. The Journal of Educational Foundations, 22, 22–28. “Teaching to Change the World” Chapter 2: History and Culture: How Expanding Expectations and Powerful Ideologies Shape Schooling in the United States (pp. 29–59) By Oakes, Lipton, Anderson, & Stillman Robinson, K. (October 14, 2010). https://learn.redlands.edu/pluginfile.php?file=/587316/mod_page/content/36/rsa-lecture-ken-robinson-transcript. Transcript for RSA Animate–changing paradigms. 8 John Adam Street, London, WC2N 6EZ: Royal Society for the encouragement of Arts, Manufactures and Commerce. “Is Everyone really equal” Sensoy & DiAngelo, Chapter 5: Oppression and Power (pp. 60–73) Sensoy & DiAngelo, Chapter 8: Understanding the Structural Nature of Oppression through Racism (pp. 119–138) Sensoy & DiAngelo, Chapter 9: Understanding the Global Organization of Racism through White Supremacy (pp. 141–146)