1. AT107 Curriculum Controversies Class 8 Janice E. Jackson, Ed.D.

2. AGENDA Housekeeping Building a Community of Learners Reflections on my own learning Critical Pedagogy Feminist Theory Critical Race Theory Policy Perspective Multicultural Education

3. Critical Pedagogy Critical pedagogy teaches us to name, reflect critically, and to act. (p.17) Critical pedagogy forces educators to look again at the fundamental issues of power and its relationship to the greater societal forces that affect schools. (p.25) -Joan Wink Critical Pedagogy: Notes from the Real World

4. Critical Race Theory (Calmore, 1992) As a form of oppositional scholarship, critical race theory challenges the universality of white experience/judgment as the authoritative standard that binds people of color and normatively measures, directs, controls, and regulates the terms of proper thought, expression, presentation, and behavior.

5. Critical Race Theory (Ladson-Billings & Tate, p.48) 1. Race continues to be a significant factor in determining inequity in the U.S. 2. U.S. society is based on property rights. 3. The intersection of race and property creates an analytic tool through which we can understand social (and, consequently, school) inequity.

6. Critical Race Theory- more key concepts origins in the principle of “color- blindness” (Justice Harlan in Plessy v. Ferguson-Tate p. 202) Bell (Tate, p. 216) -concept of legal storytelling (Tate, p. 218) -the constitutional contradiction -interest -convergence principle -price of race remedies

7. Critical Race Theory- more key concepts Delgado (Power of stories) (Tate, 219) -reality is socially constructed -stories are a powerful means for destroying and changing mind-sets -stories have a community-building function -stories provide members of out-groups mental self-preservation -New breed of “Imperial scholars” (Tate, 221) -Exam “cultural determinism” (Tate, 222) -Supports “cultural nationalism” (Tate, 224)

8. Critical Race Theory- more key concepts Crenshaw (Tate, 231) 3 concepts that guide her examination of race and gender in the U.S. -Structural intersectionality (Tate, 231) -Political intersectionality (Tate, 232) -Representational intersectionality (Tate, 232)

9. Critical Race Theory Which concepts from critical race theory were addressed in Obama’s speech on race? How would you respond to high school students who heard the speech and wanted to analyze it in class?

10. Policy Perspective What do you think of Fowler’s notion of power and how it is used to shape education policy? Name education policy issues that you would want the next president to address. What are the values and ideological positions behind them?

11. Goals of Multicultural Education (Standifer) Help students… develop positive and realistic self- concepts regardless of background 2. understand that both sexes and diverse racial/cultural groups have contributed to the heritage of the U.S. and enriches our country

12. Goals of Multicultural Education (Standifer) Help students… 3. Understand that all persons are members of the human race and have common needs, feelings, and problems, while stimulating an appreciation for the uniqueness of each individual and cultural group 4.develop positive interpersonal and intergroup communication techniques as well as motivation to play an active role in the societal conflicts.

13. Join a conversation on education policy among Ladson-Billings,Tate, Standifer & yourself. Delineate the key points that might be made by each.

14. What does all of this mean for teaching and learning in schools?