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Welcome Bennion Teacher Scholars! 2021 Bennion Teachers' Workshop Hidden in the Shadows of Democracy: Engaging & Teaching the Strength of Race and Difference

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Welcome Bennion Teacher Scholars! 2021 Bennion Teachers' Workshop Hidden in the Shadows of Democracy: Engaging & Teaching the Strength of Race and Difference Welcome Bennion Teacher Scholars! 2021 Bennion Teachers' Workshop Hidden in the Shadows of Democracy: Engaging & Teaching the Strength of Race and Difference COURSE PACKET 1 of 217 TABLE OF CONTENTS Syllabus.............................................................................................................................3-6 List of Activists and Organizations....................................................................................7-8 Community Circles Exercise.................................................................................................9 DAY ONE READINGS Black Panther Party 10-point Plan......................................................................................11-13 The Young Lord's 13-point Plan........................................................................................14-19 The Trail of Broken Treaties 20-point Program...................................................................20-32 Day One Reflection Questions...............................................................................................33 DAY TWO READINGS Brayboy & Lomawaima reading.........................................................................................35-47 Pewewardy, Lees, and Clark-Shim reading.........................................................................48-80 DeMatthews reading........................................................................................................81-89 Loutzenheiser & Erevelles reading.....................................................................................90-96 Day Two Reflection Questions................................................................................................97 DAY THREE READINGS The Complexity of Identity: "Who Am I?"........................................................................99-104 Collectors, Nightlights, and Allies, Oh My!.....................................................................105-125 Day Three Reflection Questions...........................................................................................126 DAY FOUR READINGS Shea & Awdziejczyk reading.........................................................................................128-132 Shapiro & McDonald reading........................................................................................133-147 Singh "Reclaim Your Whole Racial Self".........................................................................148-167 Singh "How to Be a Racial Ally"....................................................................................168-185 Day Four Reflection Questions.............................................................................................186 DAY FIVE READINGS Vakalahi & Hafoka reading............................................................................................188-204 Sue, et. al. reading.......................................................................................................205-214 Day Five Reflection..............................................................................................................215 Final Project Description and Rubric.........................................................................216-217 2 of 217 Bennion Teacher Workshop Hidden in the Shadows of Democracy: Engaging & Teaching the Strength of Race & Difference Summer 2021 During the week, participants will learn to: COURSE DESCRIPTION LEARNING OUTCOMES This will not be just another May 25, 2021 marked the one-year • Identify misinformation and "diversity" workshop. Prominent anniversary of the murder of George misunderstandings they may have Floyd, an event that sparked a scholars will provide brave spaces for consciously accumulated over the worldwide reckoning with issues of BTS to learn and develop a program years and replace them with racial inequality. Americans or lesson plan for their students, staff, responded, protesting the realities of strength-based knowledge, racial injustice in the cities across the and/or faculty based on principles of • Develop pedagogical tools, country. For many individuals, this equity, inclusion, and social justice. curriculum, and materials rooted in may have been the first time they With a regional focus in mind, social justice, recognized the depth and breadth of participants will learn about the • Define an anti-racist, culturally based discrimination in the United States, in experiences of Black, Indigenous, approach to teaching, their communities, and in their • Identify strengths of students and Latiné, Polynesian, Refugee, LGBTQ+ classrooms. From book clubs to communities traditionally corporate campaigns, the country has students and students who navigate characterized as marginalized, been inspired to engage in deep this world with a disability. By the end troubled, and problematic, and thought and discussion in the of this workshop, BTS will have access • Develop a lesson plan or program creation, development, and to or develop practical materials to based on selected organization/ advancement of racial discrimination. share in classrooms and/or activist. The 2021 Bennion Teacher Workshop conference rooms. is dedicated to helping educators transform hard conversations about racism and difference into meaningful action. This week, Bennion Teacher Scholars (BTS) will meet or engage with experts on topics such as anti- racism, (dis)ability rights, refugees, and resilience. BTS will also hear directly from students about their experiences with the teachers who made a difference in their lives. This week, we hope to help teachers, graduate students, and administrators make sense of and reflect on the lessons from this tumultuous year. THE DIRECTOR YOUR TEXTBOOK THE AUTHORS Dr. Marisela Martinez-Cola, JD/PhD (pronounced Ma-dee-seh-la) ZOOM OFFICE HOURS: Tuesday and Thursday Noon to 7:00 pm via appointment Sign-up links are available for both days Based on five years of ethnography and interviews 678-787-6467, please text first with more than 170 people, Diamond and Lewis CELL PHONE: dig deep to uncover explanations for why racial inequalities persist even in a well resourced school. TWITTER: @MiChicana4ever While the book discusses Riverview High School (a pseudonym), it could be any school in the United www.michicanaphd.com States what is well-resourced, well-intentioned, and WEBSITE: still struggling with the "racial achievement gap." PAGE 1 3 of 217 This syllabus and schedule is subject to change at any time. Please check Canvas for any addenda posted or changes announced. COMMUNICATION The final type is the Determined Because the workshop only lasts one participant. This participant comes in with COMPUTING ISSUES During this dynamic, hybrid online week, I encourage you to feel free to an understanding that will most likely workshop, you will receive a unique contact me with any questions, concerns, make mistakes, say something "wrong," Zoom link for each day. This is to or requests for clarification. Email is the or not know information. But instead of prevent any unwelcome party to join the best way to reach me, I usually answer shutting down, they open themselves up workshop. them within an hour if not immediately. even more. They acknowledge their The second best way to reach me is via feelings and talk about them rather than If you experience technical difficulties, text message. Please be sure to identify stuff them away. They are ready to please call or email IT Services at (435) yourself in the text. If you need to speak examine themselves, their family, and 797-HELP or email [email protected]. with me, please do not hesitate to call. their work spaces critically and Before you do, please text me first. compassionately. Sometimes these Generally speaking, I do not pick up participants have the grandest plans and DAILY ASSIGNMENTS Between Monday and Thursday, BTS will phone calls I do not recognize. My goal is sincerely intend to complete them all. receive a daily assignment related to their to be there for you as you develop However, when they inevitably do not final project. These assignments are due by insights or identify struggles. complete their goal, they feel bad about 10 pm the following day. This allows me to themselves and their determination provide substantive feedback on all the begins to wane. While I love these WHAT YOU MAY EXPERIENCE assignments in a timely manner. participants can do attitude, I also express Over the 20 years of asking participants my concern that they are expecting too to dig deeply on issues of difference, I much of themselves. FINAL PROJECT have noticed three distinct responses: The BTS will journal throughout the week Defensiveness, Defeat, and The kinds of topics we will discuss this about their personal experiences and Determination. week take time to understand. Over the responses to the workshop readings, course of the workshop, you may present speakers, and discussions. They will use Defensive participants tend to take as all three types. I have had 20+ years of what they have learned about themselves comments very personally, feel accused, experience with Diversity, Equity, and and their students in their final projects. or get terribly frustrated. It makes sense Inclusion (DEI) efforts, and I still discover Prior to the workshop, I will provide a list of because they may hear something that new things about myself, my students, activists and organizations who remained makes them feel misunderstood, judged, and my purpose. The very fact that you resilient
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