In fact the opposire is true lhc nare depth pcrrpeclivc tndtrnplexily we can

In fact the opposire is true lhc nare depth

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In fact, the opposire is true: lhc na,re depth, pcrrpeclivc, tn)d.(trnplexily we can bring to bearon how we view ir uDdcrsl.rnd thc worl(i, lhr .l( rc( nrorc Durnced, dnd ultimately frecr our lhinkiDg c n bcconrc.
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'fte following practices support principle 5l . Practice naming your social posirionatity and reflecting on how it mighl inform your response to rhe course conrext (e.g., Whitq mate, heterosexual, able bodied). what "blind spots" mighi you have as a rcsult ofyour social groups? In other words, what can and cant you see based on the \ocial posi(ionr you hold ordon't hold? and.such rankinF are part of rhe very systems we seek ro chattenge Still, many us choose to work wirhin rhe consrrainrs of the system in order to chalenge ir. i . Practice identifynrg the perspective inherent in any text (such as book you read fo.a class, newspape. articles, and magazines). Are the ideas pr$ent.d using "scientilic" dis€ of'bbiectivity',? Are the ideas presented as if lhey apply universally to aI people, reSardless ofsocial positionatity? Grading. Grading in courses thar evmine issues ofcritical social iustice ..n challenging for both sludents and innructors. GradinS in a cou6e whos€ primr goal is to challenge social strarification is not without its irony. Activist and Audre Lorde captures rhis ironywhen she srltes that,,.The master! tools will dismande th€ masterls housel'By this she means that jn using the tools ofthe we are more likely to uphold that system than to €hallenge it. As instructors, wc ognize that by gmding, we are upholding a syst€m that ranks studenrs tmditional grading system is one of those constraints we must work with. Mainstream schooling focuses a tremendous emphasis on grad€s, aod prevalence of high stakes testing has only intensifed this emphass. Grades < vey powertul ideas nbout a studenti presumed inlellectual abilities andth€se influence what education that student will have access to (thmuSh trackinS "8ifted" or tpecial" programs and ability grouping). Students are placert inti demi€ tracks as early as lst grade and these tracks have very reJ for the kinds ofcareers they will have access to iater in tife (Oakes, 1985). ln undcrstaDdable but regrettable outcom€ ofrrackinS based on grades in K_ s.hooling is that many srudents come to care more about the grades they rha'r about the knowledge lheygain. 'fte focus on grades often shapes studenrs, v€ry identiries and s€nse of worlh, furlher complicarinS the dynrmics ofgradinS. fti5 denrty is often r forced out side ofsc hools .s sludenisearn praise or punishment fiom th€ir fam bas€d on their grades. While some studenrs who have not b€en suc.€ssful this system come to feel fo(unare iust to earn a C, stud€nts who have gcn been successful byrhe m€asureofg.ades often f€€l ertided to At.It is noi n mon lbr these students to ler us know, ..I am an A studentt,' Srudents wilh an idenlity ma) feel fruslraied-e!en peAonally stiShted _when r€ceivinS that challenge this ideniiiy.
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  • Spring '17
  • TomMcCollow

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