Week 01 Reflection Paper
Start Assignment
Due Friday by 11:59pm
Points 3
Submitting a file upload
You will prepare for each week’s sessions by reading or watching a number of resources we provide you with (linked in each assignment and also available in the Files section of Canvas). Some of those resources will be required (denoted by being bolded and asterisked), and the remaining resources can be selected from the other posted resources. If you would like to read all of the resources, please feel free to, and these are certainly worth considering for your final paper.
Engaging in these resources will prepare you to participate in our class activities, which rely on you being familiar with the topics, concepts, and languages from the resources. We will sometimes provide you with additional video resources during our class sessions, and you may also return to the pre-class resources to continue your learning. You may also be inspired to find more resources for yourself or to make connections from our course materials to other courses or resources from your life.
After each week’s sessions, write a response paper where you share a story or stories from your life that engage with the pre-class resources and the in-class activities. You must connect your story to and cite at least 3 resources from the pre-class and in-class resources and include a reference list at the end of your response paper. Your entire response should be between 500 and 750 words total. This reflection must be submitted to Canvas by 11:59 pm PT at the conclusion of the second module for each week unless otherwise specified.
This assignment reflects our commitment to balancing resources from the shelves (what has been published for others) and resources from our selves (our own experiences and understanding of our own lives). Elements of a story include context (when and where are you and who else is there), and drama (i.e. action, uncertainty, change, and feelings). Your story/stories should comprise of 60-75% of your assignment. Your stories must do the work of bridging past to present to future.
What is it that you are recalling from the past (whether your distant past or your experience in this class)?
How is what happened in your story impacting you now? How are you feeling right now about what you are recalling and sharing?
And what are you going to do with this story? How might this story to change? What’s the next right thing for you to do? What does it mean for this story to be a part of your justice – what you makes you feel whole, and well, and in just relationship with others?
The other 25-40% is explaining how your story connects with the shelf resources. For each prep & post, you need to cite and connect to at least three of the ten assigned resources. Use our EDUC 251 APA guidelines
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to include in-text citations and a reference list at the end of your document. As you cite your references, please consider: what specific aspects of the resources are you connecting with? How do these connections leave you feeling? What do these connections or tensions tell you about the broader world? Do NOT summarize the resources as we have already read/watched all of them. We are most interested in your story and how you are connecting it to our course content.
If you don’t think that you have any stories to tell related to these resources, please share why you believe you don’t have any stories. Is it because your families, communities, or schools never talked about these topics? If so, why do you think that is? Is it because you have never thought about these topics in terms of diversity, equity, and social justice? What would it mean to begin developing stories that support you developing this understanding?
Again, these prep & post reflections should be 500-750 words including references and uploaded as a Microsoft Word document or PDF. (All UW students have access to Google docs through your UW email account. You can then download your Google doc as a Word document or PDF.) We require this so that our teaching team can offer you in-text feedback on each assignment. To view these comments after your assignments have been graded please click on the “View Feedback” button on Canvas.
Here are some possibilities for your Week 01 Pre & Post-Class assignment.
Tell us the story of you reading and watching the first set of resources for this first pre or the in-class resources from this week. When and where are you? Who else is there? What is happening? How are you feeling?
Tell us a story about writing or telling stories for you. What kind of writing and storytelling have you done to date? When, where, and for whom did you write? How did it feel?
Tell us a story about talking about your own identities and cultures or about identities and cultures that aren’t yours. When and where have you done this? With whom? How did it feel?
Pick one of these approaches and start reading and watching the resources from the pre-class or in-class resources or even what other people posted. Find words, phrases, or ideas that are in the pieces that resonate with you, either because they are similar to what your own experience has been, or because they are totally different from your own experience, identities, or beliefs.
Teaching Team Example for Week 01:
Rachele (who is writing only in response to the pre-class readings and resources)
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References
Pre-Class Resources
Bornstein, D. (2015 November 3). The art of getting opponents to ‘we.’ NYTimes.com. http://opinionator.blogs.nytimes.com/2015/11/03/the-art-of-getting-opponents-to-we/?_r=0
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brown, a.m. (2020). Unthinkable thoughts: Call out culture in the age of Covid-19. adriennemareebrown.net/2020/07/17/unthinkable-thoughts-call-out-culture-in-the-age-of-covid-19/
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Cohen, A.B. (2009). Many forms of culture. American Psychologist, 64(3), 194-204. http://www.ncbi.nlm.nih.gov/pubmed/19348520
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*** Education 251. (2020). Notes to future students. Seattle, WA: University of Washington. https://docs.google.com/document/d/1nwcz79uzmeXvW-qD3KIJHShU6jvqWbyiiiZeYhs6obY/edit?usp=sharing
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Finch, S.D. (2015 July 27). Every been told to ‘check your privilege?’: Here’s what that really means. EverdayFeminism.com. http://everydayfeminism.com/2015/07/what-checking-privilege-means/
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*** Flyswithhawks, B. (1996). The process of knowing and learning: An academic and cultural awakening. Holistic Education Review, 9(4), 35-39. https://www.nationalseedproject.org/Key-SEED-Texts/process-of-knowing-and-learning
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*** hooks, b. (1994). Teaching to transgress (pp. 1-12). Routledge. https://academictrap.files.wordpress.com/2015/03/bell-hooks-teaching-to-transgress.pdf
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Hunter, A. (2010). How to communicate with deaf people. Road Runner Dance. https://www.youtube.com/watch?v=x5V9xr2xMZA
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Isay, D. (2015). Everyone around you has a story the world needs to hear . Ted.com. https://www.ted.com/talks/dave_isay_everyone_around_you_has_a_story_the_world_needs_to_hear?language=en
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*** McIntosh, M. & Style, E. (1997). The National SEED Project on Inclusive Curriculum: Seeking educational equity and diversity. Wellesley College Center for Research on Women Research Report, 2(1), 10-11. http://digitalcommons.lesley.edu/cgi/viewcontent.cgi?article=1021&context=jppp
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Sameroff, A. (2010). A unified theory of development: A dialectic integration of nature and nurture. Child Development, 81, 6–22. http://www.ncbi.nlm.nih.gov/pubmed/20331651
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In-Class Resources
Ai. W.W. (2010). Ai Weiwei’s Sunflower seeds at the Tate. The Telegraph.
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Brown. B. (2013). Embracing Vulnerability. Sounds True.
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Smith, C. (2014). The danger of silence. TED.
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And any of the music videos!
Week 1 Potential Story Stems:
Please note: You DON’T have to use these or try to answer them all. They’re just here to help if you don’t know what to write. The most important part of the assignment is: Tell a story from your life before this class or your experience in this class that shows us that you’ve been here with us! This doesn’t mean summarizing or retelling us what we already know about the resources or our activities. Tell us what we don’t know which is YOUR context, experiences, and feelings.
What and how have you been taught about culture and diversity? Who taught you? How do the class resources compare and differ?
What and how have you been taught about learning and teaching? Who taught you? How do the class resources compare and differ?
What and how have you been taught about diversity, equity, inclusion, power, and justice? Who taught you? How do the class resources compare and differ?
Rubric
EDUC 251 Week 01 Rubric
Criteria
Ratings
This criterion is linked to a Learning Outcome
Did you try to tell a story?
Is there context, change, and dramatic feeling?
Full Marks
No Marks
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