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How Is A White Professor Utilized The Process Approach

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Newly learning that not all teachers operating with a liberal lens are doing what is best for low socioeconomic students is something that resonated with me. Research by Delpit (2006) goes on to describe how a White professor utilized the process approach. The approach meant students worked together in pairs and critiqued each other's work. From an outsider's perspective, this was the future of learning and acceptable. Collaboration is something I lacked during my years of primary and secondary school. In the literature, a student’s feedback shared how underwhelming the process method was for their learning. The student states “... we were there to learn from her.” referring to the teacher. The student statement establishes how process learning …show more content…

Delpit (2006) and Darder (2012) improved my understanding by expressing these concepts through the lens of a classroom teacher. Delpit (2006) takes the culture of power one step further. The idea that those holding the code of power subconsciously become dismissive of those that potentially will not uphold the code is profound. What came to mind was interacting with teachers who sought student recommendations from me. After providing them a potential high quality candidate, I learn that they have implicitly excluded the highly-qualified student from an opportunity. This behavior confirms Delpit’s (2006) culture of power …show more content…

I disagree with this conclusion. I have had the opportunity to work with students of various backgrounds and I have found that a balance of fluency and skills coupled with a pedagogy focused on explicit political awareness paired with love and care is what is most successful. The underlying reference that Darder (2012) did not make is the importance of having a teacher explicitly show love and care for their students’ successes while also providing proper scaffolding for students at various developmental

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Barndt explains how Allen's work on political education is not only focused on classroom learning but also real-life political participation. In doing so, Allen emphasizes the idea that political education must be lived, not just learned. This aligns with Allen's vision of teaching democracy in the classroom as she emphasizes the importance of being an active participant in the democratic process. However, this also raises an important critique of Allen's approach, it is overly optimistic and may not be enough to address the structural inequalities that exist in society. Despite this, Barndt recognizes that Allen's vision of political education is important and necessary for promoting civic responsibility and democratic participation.

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I read White Teacher by Vivian Gussin Paley and was immediately drawn in by her writing style. I also find it easy to relate to her as the proverbial female, middle class, white teacher (or soon to be in my case) and her concerns about whether to draw attention to her students’ differences (would this make it better or worse for that student?) or pretend that there are no differences (is that fair to that student, to the whole class?). The questions she posed in her preface really summed up what I have found myself grappling with in this class: is this classroom in which I live a fair place for every child who enters? Does every child and family have an equal say in the worlds we invent?

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We must find a positive way to incorporate their backgrounds into our classroom and level the playing field of education so that these students are all on the same

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I attended a high school that is predominately of color, however, I don't remember a time when a teacher taught the students about systemic racism. So, I decided to take the matter into my own hands – I pressured my history teacher to talk about the issues that currently affect people of color. I recommended a book called "The New Jim Crow" by Michelle Alexander to be taught the last few weeks of school. Surprisingly, the teacher agreed to add the book to the curriculum. We talked about systemic racism, the school-to-prison pipeline, and the prison industrial complex.

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When power is given to a person, it can change them negatively by creating an selfish and ungrateful ego. Many people who obtain authority and dominance become pompous and their superiority begins to feed their self-esteem. The lesson of power changing people is proven throughout history and is displayed in many novels and movies where the majority of citizens see power as money, and money as success. Having the mindset that being powerful leads to success causes them to under appreciate their lives and not see the goals they’ve accomplished as successes.

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This domain is made up of the personal relationships we maintain and the different interactions in our daily lives. Interpersonal power dominance is achieved when the people internalize the ideology of inferiority, and by experiencing interpersonal disrespect from members of the dominant group ("Four "I's" of Oppression," n.d.). If someone has been told that they were stupid, worthless, and abnormal; and have been treated this way all of their lives, then it is expected that they would come to believe it to be

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The article When Does Power Disparity Help or Hurt Group Performance?, published in 2015 by the Journal of Applied Psychology, discusses how power disparities and social hierarchies impact a group of individuals and whether they help or hamper group performance. Furthermore, the goal of this research is to examine and dissect the relationship between the power holder and those he or she asserts his or her power over. The researchers have one main hypothesis that they intend to test throughout the article: the power holder’s competence and leadership dictate how power disparity and group performance mesh with one another. To be more specific, the more competent a power holder proves to be, the more the power disparity incentivizes groups to work effectively and efficiently.

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