Week 4 Reflection Week 04 Reflection Paper You will prepare for each week’s sessions by reading or watching a number of resources we provide you with (li

Week 04 Reflection Paper

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

(Links to an external site.)

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.

References

Pre-Class Resources

· Coates, T. (2014 June). The case for reparations. TheAtlantic.com. https://www.theatlantic.com/magazine/archive/2014/06/the-case-for-reparations/361631/

· (Links to an external site.)

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· *** Crenshaw, K. (2016). The urgency of intersectionality. TED.com.

https://www.ted.com/talks/kimberle_crenshaw_the_urgency_of_intersectionality#t-23542

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· Harris, L.C. (2015). Evoking the Mulatto . Black Public Media.

· https://www.youtube.com/watch?v=7Q9HjKQYV1Q

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· https://www.youtube.com/watch?v=UQJ21vwt7VY

· (Links to an external site.)

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· https://www.youtube.com/watch?v=mQY2ymGgr3I

· (Links to an external site.)

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· https://www.youtube.com/watch?v=US0JYU7ibSI

· (Links to an external site.)

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· Love, B. (2019) We Want To Do More Than Survive. Chapter 1: We Who Are Dark (pp. 1-15). Boston, MA: Beacon Press. https://drive.google.com/file/d/1JlwOuVeKH4SKjnZ12QeSQGKhzLLncdi5/view

· (Links to an external site.)

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· *** McIntosh, P. (1989, July/August). White privilege: Unpacking the invisible knapsack. Peace and Freedom, 10-12.

http://nationalseedproject.org/white-privilege-unpacking-the-invisible-knapsack

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· Montefiore, C. S. (2013). How China distorts its minorities through propaganda. BBC.com. www.bbc.com/culture/story/20131215-how-china-portrays-its-minorities

· (Links to an external site.)

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· Pan, P. (2015 July 14). Beyond the model minority myth. JacobinMag.com. https://www.jacobinmag.com/2015/07/chua-changelab-nakagawa-model-minority/

· (Links to an external site.)

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· *** Pierce, J. (2015). In search of an authentic Indian: Notes on the self. IndianCountryToday.com,

https://indiancountrytoday.com/archive/in-search-of-an-authentic-indian-notes-on-the-self-tm5fCGkRpE-ZOIy3_SVUiA

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· Salazar, G. (2016 March 20). Series of animated stories revitalize indigenous languages in Mexico. GlobalVoices.org. https://rising.globalvoices.org/blog/2016/03/20/series-of-animated-stories-revitalise-indigenous-languages-in-mexico/

· (Links to an external site.)

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· Wan, C. (2016 February 3). Finding equity, part 2: Latino students share their stories of problems with Lowell’s lack of diversity. TheLowell.org. https://thelowell.org/562/features/finding-equity-part-2-latino-students-share-stories-about-lowells-lack-of-diversity/

· (Links to an external site.)

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· *** Yamato, G. (2004). Something about the subject makes it hard to name. In M. L. Anderson & P. H. Collins (Eds). Race, class, and gender (5th Ed.), (pp.99-103). Wadsworth Publishing.

https://queertheories.files.wordpress.com/2012/01/yamato_somethingaboutthesubjectmakesithardtoname_.pdf

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In-Class Resources

· BuzzfeedYellow. (2015). I’m Latino, But I’m Not. Buzzfeed.com.

· https://youtu.be/0imzkV15500

· (Links to an external site.)

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· Hsu, J. (2012). Kids on race. WYNC.

· https://youtu.be/0o0v1qTO5hs

· (Links to an external site.)

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· Iweala, U. (2012). What is the legacy of colonialism in Africa?

· https://youtu.be/hwOqmThOL0U

· Kelety, J. (2015). Segregation by design. Seattle Met. https://www.seattlemet.com/news-and-city-life/2015/07/no-single-family-zoning-isn-t-racist-but-many-single-family-neighborhoods-historically-were

· (Links to an external site.)

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· National Congress of American Indians (2011) Proud to Be. ChangeTheMascot.org.

· https://youtu.be/mR-tbOxlhvE

· (Links to an external site.)

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· Oelsner, N., Sanchez Manzanaro, S., & Rodriguez Martinez, M. (2019). Breaking the stigma of speaking an Indigenous language in Latin America. EuroNews.com.
https://www.euronews.com/2019/08/09/breaking-the-stigma-of-speaking-an-indigenous-language-in-latin-america

· Omoregie, D. O. (2020). Black. Psychodrama.

· https://youtu.be/pDUPSNdmFew

· (Links to an external site.)

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· Parvaneh, D. & Chakraborty, R. (2019). How the British failed India and Pakistan. Vox.com.

· https://youtu.be/OIVPi0bvmtI

· (Links to an external site.)

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· Restrepo, C., Velasquex, C., De Orbe, G. Murillo, M., & Calderon, J. (2017). What Afro-Latinox want you to know.

· https://www.youtube.com/watch?v=ZX7EmIYdeKA

· (Links to an external site.)

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· Salhab, A. (2020). On the Palestinian experience of British colonialism. Channel 4 News.

· https://youtu.be/I-97MmEumeA

· (Links to an external site.)

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· Smith, L.M. (2003). Race the power of illusion: The house that racism built. California Newsreel.

· https://youtu.be/aN5rsyyN2Sk

· (Links to an external site.)

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· Soe, V. (1986). All Orientals Look the Same. SF State.

· https://www.youtube.com/watch?v=g_BoJe7GxNk

· (Links to an external site.)

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· Sudworth, J. (2018). China’s hidden camps. BBC News.

· https://youtu.be/qmvyjwLxC5I

· (Links to an external site.)

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Possible story stems:

1. What were you taught about race and racism? Who taught you? When? Where? How?

2. What were you taught about talking about race and racism? Who taught you? When? Where? How?

3. What were you taught about what we should do about race and racism? Who taught you? When? Where? How?

Rubric

EDUC 251 Week 04 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

This criterion is linked to a Learning Outcome

Did you try to use APA formatting?

Did you try to include in-text citations? Did you try to include a reference list?

Full Marks

No Marks

This criterion is linked to a Learning Outcome

Did you use APA correctly?

Did you have an appropriate reference list, in-text citations, and APA formatting in general? Were your citations and references APA appropriate?

Full Marks

No Marks

This criterion is linked to a Learning Outcome

Did your story show your world?

Did your story not only describe a moment but also provide perspective into your broader world? What does your story say about your identities both personally and socially as you move through this world?

Full Marks

No Marks

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