This teacher inquiry group is a grassroots form of teacher professional development created by the Education Working Group from The People’s Education Movement. Teachers from The People’s have created a space for themselves to develop a decolonizing pedagogy outside of the constraints of the traditional PD provided by their schools and districts. This inquiry group grapples with the ways teachers can apply the organizing principles of decolonization while working in schools that reproduce dehumanizing practices. To begin creating practical applications of a decolonizing pedagogy, this teacher learning community meets every 4th Saturday from 12pm to 2pm at a public venue in South LA. The sessions are split into 2 different segments. The first segment is where we spend time reading and discussing scholarly articles and the second segments is where we provide feedback to one another on units and lesson plans using a decolonial framework.
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Upcoming TIG
The next Teacher Inquiry Group will be
Saturday November 10, 2018
Where: 304 E Spruce Ave, Inglewood, CA 90301
Time: 10am -12pm.
This month will include:
A reading discussion and a presentation from Steph Cariaga on a Critical Healing Praxis in an English classroom.
If you plan to attend, please read the article linked below and come prepared to discuss the main ideas, arguments and any questions you may have about the reading:
1. Cariaga, Steph. 'This bridge called our stories" 2018.
Saturday November 10, 2018
Where: 304 E Spruce Ave, Inglewood, CA 90301
Time: 10am -12pm.
This month will include:
A reading discussion and a presentation from Steph Cariaga on a Critical Healing Praxis in an English classroom.
If you plan to attend, please read the article linked below and come prepared to discuss the main ideas, arguments and any questions you may have about the reading:
1. Cariaga, Steph. 'This bridge called our stories" 2018.
scariaga_this_bridge_called_our_stories.pdf | |
File Size: | 1869 kb |
File Type: |
*This article is from Cariaga's larger dissertation, Pedagogies of Wholeness: Cultivating Critical Healing Literacies with Students of Color in an Embodied English Classroom, which will be available to the public in a few months.
If you have any questions please contact us at:
[email protected]
If you have any questions please contact us at:
[email protected]
Recommended reading list
- Camangian, Patrick. "Teach Like Lives Depend On It: Agitate, Arouse, and Inspire." Urban Education Vol. 50. 2015: 424-453
- Duncan-Andrade. "Developing Social Justice Educators." Education and Leadership. March 2005: 70-73
- Waziyatawin and Michael Yellow Bird (2012). For Indigenous Minds Only: A Decolonization Handbook. Santa Fe, N,M, School for Advanced Research Press
- Parker, Laurence & Stovall, David (2004) Action Following Words: Critical Race Theory Connects to Critical Pedagogy." Educational Philosophy and Theory." 36 (2), 167-182
- Giroux A. Henry (2007) Utopian Thinking in Dangerous Times: Critical Pedagogy and the Project of Educated Hope. Utopian Pedagogy: Radical Experiments Against Neoliberal Globalization (pp. 25-42) Toronto: University of Toronto Press Incorporated.
- Kohli, Rita; Picower, Bree; Martinez, Antonio; Ortiz, Natalia (2015) Critical Professional Development: Centering the Social Justice Needs of Teachers. International Journal of Critical Pedagogy 6(2), 7-24.
- Lipman, P. (2011). The New Political Economy of Urban Education: Neoliberalism, Race, and the Right to the City. New York, NY: Routledge. (p 120-145)