PURPOSE AND PRACTICE Thoughts for Merritt College DR. DARRICK SMITH, UNIVERSOTY OF SAN FRANCISCO 2016
PIECES FOR TODAY • Alameda County Public Health Department (2013). How Place, Racism, and Poverty Matter for Health in Alameda County Presentation . Updated 2015 Johnson, Jean, and Jon Rochkind . “With Their Whole Lives Ahead of Them: • Myths and Realities about Why So Many Students Fail to Finish College.” Public Agenda , 2009. http://eric.ed.gov/?id=ED507432. Ladson- Billings, G. (2006). It’s Not the Culture of Poverty, It’s the Poverty of • Culture: The Problem with Teacher Education. Anthropology & Education Quarterly , 37 (2), 104 – 109. • Ladson- Billings, Gloria. “Toward a Theory of Culturally Relevant Pedagogy.” American Educational Research Journal 32, no. 3 (1995): 465 – 91. Martinez-Wenzl, M., & Marquez, R. (2012). Unrealized promises: Unequal • access, affordability, and excellence at community colleges in southern California.
POVERTY OF CULTURE “We lack complex understandings of how individual, family, community, school, and societal factors interact to create school failure for some students.” – Gloria Ladson-Billings
DEMOCRATIC RACISM • An ideology that permits and justifies the maintenance of two apparently conflicting sets of values (Henry & Tator, 1994; p. 1).
IDEOLOGICAL INCONGRUENCE For example, an individual may in theory support the ideals of employment equity, however they may be unwilling to see it implemented. The implementation of employment equity initiatives often become couched in the language of ‘reverse discrimination’ and regarded as taking placements in teachers college and jobs away from qualified white candidates (Solomon et. al., 2005).
EQUITY • 1: justice according to natural law or right; specifically : freedom from bias or favoritism
CALIFORNIA MASTER PLAN FOR HIGHER EDUCATION The major features of the Master Plan as adopted in 1960 and amended in subsequent legislative reviews are as follows: • 1. Differentiation of functions among the public postsecondary education segments: • 2. The establishment of the principle of universal access and choice, and differentiation of admissions pools for the segments:
* UC was to select from among the top one-eighth (12.5%) of the high school graduating class. * CSU was to select from among the top one-third (33.3%) of the high school graduating class. *California Community Colleges were to admit any student capable of benefiting from instruction. UC Educational Relations Department UC Office of the President, January 2007 More information can be obtained at: http://www.ucop.edu/edrelations
MISSISSIPPI FREEDOM DEMOCRATIC PARTY
UNITED FARM WORKERS
BLACK PANTHERS
YOUNG LORDS
In early 1970, Agnew argued that there was too high a percentage of Black students in college and condemned "the violence emanating from Black student militancy." Declaring that "College, at one time considered a privilege, is considered to be a right today," he singled out open admissions as one of the main ways "by which unqualified students are being swept into college on the wave of the new socialism."
Later that year, Roger Freeman--a key educational adviser to Nixon then working for the reelection of California Governor Ronald Reagan--defined quite precisely the target of the conservative counterattack: "We are in danger of producing an educated proletariat. That's dynamite! We have to be selective on who we allow to go through higher education."6
“The priorities have become out of whack over the years,” the governor told lawmakers. “I mean, think about it, 30 years ago, 10 percent of the general fund went to higher education, and 3 percent went to prisons. Today, almost 11 percent goes to prisons, and only 7.5 percent goes to higher education.” (A.S. 2010)
EQUITY WORK AS ALLIED RESISTANCE Reflection (Sub-Oppressor) Study (Context) • Personal/ Community • Current and Historical Story Manifestations of • Professional and Injustice Personal Purpose • Current and Historical • Institutional Culture and Operations Forms of Resistance • Practice and Pedagogy • Local and Globalized (teaching, counseling, Contexts of Struggle and leadership)
THE MASTER PLAN RENEWED UNITY, EQUITY, QUALITY, AND EFFICIENCY IN CALIFORNIA POSTSECONDARY EDUCATION- 1987 “Educational equity goes beyond the legal guarantee of access to education. It is an environment of fairness and responsiveness necessary for each person to fully reach his or her educational potential .” “ We will not succeed as a society unless there is a commitment by the state and our educational institutions to equip all people to fully participate in and contribute to the growth of our social institutions .“
THE MASTER PLAN RENEWED UNITY, EQUITY, QUALITY, AND EFFICIENCY IN CALIFORNIA POSTSECONDARY EDUCATION- 1987 “The most important lesson to be learned from past failures is that programs to achieve equity cannot be treated as the responsibility of just another group or office .” “Institutional barriers such as faculty and administrator attitudes, differential treatment, discriminatory curricula, and indifference must be addressed. Equity must be incorporated into every function of every educational institution.”
THEIR WHOLE LIES AHEAD OF THEM • Among students in four-year schools, 45 percent work more than 20 hours a week. • Among those attending community colleges, 6 in 10 work more than 20 hours a week, and more than a quarter work more than 35 hours a week. • Just 25 percent of students attend the sort of residential college we often envision.
EQUITY WORK AS ALLIED RESISTANCE Reflection (Sub-Oppressor) Study (Context) • Personal/ Community • Current and Historical Story Manifestations of • Professional and Injustice Personal Purpose • Current and Historical • Institutional Culture and Operations Forms of Resistance • Practice and Pedagogy • Local and Globalized (teaching, counseling, Contexts of Struggle and leadership)
MOVING FORWARD • Development of a strong, clear, and responsive institutional identity. • Development and framing of student support/ service programs as key institutional resources. • Professional development to improve pedagogy and support practices. • Supervision and support structures that guide personnel through the challenging nuances of service. • Strong community partnerships for outreach, consultation, and collaborative support efforts.
PRAXIS • It is not enough for people to come together in dialogue in order to gain knowledge of their social reality. They must act together upon their environment in order critically to reflect upon their reality and in so transform it through further action and critical reflection. (Freire Institute, 2013 )
CULTURALLY RELEVANT PEDAGOGY MUST HAVE THREE CRITERIA: 1. Students must experience academic success; 2. Students must develop and/or maintain cultural competence; and 3. Students must develop a critical consciousness through which they challenge the status quo of the current social order (Ladson-Billings, 1995).
CLASSROOM CULTURE • Safety • Inclusive participation • Varied Voices • Shared teaching and Learning • Be conscious of Microaggressions
REMEMBER… • CRP is not racially relevant/ responsive - but inclusive of race, culture, and identity as important considerations when teaching and designing curriculum. • Praxis- the link between action and reflection- is essential within the instructional relationship. • CRP is not just about what is taught, but how one teaches in a multicultural setting.
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