ROGUE SCHOLARS Abstract / Overview We looked at inequalities in educational school systems based on race, culture, and gender in ethnic studies and culturally irrelevant education.
Research Ques3ons -How engaged are educators in their teaching while working in urban communities of color? How do the methods of these teachers affect and/or engage the students that they are teaching? - How can Ethnic Studies benefit the life and education of youth in East Oakland who are surrounded by, or are victims of violence? -What are the oppressive factors that cause women to have less access to math and science courses, which leave them with a smaller range of career fields to focus on, such as "women's work" i.e. accounting, housework, nursing, teaching, etc. - How are students of color affected by the lack of learning about their cultures?
Key Concepts
* Banking System of Education * Divide and Conquer * 4 I's Of Oppression * Culturally Relevant Caring * Culturally Relevant Teaching
Methods & Literature Methods -Interviews -Ethnography -Panels -Online Reports Literature & Films -Paulo Freire -Film, “Walkout” -Film, “Ethnic Notions” -Ronald Takaki -Lisa Delpit -Antwi Akom -Beverly Daniels Tatum
Findings 1.) Students find curriculum irrelevant and lacking the knowledge about students’ cultures and ethnicities, preventing them from feeling comfortable in school.
* CRT - Race is Central to Understanding Inequity
Findings 8.) Students in urban communities are not fully challenged in schools, are limited in resources and are basically being deprived of a real education. (Institutionalized Oppression) 9.) In certain areas around the country, curriculum difference is based on race and population and students of color are made to feel ashamed of their culture. 10.) Students feel that teachers don't care about students’ success, that they are only there to get their paycheck. 11.) Students are more motivated to learn when they are learning about their own ancestors and cultures.
2.) Students are not taught enough about their culture in school or given the opportunity to take a cultural course. 3.) Women constantly have to face with inequitable circumstances which make their path to success more difficult than that of their male counterparts. 4.) When women are bombarded with gender roles from an early age, they internalize the oppressive belief that men have more power in society. 5.) Teachers’ relationships with students affect their progress and outlook on school.
* Bifurcation of Consciousness * CRT - You Know What You Live
Zoila Bonilla, Berenice Vega, Dawn McCladdie, Alma Armenta, Westoni Lapota, Quayshaun Fleming
Implica3ons & Eco-‐Imagina3on
-Ethnic Studies courses in education to provide people opportunities to learn more about their own culture and others cultures / ethnicities and real history. -Provide women the proper facilities and resources needed to inspire them to be in male-dominated career fields. .
6.) Students in urban communities accept failure when they feel that their educators don't actually care about them or when their success is branded as "acting white" or being "whitewashed."
-Begin teaching courses like Ethnic Studies in elementary schools and middle schools.