Toward Radical Healing Pedagogy/Note to Educators
Article: Toward Radical Healing Pedagogy
The author argues that a change in pedagogical approach is necessary especially with students of color, and culturally responsive teaching is not enough. Successfully teaching students of color requires relational pedagogy, which involves teacher's ability to develop deeper connections with their students.
1.) Is it when we are the most vulnerable as teachers that we are able to connect on a deeper level with our students?
2.) How can schools create a culture of forgiveness?
3.) Can relational pedagogy become a means for youth to take advantage of the system?
Article: Notes to Educators: Hope Required When Growing Roses in Concrete
Author: Jeffrey M. R. Duncan-Andrade
The author argues that as educators we need to instill critical hope in our youth if we want to help them persevere and overcome the "toxic environments" from which they come from. Critical hope is composed of three elements material, socratic, and audacious, all of which are mutually exclusive. One element cannot exist without the other.
1.) As educators, how can we instill critical hope in our students?
2.) Should we see our students' indignation as a strength rather than a weakness or disciplinary issue?
3.) How is how we interpret hope as educators affecting our most disadvantaged youth?
The author argues that a change in pedagogical approach is necessary especially with students of color, and culturally responsive teaching is not enough. Successfully teaching students of color requires relational pedagogy, which involves teacher's ability to develop deeper connections with their students.
1.) Is it when we are the most vulnerable as teachers that we are able to connect on a deeper level with our students?
2.) How can schools create a culture of forgiveness?
3.) Can relational pedagogy become a means for youth to take advantage of the system?
Article: Notes to Educators: Hope Required When Growing Roses in Concrete
Author: Jeffrey M. R. Duncan-Andrade
The author argues that as educators we need to instill critical hope in our youth if we want to help them persevere and overcome the "toxic environments" from which they come from. Critical hope is composed of three elements material, socratic, and audacious, all of which are mutually exclusive. One element cannot exist without the other.
1.) As educators, how can we instill critical hope in our students?
2.) Should we see our students' indignation as a strength rather than a weakness or disciplinary issue?
3.) How is how we interpret hope as educators affecting our most disadvantaged youth?
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