Citations incomplete for class presentation, will be edited to include APA style citations.

1. NARROWING THE FOCUS
IDEAS: New Information Technology, Empathy,
Trauma, & Life Course Models in the Classroom

2. BRAVERY

3. Look carefully at what is in front of our faces.
When things are being described in ways contrary to our
sensory experiences, we must pay particular attention.
We must look at the evidence of our bodies, and we must
believe what our bodies tell us.

4. ANSWER THE “REAL” QUESTION
They teach us to check for the deep, internal
discomfort we feel when something is being
stated as gospel but does not match our truth.
Then they teach us how to spin that feeling out,
to analyze it, to accept that it is true but to be
able to show why that is so. They also teach us
to be brave.

5. ONLINE-MEDIA LEARNING RISKS:
Early Childhood Education Level & Screen Based Media
Device (SBMD) Use:
children who have more screen time have lower structural
integrity of white matter tracts in parts of the brain that
support language and other emergent literacy skills. These
skills include imagery and executive function – the process
involving mental control and self-regulation. These children
also have lower scores on language and literacy measures.

6. NIT
New Information Technology

7. “[SBMD] use is prevalent &
increasing in home,
childcare and school
settings at ever younger
ages,” says Dr. Hutton.
“These findings highlight
the need to understand
effects of screen time on
the brain, particularly
during stages of dynamic
brain development in early
childhood, so that
providers, policymakers
and parents can set
healthy limits.”

8. DIALOGUE + HIGH ScreenQ IN KINDERGARTEN
New Information Technology (NIT), Screen-Based Media Devise (SBMD) use,
and Cybercultural activities have significant risks associated with lower literacy.
NIT, SBMD use, and Cybercultural activities have significant risks associated
with lower expressive language skills.
Higher ScreenQ scores were significantly associated with lower expressive
language, the ability to rapidly name objects (processing speed) and emergent
literacy skills.
Higher ScreenQ scores were associated with lower brain white matter integrity,
which affects organization and myelination — the process of forming a myelin
sheath around a nerve to allow nerve impulses to move more quickly – in tracts
involving language executive function and other literacy skills.

9. TRAUMA

10. Trauma is a part of the lived, real experience - all students present
trauma in the education context - from Kindergarten to University
levels.
DISABILITY?
ADHD?
COERCION?
ASSAULT?
DISCRIMINATION?
HARASSMENT?
MATERIAL DEPRIVATION?
BEING DEVALUED?
INSTITUTIONAL BIAS?
BEING OVERLOOKED?
GENDER-BASED VIOLENCE?

11. PARADIGMS

12. SELF-REFLECTION + THE CRITICAL QUESTION
Can you answer the “real” question? Can you
assess the answer?
it is time to turn inward, to use the tools of
intersectionality and anti-essentialism to guide
our own academic, political, and spiritual work,
and I will give you a few examples of how we
might do so.

13. ANTI-ESSENTIALISM + INTERSECTIONALITY
the governing paradigms which have structured all of our lives
are so powerful that we can think we are doing progressive
work, dismantling the structures of racism and other oppressions,
when in fact we are reinforcing the paradigms.
These PARADIGMS ARE SO POWERFUL that sometimes we find
ourselves unable to talk at all, even or especially about those things
closest to our hearts. When I am faced with such uncertainty and
find myself unable to speak, anti-essentialism and intersectionality
are to me like life preservers.

14. DEEPER

15. WHAT ARE THE “REAL” QUESTIONS?
Why shouldn't we just anoint those who are most
comfortable for us to listen to? “ [Anti-Essentialist Insiders]
know that the voices they need to listen to are precisely
those that make them most uncomfortable.”
“[Remember that Confirmation Bias/Essentialism is:]
unconscious, self-protective, self-advancing.”
“The question is whether the essentialism, which is
sometimes unavoidable, is explicit, is considered
temporary, and is contingent.”

16. BEING MARGINALIZED
Those of us who are OUTSIDERS or who do not fit neatly within
standard categories have various voices within ourselves.
We speak partly with one voice and partly with another, going back
and forth, a process that Mari Matsuda has said can lead to genius or
madness or both.
We speak with multiple voices only because we have categories that
describe these voices as separate from one another
Let's think for a minute about something that is in truth impossible to
imagine

17. PRIVILEGE = PROTOTYPICAL EXPERIENCE
SOLUTION: “Professor Davis has described PRIVILEGE &
SUBORDINATION as a “DOUBLE-HEADED HYDRA”: you
cannot get rid of the subordination without eliminating
the privilege as well.'
SOLUTION EXAMPLE: Empathetic Dialogues in
Educational Contexts (?).

18. DIALOGUE

19. COLLABORATIVE LEARNING + DIALOGUES
In Denmark, children learn at an early age to express their
difficulties and challenges in a classroom setting.
In Denmark, children are able to and encouraged to understand
another’s perspective and provide supportive, and empathetic
responses
Online learning systems are fraught with the difficulties of
assymetrical relationships and power, dominance, discipline and
control.

20. DIALOGUES: TO COMBAT THE NARCOTIC EFFECTS OF MEDIA
Educators will incorporate empathetic dialogues as part of the
education process to recognize the difficulties of online learning
systems.
In the absence of face-to-face, interpersonal contact, it is important to
include opportunites for socratic dialogue as opposed to debate and
“intersectional critique”.
Marshall McLuhan (in Chapter 31):It is the theme of this book that not
even the most lucid understanding of the peculiar force of a medium
can head off the ordinary "closure" of the senses that causes us to
conform to the pattern of experience presented. . . . To resist TV,
therefore one must acquire the antidote of related media like print.
(329)

21. EMPATHY

22. “Lite went on as usual, but
had no consequences, that
is to say, sounds did not
echo nor thought develop.
Everything seemed cut off at
its root and therefore
infected with illusion."

23. INTERSECTIONALITY

24. INTERSECTIONALITY + PROTOTYPICAL EXPERIENCE
The Intersectionality Critique has taught us, they
[WOMEN] are different and not just additively. Race
and class can never be just "subtracted" because
they are in ways inextricable from gender. The
attempt to subtract race and class elevates white,
middle-class experience into the norm, making it
The Prototypical Experience.

25. ANTI-ESSENTIALISM

26. ESSENTIALISM ENDORSES PRIVILEGE
The whiteness and middle-class status supply
privilege even as the femaleness conveys oppression.
ANTI-ESSENTIALISM ESSENTIALISM is the notion
that there is a single woman's, or Black person's, or
any other group's, experience that can be described
independently from other aspects of the person-that
there is an "essence" to that experience.

27. ANTI-ESSENTIALISM
THE INTERSECTIONALITY CRITIQUE has taught us [SCHOLARS OF COLOR] are different
and not just additively. Race and class can never be just "subtracted" because they
are in ways inextricable from [ACADEMIC ACHIEVEMENTS]. THE ATTEMPT TO SUBTRACT
race and class elevates white, middle-class experience into the norm, making it THE
PROTOTYPICAL EXPERIENCE.
THE INTERSECTIONALITY CRITIQUE has taught us, [“C STUDENTS”] are different and
not just additively. [AGE CLASS, GENDER, RACE, SES] can never be just
"subtracted" because they are in ways inextricable from [ACADEMIC ACHIEVEMENTS].
THE ATTEMPT TO SUBTRACT race and class elevates white, middle-class experience into
the norm, making it THE PROTOTYPICAL EXPERIENCE.
THE INTERSECTIONALITY CRITIQUE has taught us, [WHITE MALE MIDDLE CLASS
STUDENTS] are different and not just additively. [AGE, CLASS, GENDER, RACE, SES]
can never be just "subtracted" because they are in ways inextricable [ACADEMIC
ACHIEVEMENTS]. THE ATTEMPT TO SUBTRACT race and class elevates white, middle-
class experience into the norm, making it THE PROTOTYPICAL EXPERIENCE.

28. ESSENTIALISM + CONFIRMATION BIAS is omnipresent on online learning
systems.
Confirmation Bias due to “cues” and “triggers” will reproduce dominant ideas of
Power & Control.
Re-Traumatization & Reproduction of problematic societal views are coercive.
Academics/Scholars of color routinely “take up” or engender/embody “learned
helplessness” in the University classroom.
IN ACADEMIC CIRCLES WITH RESPECT TO SCHOLARS OF COLOR. “If
these voices are very diverse, and if conservatives of color differ with critical
race theorists, then why should we, [...]listen to any of you?

29. McLuhan, M. Book by Marshall McLuhan. Understanding Media: The extensions of man.
London and New York
Screen-based media associated with structural differences in brains of young
childrenhttps://neurosciencenews.com/screen-time-brain-changes-15161/