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" The Writer" Hegemony? What Is It? Where Can I Find It? Our text discusses hegemony and defines it as “the process by which the dominant culture takes over and shifts the perspective from that of the minority group to the biased perspective of the majority group” (p.44). With this in mind, consider where hegemony occurs in schools. What evidence tells you it is present? What are some observable and/or implied signs? How does it impact the curriculum? *If you need additional resources or context for this discussion please consider visiting one or more of these links: Cultural Hegemony in the Public School System Foundation of EDAD Reflections Hidden Curriculum and the Role of Schools in Cultural Hegemony Guided Response: Review at least two of your classmates’ posts and elaborate on how the hegemony they presented might have an impact on students and/or society. Begin a discussion about how to reduce the presence of hegemony in schools and/or society. *It is important to keep in mind the sensitive nature of our discussion topic and respond thoughtfully to each other without judgment. Text Book Wardle, F. (2013). Human Relationships and Learning in the Multicultural Environment . San Diego, CA: Bridgepoint Education, Inc.* *This text is a Constellation™ course digital materials (CDM) title. Horton, M., & Freire, P. (1990) . We make the road by walking: Conversations on education and social change. Temple University Press. .

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https://doi.org/10.1177/2332649219883290 Sociology of Race and Ethnicity 1 –7 © American Sociological Association 2019 DOI: 10.1177/2332649219883290 sre.sagepub.com Invited Article In celebration of the fiftieth anniversary of Paulo Freire’s Pedagogy of the Oppressed, Heather Dalmage and Samantha Martinez will reflect on their experiences with liberatory pedagogy in Dalmage’s Introduction to Sociology course. Heather Dalmage, a professor of sociology, attended her first workshop on liberatory pedagogy with Ira Shor almost twenty-five years ago as a student at City University of New York’s Graduate Center, and Samantha Martinez is a Deferred Action for Childhood Arrivals student from Mexico and a recent graduate of Roosevelt University with a BA in sociology. Roosevelt University is a small, urban liberal arts institution where 30 percent of its students are first generation and 45 percent are students of color. Roosevelt University is founded on a mission of social justice and providing opportunities for students who, at that time, were barred from other universities because of race, gender, and/or religion. In this article, we explore the practice, promise, and contradictions of introducing liberatory practice into a higher education classroom. Freire introduced liberatory education in response to the hierarchical transfer of knowledge, “banking” concept of education that has dominated educational institutions. The banking approach to education demands that students memorize and repeat top-down “official” knowledge in order to achieve success. Educational 883290 SREXXX10.1177/2332649219883290Sociology of Race and EthnicityDalmage and Martinez research-article2019 1Department of Sociology, Roosevelt University, Chicago, IL, USA Corresponding Author: Heather M. Dalmage, Department of Sociology, Roosevelt University, 430 S. Michigan Ave., Chicago, IL 60605, USA. Email: [email protected] Location, Location, Location: Liberatory Pedagogy in a University Classroom Heather M. Dalmage1 and Samantha A. Martinez1 Abstract In this article, we explore the practice, promise, and contradictions of introducing liberatory practice into a higher education classroom. Freire introduced liberatory education in response to the hierarchical transfer of knowledge, “banking” concept of education that has dominated educational institutions. The banking approach to education demands that students memorize and repeat top-down “official” knowledge in order to achieve success. Liberatory pedagogy holds great hope, but developing a space for liberatory dialogue within the university classroom remains messy and rife with contradictions. Professors interested in liberatory pedagogy must make explicit the contradictions and challenge the multiple ways schools shape students, politically and culturally. We reflect on three different points in the semester as moments of explicit focus on the contradictions of creating ...

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Discussion: Stereotypes: Categories and Concepts for Understanding the World Picture a teacher talking to a student. In the instant that you thought of the word teacher , what image of a person jumped into your mind? What were the age, color, gender, and nationality of the imagined teacher? What was the teacher doing and wearing? Similarly, what image of a student appeared in your mind to distinguish between the two people? Humans understand the world by creating categories and labeling concepts and, in this way, apply the concepts in a new circumstance. Stereotypes fall into this category of labeling concepts. They provide a system of coding that facilitates the acquisition of knowledge. On the other hand, stereotypes often demean people by distorting individual characteristics, skills, and abilities. By classifying people based on perceived characteristics of a group, inaccuracies arise at individual and group levels. These inaccuracies about individuals or groups can inhibit effective communication. As an intercultural communicator, however, there are some instances when using stereotypes can be helpful in gaining a level of cultural competence. To prepare for your Discussion: Review Chapter 6 in the course text . Pay particular attention to the section on stereotyping and the list of cultural categories. Have you seen or heard anyone stereotype any of these cultural categories either in the media or in your own experience? Locate common stereotypes about your culture on the Internet. Do any of them surprise you? What is true about these stereotypes? What is untrue? Find three common stereotypes of your culture in the media, or, using the cultural categories in Chapter 6 of the course text, think of a personal experience where you were stereotyped by your membership in one of those categories. Do you feel you are stereotyped in specific ways by certain cultural categories? Reflect on a personal experience or an example in the media where your culture has been stereotyped by another culture. How does stereotyping by the sender or receiver of the message in this situation affect the intercultural communication? Note: One of the goals of this course is to promote a wide variety of views. You are encouraged to present your honest personal viewpoint while at all times reflecting a respectful tone for the views of others. Do a 2 paragraph description of two examples of a stereotype of your culture that is found in the media or that you experienced personally. Explain the effects that true and untrue aspects of the selected stereotypes have on intercultural communication. Be sure to support your ideas by connecting them to at least one of this week’s Learning Resources. Additionally, you may opt to include an outside academic resource that you have identified. ...

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EDUC 364: The Role of Cultural Diversity in Schooling A dialectical journal is one in which you engage in conversation with the text. This involves pulling quotes from the text, and providing your reaction, thoughts, analysis and/or questions about what you’ve read. When reading a chapter from Spring（chapter2 and 3）, choose 3-5 short passages/selections from each assigned chapter on which to reflect. See the example below. You can format your DJ in a chart format (see next page for template), or you can format it simply as a question/answer format like below. The goal is to use the DJ to think through your reactions and prepare for discussion. Submit your DJ to Cougar Courses prior to class, and if you don’t have your computer with you in class, print it out so you have it with you for a class discussion Example Quote: “Faced with the world’s migration of people’s, some countries, such as Singapore, have maintained cultural pluralism by providing public schools that use the child’s home language and reflect the cultural values of the child’s home. Through the use of educational methods that promote cultural pluralism, Singapore has been able to maintain Chinese, Malay, and Indian cultures and languages. Therefore, there have been different educational approaches to the intersection of cultures resulting from globalization...Minority cultures in the United State have primarily experienced cultural genocide, deculturalization, and denial of education. Immigrant groups have mostly experienced assimilation and hybridity.” (Chapter 1). Response: This is always what I come back to when thinking about American education. We could have chosen a different path, a different approach educating the various groups of children that have come through the school system. But instead of seeing schooling primarily as a democratizing tool, the founders and those in government who came after them saw schooling as a tool for deculturalization, for imposing hegemony. What is most frustrating is how to tease out how our current system still contains the legacy of those oppressive institutional choices. Seeing those remnants for what they are--clearly--is the only way to change the system to truly benefit all kids. .

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