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Community Standards: Five Ways to Join the Conversation

  1. Offer your take on the anchor texts. So you’ve read the anchor texts — bully for you! Tell us what you think the author is really getting at, perhaps another way of looking at the topic to help round out our discussion.
  2. Connect to what’s happening in your classroom. One of our main goals is to use this space to share our classroom experiences — all of them. This way, we can we can identify trends and figure out how to address them, together. We want to hear your successes, yes, but we also want to hear what didn’t quite work (yet), or what worked with one class but not another. We want to hear about experiments, flukes, one-offs, struggles, and mistakes, too; we want to celebrate your triumphs with you and help you puzzle through the things that keep you up at night.
  3. Ask questions. We’re all teachers here, so I don’t need to belabor how important it is to ask questions, but I will because that’s what teachers do. Hans-Georg Gadamer writes, “The essence of the question is the opening up, and keeping open, of possibilities.” Good questions are better than easy answers; they are places of possibility that help us learn and grow.
  4. Connect to outside texts that others might find useful. We know you know a lot, you know? Help us grow our reading lists!
  5. Share posts, give kudos, and invite colleagues to join in. Our community of practice is multi-modal, incorporating face-to-face discussions and electronic exploration of ideas. Not everyone is comfortable in every format, but we can create synergy by encouraging each other to engage.

  • Addressing Student Resistance to Discourses of Diversity

    April 4, 2021 by

    **Due to the nature of the topic, we felt that it was important to cite from scholarly work completed within the last 6-8 years. Additionally, it is important to keep in mind that this is a discussion about classroom dynamics, which does not supersede the vital significance of acknowledging resistance within macro-levels of an institution,… Read more

  • Making Effective Use of Texts in the Class

    March 11, 2021 by

    What an amazing resource those who have preceded us have compiled for our Community of Practice! We’ve been privileged to have been introduced (or reintroduced) to a range of voices propelling the discussion of important and timely topics such as culturally responsive teaching, anti-racist teaching practices, selecting representative and inclusive texts, and making data-informed decisions.… Read more

  • Why Use Data?

    January 29, 2021 by

    This is Part 2 of a post on reflective data analysis and responsive teaching tools. See the first post here. For those whom I have not yet had the privilege to work with, my name is Brandon Owashi and I am the Director of Institutional Research at Riverside City College. I am amazed by the content… Read more

  • Minding the Gap

    January 22, 2021 by

    In preparations for the January workshop, I have been thinking about the word “gap” in educational discourse. As we have discussed many times over the past decade, particularly moving through acceleration to answer the call of AB705, the term appeared in so many phrases that reflected deficit-minded judgments about students (e.g. “achievement gap,” “skills gap,”… Read more

  • Choosing Inclusive and Empowering Texts — Part II

    November 9, 2020 by

    This is Part 2 of a post on choosing inclusive and empowering texts. See the first post here. In “How to Tame a Wild Tongue,” Lesbian Chicanx writer, Gloria Anzaldua, shares her personal experience with reading LGBTQ+ Chicanx writers for the first time: “In the 1960s, I read my first Chicano novel. It was City… Read more

  • Choosing Inclusive and Empowering Texts — Part I

    November 3, 2020 by

    In thinking about antiracist practices, as a white professor, before I work through my thoughts on choosing antiracist texts (which I hope will be helpful to you), I first need to acknowledge and credit the Black and Latinx thinkers who have informed this process for me.  First, I need to talk about the framework I… Read more

  • Anti-Racist Teaching Practices – Part 2

    October 14, 2020 by

    This is Part 2 of a post on anti-racist teaching practices. See the first post here. My three friends and colleagues Dr. Kelly Douglass, Dr. Jan Andres, and Carolyn Rosales were gracious and brave enough to partner with me on this important venture. Here are their wonderful and powerful contributions to the blog. Dr. Kelly… Read more

  • Anti-Racist Teaching Practices – Blog Part 1

    October 7, 2020 by

    My grandparents were both born in the 1920’s South where racism ran and currently still runs rampant in the streets and institutions of what is falsely called “The land of the free and the home of the brave.” And yet here we are, in 2020, still talking about racism in America.  I do not have… Read more

  • Student Voices Impacting Change

    September 8, 2020 by

    By: Professors Dan Hogan, Miguel Reid, and Monique Greene The community college system has played a monumental role over the last century in helping students in higher education to bridge their education to future career choices. Although there are foundational structures that support the students’ experiences, there is still a need to truly identify which… Read more

  • A Message from Dean Woods

    August 21, 2020 by

    Greetings Everyone, It is an honor to have been asked to write the first post of the 2020/2021 post for your Community of Practice Blog.  Nevertheless, at this particular time, this request has weighed heavily on me as I am not inclined to say something uplifting, motivational and cheery.  Coupled with writing for an audience… Read more

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