Module 6 - Principle 1: Assets-Based Behaviors and Expectations

Audio Transcript Auto-generated

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  Hello, Welcome back to Ble to 20. This is module six.

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  And we're going to be covering the first principle in the E. L. D. Um in the Arizona E.

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  L. D. Approach.

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  And so this week we will be focusing on the most important concepts that you need

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  to know before you begin thinking about how

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  to apply that that principle in your practice.

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  Right?

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  So you will see that this week we have a lot of

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  reading to do and you will be introduced to many new concepts.

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  Maybe some of them are not as new to you, Right?

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  But this week we are going to be talking about different

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  topics that relate to the notion of sociocultural competence.

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  Um and the reason why we're doing this is that

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  before you can even apply the first principle which is

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  assets based behaviors and expectations before you can apply that

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  principal and imagine how it looks like in your classroom,

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  you as an educator need to develop your own sociocultural competence, right?

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  And um and as you develop your own sociocultural competence,

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  know that this is an ongoing process.

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  We're constantly growing and learning and we're

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  constantly developing our our socio cultural competence.

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  There's no such thing as I'm done, right?

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  But this is perhaps for some of you the beginning of that journey of beginning to

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  explore some of these topics and for some

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  of you it's the continuation of that process.

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  Right?

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  And um but as you develop that that will give you the lenses and the tools to

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  be able to apply this principle and to

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  also foster sociocultural competence among your own students.

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  Right? So, um what is sociocultural competence?

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  Sociocultural competence is the ability to

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  understand one's own culture and identity

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  as well as those of others within particular histories of power colonization,

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  imperialism and difference.

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  And the reason why we are talking about

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  sociocultural competence in those terms is that some

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  people think that sociocultural competence is limited to

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  simply being able to navigate different cultures,

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  or being able to interact with people from diverse backgrounds or

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  to even be immersed in a cultural different than your own.

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  Some people think that a teacher with sociocultural competence

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  is one who embraces diversity in the classroom.

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  And while all of these things are good, important and necessary,

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  they're only like a little tiny corner,

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  a little tiny piece of what really sociocultural competence is.

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  Um and so, in this module,

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  you're going to get a deeper understanding of the different ideas that you need

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  to develop in order to um begin your journey through social cultural competence.

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  Okay, and um one of the most important things to understand is that,

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  as you consider diversity, there is much more than simply thinking, oh,

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  we're all different, but we all appreciate each other and embrace each other.

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  We have to understand that with difference

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  comes different degrees of access to power and

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  access to opportunities and access to um even dreaming and hoping for the future,

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  right, That means that not all groups, not all backgrounds have the same access,

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  and historically speaking,

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  have not had the same access to even hoping for a future in different terms.

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  Right? And and hoping for thriving in life.

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  We have to understand that many people from certain

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  um

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  backgrounds and and certain groups,

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  certain communities have been relegated to survival

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  right to the survival mode and continues um

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  um more forms of marginalization that hindered

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  their their hinder them as individuals,

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  but especially as a community and as a group

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  at large to be able to access the same amount of or the same number of opportunities to

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  really envision a future of thriving and um prosperity

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  and happiness and peace and safety for themselves.

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  And that includes education, right? Not all groups have been given the same

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  degrees of access to power and access to opportunities educationally speaking.

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  And so it's very important to understand this in order for you

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  to begin to recognize why diversity is so important in our classrooms,

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  not just

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  to have different groups represented,

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  but to be able to recognize that the experiences of

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  every one of your students is going to be different

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  and that that difference does not necessarily come from their

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  own culture and from their own individual behaviors or backgrounds,

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  but it has to do more with how society has been

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  historically structured in a way that positions certain people

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  with more advantage um and privilege than other people.

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  And that's when you can,

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  you might have been heard you might have heard

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  of the term um communities that are historically marginalized.

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  And the term historically is very imp important because as we think of individuals,

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  we can't think of them as living in

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  the present without having been without their journey

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  um and the journey of their family and

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  their ancestors having been affected by historical processes,

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  Right?

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  And the historical processes that we're going to hear

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  about this week includes colonization or colonial city,

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  which remains in our society.

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  Um colonization

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  in a way started with colonial processes right?

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  With european colonization, for example, in the Americas, however,

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  it didn't end when the colonies ended in, you know, the United States for example,

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  became an independent country.

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  Instead there are colonial ideologies,

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  ideas structures that remained in place and that in many ways continue alive today.

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  Maybe they have evolved in some sense,

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  but in many ways they continue to exist and to shape people's lives, right?

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  And so being aware of that allows us as educators to understand

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  the ways in which we need to advocate for our students,

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  the ways in which we need to understand their experience, right?

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  And the ways in which we can begin to envision transformation, right?

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  And our role as public intellectuals in transforming our society. Right?

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  And so,

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  um education has been in schooling has been often perceived

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  as this um incredible institution that can advance democracy,

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  right?

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  But for that to happen,

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  educators need to have an understanding of

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  the history that precedes it preceded us,

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  that the histories that have shaped our society the way it is today,

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  so that we can continue moving forward, right?

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  And creating the kind of society that that we want, the kind of um

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  democracy that we want.

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  And so today we're gonna learn about some of these concepts and that are

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  part of that sociocultural competence that you need to develop as an educator.

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  And you're going to hear some new terminologies

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  such as um ideas about identity and intersectionality.

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  You're going to hear about deficit thinking.

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  You're going to hear also about ideas about Mattering in school.

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  You're going to hear about social transformation through education and

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  um and all of these ideas are important in terms of

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  helping you develop your own teaching philosophy and

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  your outlook when you approach your students,

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  then you will also learn some practical things about well,

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  But what do I do with my kindergartners when they show up in my classroom?

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  What do I do with that? Right?

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  And so you will also learn a few more practical and

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  applicable ways in which you can begin to recognize your students as

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  fully human and as individuals that you ways in which you can begin to truly

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  see each one of those babies or those teenagers that show up in your classroom,

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  right?

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  And to me they're all babies because to me,

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  the most important thing in education is love.

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  And so I I always talk about them in these enduring ways.

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  But in reality these are individuals, these are Children. These are

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  thinking people who deserve opportunities for agency right to be

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  themselves rather than to be silenced in the classroom,

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  right?

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  Because of

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  assumptions that we make about who they are and

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  what they lack when they come to school.

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  Right?

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  So you're gonna be reading about all these different things and um

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  these topics that you're going to read about are going to help you

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  begin to think about topics that you want to research in the

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  most important project that you're going to work on for this class.

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  I'm going to give you a separate video explaining a little bit

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  about what you have to do this week to advance that project.

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  Okay.

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  But for now,

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  one of the things that I want to remind you if is

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  that if you have any questions as you move through the module,

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  please make sure that you post them on the virtual

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  office um remember that this is a large class.

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  And and so your questions will be more um

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  quickly addressed if you post them on the um

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  virtual office and along those lines as you post your questions,

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  it's important that you read other questions that have been posted because

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  if you have a question it might have already been answered there.

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  So make sure that you are always paying attention to that virtual office after you

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  read the modules and read the instructions for your assignments and all of that.

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  Make sure that you go back to that virtual office. It is always accessible to you

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  on the homepage.

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  And so you go through go to that and and review

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  the questions that have been asked that they may enlighten you,

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  they may give you more detail, more detail,

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  more nuance about your assignments and questions that you might already have.

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  Um If you have any other questions that are more

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  of a personal nature like about your own grades or accommodations

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  that you might need or flexibility or deadlines that affect

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  you only make sure that you contact your co instructor,

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  okay?

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  We don't have t A. S in this class. All of your instructors are

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  well prepared to answer your questions.

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  They're not th they are actual instructors so make sure that you go

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  to them because they are the ones who are grading your work.

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  Okay? And they are people that are highly qualified qualified um to teach you.

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  So they are don't don't don't think of them as a T. A. They are your instructors. Okay?

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  And so make sure that you're communicating with them um

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  that you um that any questions that come up that you send them to them personal

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  questions that you send them to them using the um the inbox feature in on canvas.

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  Um If you email me, especially if you email me directly to my email

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  It's very likely that you're going to wait a long time before I can respond. Okay.

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  Because I can't always keep up.

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  I have to, I get way too many emails and there's over 360 50 of you.

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  So imagine if you're just emailing me

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  your question can be, you know, can fall in in the cracks and I might miss it. Okay.

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  So it's very important that you go first to your code and structure.

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  But again,

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  the most important thing is that you read

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  the materials carefully before asking any questions.

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  Um, this week I um,

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  I know you have a lot of readings like I mentioned before,

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  so try to block time for you to read and take notes and highlight

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  and do some research on the terms that might be new to you.

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  There is one particular article that might be a little dense.

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  Okay, and in that article you might really need to be taking notes.

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  You don't have to remember everything every single detail in that article.

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  But it's important that you understand the most important concepts, right?

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  It's the article that that talks about deficit thinking and how that

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  manifests and ideas of the word gap and ideas of um academic

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  language.

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  These are topics that are very specific, um,

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  particularly to bilingual learners and english language learners.

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  So make sure that you pay close attention to that article.

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  Um, even if you don't understand everything,

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  but make sure that you get the gist of it.

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  Okay. Um, and then also you're gonna be reading from Bettina loves book.

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  We want to do more than survive Abolitionist

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  teaching in the pursuit of educational freedom.

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  You're only going to read chapter one. Okay.

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  Um,

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  you're going to read an article about sociocultural competence that

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  is directly mostly to dual language education programs and,

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  and people involved with them.

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  But it actually applies to anyone working

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  with language minorities students and students,

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  um,

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  with from culturally linguistically diverse backgrounds. Okay.

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  And you will also be reading, um,

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  um, an article and a little bit of a chapter from your book on practices.

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  And finally, you will be

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  watching a couple of videos.

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  We'll just one video and listening to a podcast and that is a lot,

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  but it's all going to be helpful to you.

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  I hope you enjoy it. And I'll see you in a little bit.