This is why I also seed with memes, gifs, and youtube videos (more for readings than the syllabus). The return comments and threads are priceless and it allows us to start building a relationship through laughter and play which later invites in deeper conversations and critical chats through text. Dope work, Remi!

Especially when presented through memes.... ;)

Curious what this response will be

I feel like the feedback on this domain is going to skyrocket on this year's exit survey. I'm also curious how many different platforms and tech expertise TCs brought to their sites which supported mentor teachers (rather than vice versa)

I'm curious what the responses to this are/will be

I predict this rating will be high

I'm curious how students would rate themselves on this task vs. how their mentor teacher might rate their feedback

I predict this answer will be high

Depending on area of study, I predict some students will feel they can accomplish this well and others may not

Based on collaboration with teacher ed students preparing to enter the classroom, I want to say that most would feel fairly good about theory and application

I added video of a few of Mahalia Jackson's songs that are mentioned in this article and it really does change the overall tone and drive of the reading with her beautiful voice in the background.

https://youtu.be/DFMY4V7RdbU

https://youtu.be/nY2vSe4xlKA

This passage makes me think about all the ways in which COVID-19 has impacted society, particularly for BIPOC communities, and how in order to truly heal, we will need to normalize and celebrate therapy, mental health awareness, and treatment. We are not only talking about social isolation, but also experiencing the loss of loved ones, while being physically distant from them while they were sick and likely attending a virtual funeral--compile that with ongoing police brutality and the murders of Black men and women at the hands of those who are supposed to protect them...not only are adults forced to find ways to cope with these heinous acts (add on a myriad of socio-political oppressions), but children are simultaneously forced to endure all of this while trying to attain their education through socially distanced measures and in further isolation. This hit me especially hard as I began reading the article and on page 5, the authors state, “there is a lack of nuanced conversations discussing the role of Black social workers not only during this pandemic, but also in normal situations.” I have personal ties to hospitals and social work and the ongoing plight of BIPOC social workers in the medical field is not new to me. But this reading left me curious as to what we, as allies, can do to lift up the work of Black social workers so that their needs and resources are supported rather than seen as "unnecessary" or like a boulder to push up the hill of healthcare (to borrow an image from another #ScholarStrike text).

This makes me really happy to see! I planned to use FB Messenger and posts for much of my dissertation communication with participants but it was a red flag when I went through IRB review---I'm relieved to see that this mode of communication is gaining more traction and becoming "acceptable."

Please share readings, media, activities, and any other resources not listed here which have been impactful in your own journey.

As parents, caretakers, educators, and scholars, can you identify with this action of resistance and solidarity? How have you introduced others (particularly children) to social justice movements such as Black Lives Matter? What advice would you give young parents starting out on this journey?

What quotes have resonated with you over time? Share them here!

How did this new identity impact their learning and action outside of your class? Did it translate to other classes? To their occupations? To college?

The push and enforcement of truancy discipline "strategies" in the state of California has always been problematic. I dropped out of high school twice to take care of my family and each time I was excessively "truant" my family was met with police officers at our door with threats of imprisonment and fines---fines that we would never have been able to pay because I was missing school to work in the first place. This form of compulsory education does not teach strong moral values but instead that working to maintain your family and home is a criminal and punishable offense.

This is dope. It also makes me wonder how hypothes.is can be used in projects like these for students to seek feedback from adults outside of their school community, and perhaps even to rally outside support for their cause(s)...

I love this, but I am curious about the students' access to technology either at home or at school. My students were often limited to their phone as the only way to research---so long as they had a free wifi network to tap into---and the school had a computer "lab" but students weren't trusted to be in there without teachers to guard the room (policing) and the computers themselves were pieced together from leftover scraps handed down to the school by the district office. Most keyboards were missing keys, all units worked slowly reminiscent to the dial up service of my youth, and the makeshift appearance of the computers was a visual reminder to our students that they were not the district's top priority--especially because they couldn't be trusted with the garbage their school was "gifted."

I was teaching in Madera at this time and using similar strategies in my classroom. I was surprised to learn that despite the MANY concerns of their families and communities which you mention here, most of my students were most concerned about mental health and the impact of depression on their peers.

Brief history of the Hmong b-boy history of Southeast Fresno

Doesn't everyone?