Conceptual Foundationspart Ii Reflective Essay I

Conceptual Foundationspart Ii Reflective Essay I

Conceptual Foundationspart Ii Reflective Essay I

A very important part of this course is learning to
carefully reflect. You have all read and written throughout your academic and
work careers. But careful reflection is not often something we are asked to do.
At work, one is rewarded for quick decision-making (although it must be
thoughtful). But being thoughtful can be different from being reflective; being
thoughtful is using careful reason, while reflection is concerned with ideas
and introspective pondering. We often consider issues with reason, yet we are
often so “hurried” or “inexperienced” that we do not ponder over time. This is seen
as a luxury within our society, yet it is critical for engaging the big issues
that shape and frame our very existence.
I also hope you will be reflexive in addition to being thoughtful –
turning these ideas back onto yourself in order to shed light on your own
beliefs, values, philosophy, and identities. Many philosophers have noted that
to develop knowledge, one must know oneself. If we do not understand our own
belief systems, we cannot realize how they constrain us from engaging new
ideas. The more reflexive you are, the better able you will be to securely open
yourself up to new ideas, without feeling threatened.

Understanding your beliefs usually leads to expanding the
ideas you engage with and eventually your knowledge base. To grow as an
educator, practitioner, and scholar, you must also grow personally. We often
try to separate these two process, but I believe they are integrally connected.
Therefore, I encourage you to think about all our class readings, activities,
and discussions in relation to your own experiences. Some good generic
questions while reading each chapter/article include:

1.
What
ideas were new to you – eye openers. How and why did they make you think
differently about diversity, multiculturalism, power, privilege, and social
justice?

2.
Which
points in the chapter/article were well substantiated, questionable or wrong.
You may agree with a point the author made, but believe they did not make a
strong enough case. Strive at times to examine the logical development.

3.
In
what ways does a chapter/article for one week compare to previous week’s
readings?

4.
What
are the implications of this chapter/article for improving current policies and
practices?

5.
Did
the material introduce you to anything about which you want to learn more?

6. How does a particular
chapter/article shed light on an educational issue you are concerned with?

.
This essay should not simply be a recounting of an experience you had,
or a simple summary of something you read. You must delve deeper—what meaning
is there, what connections exist, how does the reading or experience expand
your knowledge and skills, how does it challenge you, how does it create an
opportunity for you to be a change agent (or not)?

*Reflective

Essay. Your essays should be approximately 750 words, unless otherwise

indicated

Your journal entries should be
both reactive and responsive to some aspect of the week’s readings, make
connections to your own personal experiences, and show how you are evolving in
your thinking about diversity, multiculturalism, power, privilege, and
social justice, and various social identities. I expect your essays to follow
proper APA style and formatting, including use of citations and references;
these are not informal, colloquial essays, and as such should not be written as
if you are sending an email or text to your BBF.

from these books .( I will scan them for you .)

Feb 1

(online)

Conceptual Foundations

Part I—Power & Privilege

Adams et al.: Section 1 Readings: 3

Davis & Harrison: Ch 1, 2

Johnson: Ch 2, 3 4

Feb 8

(campus)

Conceptual Foundations

Part II—Social Justice

Adams et al.: Section 1 Readings: 4, 5, 6, 7

Davis & Harrison: Ch 3, 4, 5

Johnson: Ch 5, 6

Feb 15

(online)

Conceptual Foundations

Part III—Intersectionality

Johnson: 7, 8

Mitchell et al.: Ch 1, 3, 9

BOOKS

Adams, M., Blumenfeld, W. J., Castañeda, R., Hackman, H. W., Peters, M. L., & Zúñiga, X. (Eds.). (2013).Readings for diversity and social justice (3rd ed.). New York: Routledge.

Davis, T., & Harrison, L.M. (2013). Advancing Social Justice: Tools Pedagogies, and Strategies to Transform your Campus. San Francisco:Jossey-Bass.

Johnson, A. G. (2006). Privilege, power, and difference (2nd ed.). Boston: McGraw Hill.

Mitchell, D., Simmons, C. Y., & Greyerbiehl, L. A. (Eds.). (2014). Intersectionality & Higher Education: Theory, Research, & Praxis. New York, NY: Peter Lang.

American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.