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ASIAN AMERICAN STUDENTS: Culture, Race, Racism, Resistance, and Schooling . Holly Aya Raña Lim March 7, 2012 AAS 884. Agenda. Agenda Overview (5 mins ) Energizer (10 mins ) Pedagogy (Total 35 mins ) Purpose – Lecture (15 mins ) Context – Materials for Activity (2 mins )

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asian american students culture race racism resistance and schooling

ASIAN AMERICAN STUDENTS:Culture, Race, Racism, Resistance, and Schooling

Holly AyaRaña Lim

March 7, 2012

AAS 884

agenda
Agenda
  • Agenda Overview (5 mins)
  • Energizer (10 mins)
  • Pedagogy (Total 35 mins)
    • Purpose – Lecture (15 mins)
    • Context – Materials for Activity (2 mins)
    • Content & Methods – Class will engage in an activity that practices these elements and report back (plan for 8 mins, report for 7 mins)
4 elements of pedagogy

4 Elements of Pedagogy

Purpose (Why)

Context (Who and Where)

Content (What)

Method (How)

purpose

Purpose

Critical Pedagogy

Decolonizing Pedagogy

critical pedagogy
Critical Pedagogy
  • Eliminate Oppression
    • Reading the world
    • Transform the world
  • Humanization
    • Self-Actualization
critical pedagogy1
Critical Pedagogy
  • What is the problem, premise, purpose?
    • AAS educators are strained
    • Lack alternatives in pedagogical practices
critical pedagogy2
Critical Pedagogy
  • Osajima’s Alternative Pedagogy Objectives:
    • Reposition students in relation to knowledge (replacing banking method)
    • Reposition students in relation to the use of knowledge (replacing individual oriented goals with community oriented goals)
    • Learn issues affecting the education of Asian immigrant students
critical pedagogy3
Critical Pedagogy

What is the role of the teacher?

  • not relinquish responsibility
  • guide the learning process
    • Students arrive at a critical analysis of power in relation to societal inequalities
critical pedagogy4
Critical Pedagogy
  • How did Osajima guide students in reading and transforming the world?
  • Did his class also lead to humanization/self-actualization?
    • If yes, in what ways?
    • If not, why not?
colonization decolonization
Colonization & Decolonization

What if we learn in TREES?

We learn in RECTANGLES…

(confinement and handed to you)

(causality – roots, base, constantly growing)

decolonizing pedagogy
Decolonizing Pedagogy

Historical Critique of Colonialism

Anti-Colonial

Decolonization

Challenging Colonial Mentality Consciousness

Social Justice Reconsidered

decolonizing pedagogy1
Decolonizing Pedagogy
  • Historical Critique of Colonialism
    • reconstruction of the historical situation
    • anti-colonial
decolonizing pedagogy2
Decolonizing Pedagogy
  • Decolonization
      • Process
      • Challenging colonial mentality consciousness
decolonizing pedagogy3
Decolonizing Pedagogy
  • Social Justice Reconsidered
  • What are some examples?
decolonizing pedagogy4
Decolonizing Pedagogy

Historical Critique of Colonialism

Anti-Colonial

Decolonization

Challenging Colonial Mentality Consciousness

Social Justice Reconsidered

context content methods
Context, Content & Methods
  • Activity: Taking into consideration a group discussed in the 7A readings, what content would you teach and how would you do so (method) while using critical pedagogy and decolonizing pedagogy as your purpose. This can be shared as a skit, report back, or any creative way you can think of.
activity
Activity
  • Purpose: Critical Pedagogy & Decolonizing Pedagogy
  • Context: Type of Asian American Group
  • Content: What you are teaching
  • Method: How you are teaching your content in an engaging way (try to avoid banking)