it’s not always easy for me to describe to my peers how the world of my home and
to my peers how the world of my home and
to my peers how the world of my home and the world of my school often felt
the world of my school often felt
the world of my school often felt galaxies apart but the way that my mom
galaxies apart but the way that my mom
galaxies apart but the way that my mom would demand I not forget about no siree
would demand I not forget about no siree
would demand I not forget about no siree Hollis and how my teacher would assign
Hollis and how my teacher would assign
Hollis and how my teacher would assign my homework were two very different
my homework were two very different
my homework were two very different experiences or how my dad expected me to
experiences or how my dad expected me to
experiences or how my dad expected me to individually greet each and every one of
individually greet each and every one of
individually greet each and every one of my dias and D s with a handshake a hug
my dias and D s with a handshake a hug
my dias and D s with a handshake a hug and a kiss something that I would not do
and a kiss something that I would not do
and a kiss something that I would not do when I would step into my classrooms I
when I would step into my classrooms I
when I would step into my classrooms I share this to try and center the purpose
share this to try and center the purpose
share this to try and center the purpose and importance of an idea known as
and importance of an idea known as
and importance of an idea known as culturally relevant pedagogy or
culturally relevant pedagogy or
culturally relevant pedagogy or culturally relevant teaching an idea
culturally relevant teaching an idea
culturally relevant teaching an idea that it might start but goes well beyond
that it might start but goes well beyond
that it might start but goes well beyond our schools and classrooms it’s an
our schools and classrooms it’s an
our schools and classrooms it’s an attempt to create effective and
attempt to create effective and
attempt to create effective and sustainable social political and
sustainable social political and
sustainable social political and economical spaces and practices to serve
economical spaces and practices to serve
economical spaces and practices to serve our communities equitably all in the
our communities equitably all in the
our communities equitably all in the hope of evolving our school systems to
hope of evolving our school systems to
hope of evolving our school systems to better meet the needs of our students
better meet the needs of our students
better meet the needs of our students rather than expecting our students to
rather than expecting our students to
rather than expecting our students to continuously be meeting the needs and
continuously be meeting the needs and
continuously be meeting the needs and standards of our traditional school
standards of our traditional school
standards of our traditional school systems Gloria ladson-billings
systems Gloria ladson-billings
systems Gloria ladson-billings identified and defined culturally
identified and defined culturally
identified and defined culturally relevant pedagogy as a praxis that uses
relevant pedagogy as a praxis that uses
relevant pedagogy as a praxis that uses student culture to transcend the
student culture to transcend the
student culture to transcend the negative effects of the dominant culture
negative effects of the dominant culture
negative effects of the dominant culture the negative effects are brought about
the negative effects are brought about
the negative effects are brought about for example by not seeing one’s history
for example by not seeing one’s history
for example by not seeing one’s history culture or background represented in the
culture or background represented in the
culture or background represented in the textbooks or curriculum entonces cuando
textbooks or curriculum entonces cuando
textbooks or curriculum entonces cuando trata yoda records our explicar looking
trata yoda records our explicar looking
trata yoda records our explicar looking for a me experiencia and that of many
for a me experiencia and that of many
for a me experiencia and that of many other students that I feel I can relate
other students that I feel I can relate
other students that I feel I can relate with I can tell you that there were few
with I can tell you that there were few
with I can tell you that there were few if any moments in any given school year
if any moments in any given school year
if any moments in any given school year where I was ever addressed in Spanish or
where I was ever addressed in Spanish or
where I was ever addressed in Spanish or any other language for that matter now
any other language for that matter now
any other language for that matter now aside from the fact that maybe my
aside from the fact that maybe my
aside from the fact that maybe my instructors were unable to speak other
instructors were unable to speak other
instructors were unable to speak other languages or were somewhat too fully
languages or were somewhat too fully
languages or were somewhat too fully familiar with other cultures and customs
familiar with other cultures and customs
familiar with other cultures and customs for me the point is that they were not
for me the point is that they were not
for me the point is that they were not going to try and do so in a sense I fell
going to try and do so in a sense I fell
going to try and do so in a sense I fell into a conditioned expectation that my
into a conditioned expectation that my
into a conditioned expectation that my education depended on me conforming to a
education depended on me conforming to a
education depended on me conforming to a traditional system of schooling
traditional system of schooling
traditional system of schooling rather than expecting that my education
rather than expecting that my education
rather than expecting that my education conformed or evolved to meet my needs or
conformed or evolved to meet my needs or
conformed or evolved to meet my needs or the needs of other students who may not
the needs of other students who may not
the needs of other students who may not fit the traditional definition of a
fit the traditional definition of a
fit the traditional definition of a successful student what have we been
successful student what have we been
successful student what have we been taught to understand embodies or
taught to understand embodies or
taught to understand embodies or increases the chances of a successful
increases the chances of a successful
increases the chances of a successful student a child that leaves and comes
student a child that leaves and comes
student a child that leaves and comes home to a two-parent household who
home to a two-parent household who
home to a two-parent household who leaves and comes home to an actual home
leaves and comes home to an actual home
leaves and comes home to an actual home in a neighborhood who eats breakfast and
in a neighborhood who eats breakfast and
in a neighborhood who eats breakfast and dinner every day who isn’t tasked with
dinner every day who isn’t tasked with
dinner every day who isn’t tasked with having to translate for their parents at
having to translate for their parents at
having to translate for their parents at parent-teacher conferences who doesn’t
parent-teacher conferences who doesn’t
parent-teacher conferences who doesn’t hide in their shame of not understanding
hide in their shame of not understanding
hide in their shame of not understanding by either withdrawing or acting out in
by either withdrawing or acting out in
by either withdrawing or acting out in their classrooms what about us then who
their classrooms what about us then who
their classrooms what about us then who may not fit into each and every one of
may not fit into each and every one of
may not fit into each and every one of these categories should our potential
these categories should our potential
these categories should our potential differences demas any less worthy of
differences demas any less worthy of
differences demas any less worthy of success culturally relevant teaching
success culturally relevant teaching
success culturally relevant teaching seeks to not simply recognize but to
seeks to not simply recognize but to
seeks to not simply recognize but to acknowledge these differences to better
acknowledge these differences to better
acknowledge these differences to better improve a student’s academic experience
improve a student’s academic experience
improve a student’s academic experience and ambitions for those of us who are
and ambitions for those of us who are
and ambitions for those of us who are students teachers parents school
students teachers parents school
students teachers parents school administrators a person with some basic
administrators a person with some basic
administrators a person with some basic sense of awareness we’re fully aware
sense of awareness we’re fully aware
sense of awareness we’re fully aware that this is simply not always the case
that this is simply not always the case
that this is simply not always the case and yet we teach as if it were we have
and yet we teach as if it were we have
and yet we teach as if it were we have fine tuned a machine to mass-produce
fine tuned a machine to mass-produce
fine tuned a machine to mass-produce education currently in Utah our K
education currently in Utah our K
education currently in Utah our K through 12 student population sits at
through 12 student population sits at
through 12 student population sits at about six hundred and fifty-four
about six hundred and fifty-four
about six hundred and fifty-four thousand students of the 50 million that
thousand students of the 50 million that
thousand students of the 50 million that exist across our entire us country we
exist across our entire us country we
exist across our entire us country we compared this to a dwindling population
compared this to a dwindling population
compared this to a dwindling population of educated licensed and trained
of educated licensed and trained
of educated licensed and trained instructors and it makes sense our
instructors and it makes sense our
instructors and it makes sense our system gets down to a desperate task of
system gets down to a desperate task of
system gets down to a desperate task of meeting our limited supply with an
meeting our limited supply with an
meeting our limited supply with an overwhelming demand but at what cost and
overwhelming demand but at what cost and
overwhelming demand but at what cost and who pays what I would offer is that
who pays what I would offer is that
who pays what I would offer is that right now just as we’ve been seeing for
right now just as we’ve been seeing for
right now just as we’ve been seeing for decades the cost of these ill maintained
decades the cost of these ill maintained
decades the cost of these ill maintained systems of education our missed
systems of education our missed
systems of education our missed opportunities for our overlooked and
opportunities for our overlooked and
opportunities for our overlooked and underserved students and communities
underserved students and communities
underserved students and communities that in some cases are paid with a
that in some cases are paid with a
that in some cases are paid with a person’s life specifically the life of
person’s life specifically the life of
person’s life specifically the life of someone who is not white male and/or of
someone who is not white male and/or of
someone who is not white male and/or of a privileged background
a privileged background
a privileged background how does this happen how do we end up in
how does this happen how do we end up in
how does this happen how do we end up in devastating situations of having seven
devastating situations of having seven
devastating situations of having seven shots fired at someone as they sit in
shots fired at someone as they sit in
shots fired at someone as they sit in their vehicle along with their partner
their vehicle along with their partner
their vehicle along with their partner and child watching as this all happens
and child watching as this all happens
and child watching as this all happens as we were all forced to witness in the
as we were all forced to witness in the
as we were all forced to witness in the case of falando Casteel and countless
case of falando Casteel and countless
case of falando Casteel and countless other senseless tragedies that have been
other senseless tragedies that have been
other senseless tragedies that have been occurring recently and have been
occurring recently and have been
occurring recently and have been occurring over the history of our
occurring over the history of our
occurring over the history of our country what does this have to do with
country what does this have to do with
country what does this have to do with our schools let’s look at how our
our schools let’s look at how our
our schools let’s look at how our schools classrooms and textbooks are set
schools classrooms and textbooks are set
schools classrooms and textbooks are set up we expect our students to begin
up we expect our students to begin
up we expect our students to begin building a world made of history science
building a world made of history science
building a world made of history science math literature our technology concepts
math literature our technology concepts
math literature our technology concepts we’re all familiar with all in the hope
we’re all familiar with all in the hope
we’re all familiar with all in the hope of helping and helping them make sense
of helping and helping them make sense
of helping and helping them make sense of what it all means
of what it all means
of what it all means year after year if your student like me
year after year if your student like me
year after year if your student like me you start to put together a pattern
you start to put together a pattern
you start to put together a pattern where you notice that most if not all
where you notice that most if not all
where you notice that most if not all power and knowledge has been created and
power and knowledge has been created and
power and knowledge has been created and distributed by white male heroes the
distributed by white male heroes the
distributed by white male heroes the writing on the wall then might spell out
writing on the wall then might spell out
writing on the wall then might spell out that my life my ambitions they may not
that my life my ambitions they may not
that my life my ambitions they may not mean as much Christopher Columbus
mean as much Christopher Columbus
mean as much Christopher Columbus credited with discovering or conquering
credited with discovering or conquering
credited with discovering or conquering the Americas European pilgrims in search
the Americas European pilgrims in search
the Americas European pilgrims in search of religious freedom settled Jamestown
of religious freedom settled Jamestown
of religious freedom settled Jamestown shortly after William Bradford hosts our
shortly after William Bradford hosts our
shortly after William Bradford hosts our first Thanksgiving George Washington the
first Thanksgiving George Washington the
first Thanksgiving George Washington the first of 43 consecutively white male
first of 43 consecutively white male
first of 43 consecutively white male presidents and our founding fathers
presidents and our founding fathers
presidents and our founding fathers bring about America the great the
bring about America the great the
bring about America the great the original great to avoid any confusion
original great to avoid any confusion
original great to avoid any confusion going in our current times Eli Whitney
going in our current times Eli Whitney
going in our current times Eli Whitney Andrew Jackson Abraham Lincoln John F
Andrew Jackson Abraham Lincoln John F
Andrew Jackson Abraham Lincoln John F Kennedy Neil Armstrong Martin Luther
Kennedy Neil Armstrong Martin Luther
Kennedy Neil Armstrong Martin Luther King Harvey Milk
King Harvey Milk
King Harvey Milk Brigham Young President Obama President
Brigham Young President Obama President
Brigham Young President Obama President Trump the simple list of figures that
Trump the simple list of figures that
Trump the simple list of figures that I’m confident most of us have been made
I’m confident most of us have been made
I’m confident most of us have been made fully aware of gets recycled and
fully aware of gets recycled and
fully aware of gets recycled and packaged as a one size fits all set of
packaged as a one size fits all set of
packaged as a one size fits all set of facts by omission minimizing or
facts by omission minimizing or
facts by omission minimizing or silencing the voices of many who
silencing the voices of many who
silencing the voices of many who contributed or in many cases led this
contributed or in many cases led this
contributed or in many cases led this list of figures to be credited for
list of figures to be credited for
list of figures to be credited for defining the milestones of our American
defining the milestones of our American
defining the milestones of our American Society
Society
Society where is the story of our women of our
where is the story of our women of our
where is the story of our women of our communities of color of our LGBTQ
communities of color of our LGBTQ
communities of color of our LGBTQ community what does this narrative build
community what does this narrative build
community what does this narrative build or divide if students like myself are
or divide if students like myself are
or divide if students like myself are not reflected in this country’s history
not reflected in this country’s history
not reflected in this country’s history in our classrooms and consequently in
in our classrooms and consequently in
in our classrooms and consequently in our general mainstream culture then how
our general mainstream culture then how
our general mainstream culture then how does society expect us to be present and
does society expect us to be present and
does society expect us to be present and contribute to our future representation
contribute to our future representation
contribute to our future representation matters one of my favorites Clint Smith
matters one of my favorites Clint Smith
matters one of my favorites Clint Smith said when you only hear one side of the
said when you only hear one side of the
said when you only hear one side of the story at some point you have to question
story at some point you have to question
story at some point you have to question who the writer is que significa esto
who the writer is que significa esto
who the writer is que significa esto para alguien como yo para una Lou no
para alguien como yo para una Lou no
para alguien como yo para una Lou no comunidad que quizás no comparte oh no
comunidad que quizás no comparte oh no
comunidad que quizás no comparte oh no Salado reconocimiento en lo que es la
Salado reconocimiento en lo que es la
Salado reconocimiento en lo que es la historia y cultura desta comunidad de
historia y cultura desta comunidad de
historia y cultura desta comunidad de este pais uno que significa como
este pais uno que significa como
este pais uno que significa como extranjero yes Abbasid a nacional de la
extranjero yes Abbasid a nacional de la
extranjero yes Abbasid a nacional de la cultura youma color de piel and pieces
cultura youma color de piel and pieces
cultura youma color de piel and pieces in Cinemark las oportunidades kisses no
in Cinemark las oportunidades kisses no
in Cinemark las oportunidades kisses no so Neches para uno uno busca a basis in
so Neches para uno uno busca a basis in
so Neches para uno uno busca a basis in saber por algo que no existing i poco en
saber por algo que no existing i poco en
saber por algo que no existing i poco en muchos casos nada que reflection las
muchos casos nada que reflection las
muchos casos nada que reflection las cosas Sierra’s Kaunas qual es una subida
cosas Sierra’s Kaunas qual es una subida
cosas Sierra’s Kaunas qual es una subida rehear y para Lou nosy comunidades que
rehear y para Lou nosy comunidades que
rehear y para Lou nosy comunidades que se encuentran en esta categoría de otro
se encuentran en esta categoría de otro
se encuentran en esta categoría de otro sinclair MPS’s a participar en un
sinclair MPS’s a participar en un
sinclair MPS’s a participar en un sistema de nosotros y ellos por que hace
sistema de nosotros y ellos por que hace
sistema de nosotros y ellos por que hace es como t’lani entender bajo terminals
es como t’lani entender bajo terminals
es como t’lani entender bajo terminals the English as a second language
the English as a second language
the English as a second language minority with the root word being men as
minority with the root word being men as
minority with the root word being men as a minimum non-english non-white
a minimum non-english non-white
a minimum non-english non-white non-christian términos pasados a new
non-christian términos pasados a new
non-christian términos pasados a new negative okay creo que sus tienen una
negative okay creo que sus tienen una
negative okay creo que sus tienen una cultura de su Pereira dad yo presión
cultura de su Pereira dad yo presión
cultura de su Pereira dad yo presión aqui es Ihnen impractical pedagogy akan
aqui es Ihnen impractical pedagogy akan
aqui es Ihnen impractical pedagogy akan relevancy ax cultural pueden ser de
relevancy ax cultural pueden ser de
relevancy ax cultural pueden ser de respuesta potentiel de ofrecer la
respuesta potentiel de ofrecer la
respuesta potentiel de ofrecer la inversión de entrenar a nostris
inversión de entrenar a nostris
inversión de entrenar a nostris instructors rebus RL curriculum a poner
instructors rebus RL curriculum a poner
instructors rebus RL curriculum a poner en práctica no simple meant a mess
en práctica no simple meant a mess
en práctica no simple meant a mess attenzione pero más reconocimiento
attenzione pero más reconocimiento
attenzione pero más reconocimiento in menos definition como persona de
in menos definition como persona de
in menos definition como persona de couleur
couleur
couleur yo tengo la spec tatoeba de que otros
yo tengo la spec tatoeba de que otros
yo tengo la spec tatoeba de que otros reckon Oscar
reckon Oscar
reckon Oscar Oh Lord APL pero que no me de Finan por
Oh Lord APL pero que no me de Finan por
Oh Lord APL pero que no me de Finan por el a unigram diferencia mpesa notre
el a unigram diferencia mpesa notre
el a unigram diferencia mpesa notre intelligencia algunas mirada’s de
intelligencia algunas mirada’s de
intelligencia algunas mirada’s de confusión Cannavale izv ariados de
confusión Cannavale izv ariados de
confusión Cannavale izv ariados de frustration en unos casos
frustration en unos casos
frustration en unos casos lamentablemente effendi dos este
lamentablemente effendi dos este
lamentablemente effendi dos este concepto nor akira explore our houses
concepto nor akira explore our houses
concepto nor akira explore our houses and bases simplemente analyse our Losos
and bases simplemente analyse our Losos
and bases simplemente analyse our Losos adido
adido
adido let me repeat this concept of cultural
let me repeat this concept of cultural
let me repeat this concept of cultural relevancy requires us to explore causes
relevancy requires us to explore causes
relevancy requires us to explore causes as opposed to simply analyzing outcomes
as opposed to simply analyzing outcomes
as opposed to simply analyzing outcomes so before we begin to challenge the
so before we begin to challenge the
so before we begin to challenge the dominant deficit system that surrounds
dominant deficit system that surrounds
dominant deficit system that surrounds our current educational practices our
our current educational practices our
our current educational practices our society must first acknowledge and be
society must first acknowledge and be
society must first acknowledge and be upfront about how oppressed communities
upfront about how oppressed communities
upfront about how oppressed communities were not even welcomed into our schools
were not even welcomed into our schools
were not even welcomed into our schools until 100 years after this country was
until 100 years after this country was
until 100 years after this country was founded and even when our history
founded and even when our history
founded and even when our history classes try and convince us that
classes try and convince us that
classes try and convince us that concepts of slavery and racism ended
concepts of slavery and racism ended
concepts of slavery and racism ended upon emancipation we fail to fully
upon emancipation we fail to fully
upon emancipation we fail to fully explain the extent to which our
explain the extent to which our
explain the extent to which our communities were forced to assimilate or
communities were forced to assimilate or
communities were forced to assimilate or face consequences of death were worse at
face consequences of death were worse at
face consequences of death were worse at times we were blatantly asked to forgo
times we were blatantly asked to forgo
times we were blatantly asked to forgo our history and culture as I would argue
our history and culture as I would argue
our history and culture as I would argue is highly evidenced in my home state of
is highly evidenced in my home state of
is highly evidenced in my home state of Utah when we speak of our Native
Utah when we speak of our Native
Utah when we speak of our Native American communities if you’re willing
American communities if you’re willing
American communities if you’re willing to look into the hallways of our school
to look into the hallways of our school
to look into the hallways of our school administration our government
administration our government
administration our government institutions you’ll see that a dominant
institutions you’ll see that a dominant
institutions you’ll see that a dominant race and culture are overwhelmingly
race and culture are overwhelmingly
race and culture are overwhelmingly present to make sense of a potential and
present to make sense of a potential and
present to make sense of a potential and almost certain bias and it’s in this
almost certain bias and it’s in this
almost certain bias and it’s in this bias where we see the origins of systems
bias where we see the origins of systems
bias where we see the origins of systems such as the school to Prison Pipeline
such as the school to Prison Pipeline
such as the school to Prison Pipeline where it’s possible for a collective of
where it’s possible for a collective of
where it’s possible for a collective of 17 percent of Native American black and
17 percent of Native American black and
17 percent of Native American black and latin x student populations to be held
latin x student populations to be held
latin x student populations to be held accountable for over 33% of all school
accountable for over 33% of all school
accountable for over 33% of all school disciplinary actions it’s this mentality
disciplinary actions it’s this mentality
disciplinary actions it’s this mentality that leads us to justify the fact that
that leads us to justify the fact that
that leads us to justify the fact that we invest more in our prisons than we do
we invest more in our prisons than we do
we invest more in our prisons than we do in our schools just take a look around
in our schools just take a look around
in our schools just take a look around this audience the venue they were in and
this audience the venue they were in and
this audience the venue they were in and know that spaces like these do not look
know that spaces like these do not look
know that spaces like these do not look or work the way they do by some miracle
or work the way they do by some miracle
or work the way they do by some miracle incidents we as a society are all
incidents we as a society are all
incidents we as a society are all victims of our social and educational
victims of our social and educational
victims of our social and educational constructs
constructs
constructs which I challenge includes the dominant
which I challenge includes the dominant
which I challenge includes the dominant mainstream culture upon which many of
mainstream culture upon which many of
mainstream culture upon which many of these practices are founded on I was not
these practices are founded on I was not
these practices are founded on I was not taught who said Chavez or Dolores Huerta
taught who said Chavez or Dolores Huerta
taught who said Chavez or Dolores Huerta were among other great historic icons or
were among other great historic icons or
were among other great historic icons or what their place in history is until I
what their place in history is until I
what their place in history is until I was a senior in college and even then I
was a senior in college and even then I
was a senior in college and even then I learned through a great friend of mine
learned through a great friend of mine
learned through a great friend of mine not in a classroom I was infuriated
not in a classroom I was infuriated
not in a classroom I was infuriated feeling like it had been hidden from me
feeling like it had been hidden from me
feeling like it had been hidden from me to think how much of an impact it could
to think how much of an impact it could
to think how much of an impact it could have had on me to know that Latin ex
have had on me to know that Latin ex
have had on me to know that Latin ex figures did so much to influence civil
figures did so much to influence civil
figures did so much to influence civil in worker rights a field of work and
in worker rights a field of work and
in worker rights a field of work and legacy that I am honored to be a part of
legacy that I am honored to be a part of
legacy that I am honored to be a part of now myself with the students communities
now myself with the students communities
now myself with the students communities and schools that I serve every day while
and schools that I serve every day while
and schools that I serve every day while I and other students are asking for is
I and other students are asking for is
I and other students are asking for is not hard it simply requires
not hard it simply requires
not hard it simply requires acknowledgement a dedication to justice
acknowledgement a dedication to justice
acknowledgement a dedication to justice accountability and a willingness to
accountability and a willingness to
accountability and a willingness to endure discomfort because for someone
endure discomfort because for someone
endure discomfort because for someone like myself to stand and say and speak
like myself to stand and say and speak
like myself to stand and say and speak to concepts of racial and cultural
to concepts of racial and cultural
to concepts of racial and cultural disparity puts me at risk of being
disparity puts me at risk of being
disparity puts me at risk of being critiqued of losing friends partners
critiqued of losing friends partners
critiqued of losing friends partners even losing a job but the cost of not
even losing a job but the cost of not
even losing a job but the cost of not speaking the cost of silence in our
speaking the cost of silence in our
speaking the cost of silence in our education and in other spaces is higher
education and in other spaces is higher
education and in other spaces is higher because as we keep seeing we run the
because as we keep seeing we run the
because as we keep seeing we run the risk of someone potentially being harmed
risk of someone potentially being harmed
risk of someone potentially being harmed or potentially losing their life I will
or potentially losing their life I will
or potentially losing their life I will end by sharing some words that my
end by sharing some words that my
end by sharing some words that my parents would say to me time and time
parents would say to me time and time
parents would say to me time and time again as I would leave the house that I
again as I would leave the house that I
again as I would leave the house that I grew up in to go and try and accomplish
grew up in to go and try and accomplish
grew up in to go and try and accomplish something bigger than myself
each Allegan s studio Mohito not that
each Allegan s studio Mohito not that they has to play this Thank You gracias
you
you [Applause]
”
Be First to Comment