Module 6 ? On Policy and Politics, Oppressors and the Oppressed ? In our last module, we spent quite a bit of time thinking

Use at least 5 of the resources attached to write a reflection on this topic below. I have attached a sample of another journal entry    that received a grade “A” to use as a guide. Write from an elementary school teacher perspective.

Module 6 – On Policy and Politics, Oppressors and the Oppressed

 

In our last module, we spent quite a bit of time thinking about what we know to be true, how we know that to be so, and how those truths (and values) manifest as our individual and community roles and actions.  How does our individual positionality impact how we receive, perceive, and engage with research, the media, and people who dont share our same social vision or perspectives?  What is the responsibility of both public and private sector entities to society at large?

In this module, we continue the conversation in terms of social responsibility, but this time, with an eye to those interests and stakeholders that are historically not well represented, or served, by our dominant social structures.  We’ll consider in which best interests systems serve, and whether that is philosophically supportable.  We’ll think about who and what stakeholders have seats at the proverbial decision making tables, who and what stakeholders do not, and what the consequences of those kinds of (mis)representation might be.  We’ll also spend some time interrogating notions of meritocracy and deservedness.

In your must read file, we’re going to be doing some more reading about authority, power, and agendas.  You’ll find some hot potatoes in the take your own journey file, where you’ll have an opportunity to get into the theories of such thinkers as Marx, Freire, and Nietsche.  We’ll continue our work on thinking about how we conceptualize citizenship and social belonging, as well as dip our toes into politics and policy-making across contexts.

Response Journal Directions as elementary educator perspective

This response journal is an opportunity for you to reflect deeply on the course materials as well as engage in conversation and commentary with the instructor.  For each set of materials, please submit a 1000-1250 word journal entry on what most struck you.  This is not a summary of the readings.  Journaling about what you have read will provide an opportunity for you to critically and personally engage the material, discover what resonates with you, and construct what it means to you, using the classroom materials as a foundation. This may mean you treat each piece in turn, may mean you concentrate on concepts that cut across the readings, or may mean you focus on the one piece or idea that you found most compelling.  You should pay particular attention to connecting theory with practice, and strong responses will grapple with issues on both an intellectual and practical level.  The response journal is an interactive space that should be engaged throughout each module. Word counts are guidelines.  Pieces that are excessively short, excessively long, or simply do not reflect critical thinking are not acceptable.