Equity 101,102, & Equity in Action: Praxis Sessions

Descriptions

 

The seven week Equity 101 online course focuses on teaching and learning perspectives for equity and social justice. Since its pilot in summer 2019, 197 participants representing 46 California community colleges, 2 CSUs,  out-of-state colleges, and our Chancellor’s Office.  have engaged in this course.  Participants inquire into effectively facilitating learning and success for diverse students, engage in praxis, and build a community of learners with the intent of achieving equity for our students.  3 units of post-baccalaureate credit from CSU, Dominguez Hills are available for this course.

 

Equity 101 Participant quotes 

“This class has been a rather emotional one for me, beyond the intellectual stimulation that a typical academic class might offer (in the very way a social justice classroom is supposed to be “academically rigorous!”). Despite the very, very long hours and late nights I spent on doing all the coursework, I appreciated the experience very much and will miss it when it’s over. When things get tough, I will remember this community of learners and take comfort knowing that there are all those in this class and many more out there who are in this quest for equity and social justice and that we are not alone.”

 

“I am so sad that this beautiful course is ending!  I have gleaned so much from the community, dialogue, and readings in the course.”

 

“I feel committed to taking a firm stance as a critical pedagogy practitioner wherein I recognize that the curriculum and pedagogy is inherently political, and that to be liberatory and not oppressive, I must make a conscious choice to engage with students as partners in praxis – reflection and action upon the world to transform it. “

 

Equity 102 Overview:  

In Summer 2020, with 20 participants from 12 colleges, 3CSN launched a pilot section of Equity 102, a next-level course for those who completed 3CSN’s Equity 101.  Equity is the result of embodied action, action that’s anchored in knowledge, reflection, collaboration, and social justice.  Participants in Equity 102 work on building their own capacity to contribute to equitable ecosystems, focusing on:  building intentional community and allyship through the creation of brave space, deepening our knowledge as equity practitioners, engaging in dialogue and inquiry, and increasing our capacity to engage in praxis-reflection in action upon the world to transform it.   3 units of post-baccalaureate credit from CSU, Dominguez Hills are available for this course.

 

102 Participant Quotes

“I am thankful for all the time to reflect about my teaching practices. I am hopeful. I am in a place where I am allowing myself to continue to grow without feeling guilty for not having done it before. Now I understand and have accepted that this is a process and a lifelong commitment and this is what gives me home.”

 

“I’m in a place of gratitude for this class, and how it has prepared me for the rest of my life. It could not have come at a better time, and I’ve been talking to friends about it often. I find the ideas intersect in almost every area of my life, from teaching (obviously) to how I deal with pets and friends, and how I think about myself. This class has helped me to be more compassionate and understanding. It’s given me ideas for my classes and my college as a whole.”

 

“Right now, I am thinking about how Equity needs to be at the center of all work–ALL work.  There isn’t anything that is exempt  What it looks like may be different, but it should be at the center.”

 

“ Also I have so much on my mind after reading all of these materials and thinking about the ways in which I can infuse my own class with equity practices. I’m still — I admit — a little overwhelmed. This kind of work is so important and so undervalued at our college and I want to push my own practice and explore more how to be a better teacher, a better mentor , and a better human being.”

 

“Somehow, focusing on this course helped to alleviate some of that stress. In numerous discussions with colleagues, I would find myself citing Equity 102 articles to help inform the conversation. It has been really comforting to feel I am getting a better grasp of how to unpack the social unrest that now lives side by side with this pandemic.”

 

Analysis:

Participants in Equity 101 and 102 courses articulate the immediate value of being in community with other social-justice minded educators and of gaining familiarity with different theoretical traditions such as multiculturalism, culturally responsive teaching, critical pedagogy and critical race theory.  They express the potential value of sharing resources from the course with colleagues and of course of applying new knowledge and practices to their work in classrooms, testing centers, as administrator or counselors, etc.  This application is aided by the focus on Critical Reflection Practice in Equity 102 and the  “Praxis Project” assignment in Equity 101, which asks participants to revise one aspect of their practice in light of their new learning in the course.  Participants are further invited to share their praxis projects with the 3CSN network through the “Equity in Action:  Praxis Sessions” series (see below for more detail).

 

Praxis Sessions:

 

5/21

Janet Mitchell-Lambert

Nailing Down Some Specifics About Equity in Assessment: Takeaways Included

https://youtu.be/2Da7VwMkTV8

 

6/4

Scott Sandler

Finding Our Way to a More Just Assessment Practice: Co-creating Rubrics

https://youtu.be/lNozk9H1uU0

 

6/25

Louie Garcia

Designing Construction Labs for Online Learning

https://youtu.be/-mI4pXrJb_Y 

 

7/16

Monica Lopez

The Fierce Urgency of Libraries Now

https://youtu.be/xun0GHRKaTc

 

9/10

10am

Gail Brady

Pasadena City College

Text Selection in English Literature Courses

 

9/17

10am 

Erik Armstrong,  College of the Sequoias 

Kyle Hull, Gavilan College

Nicole Bryant Lescher , College of the Redwoods

In this session, Erik Armstrong (College of the Sequoias) , Kyle Hull (Gavilan), and Nicole Bryant Lescher (College of the Redwoods) model and share some of the work they have done as a book group reading Feldman’s Grading for Equity, focusing on the inquiry questions, “how can a book group disrupt the transactional relationship with knowledge and tools for equity work, and how did this work for us?”

 

 

9/24

10am

Chloe De Los Reyes, Crafton Hills College

From Best Practices to Critical Practices: Rethinking Welcome Letters, Curricula, and Perspectives

 

10/1

10am

Lisa Fischler, Hartnell College

Equity Audit for Tutors