Learning goals for the week. By the end of the week I hope you will have learned the following:
1) Some understanding of the interplay of race, class and higher education in the US
2) A closer personal connection between your time at UWB and histories of struggle in higher education
3) A greater ability to be self-reflective about why you do what you do, and how you can use your influence for good
Mon 11/1 Class, Race, and HBCUs
hooks, b. (not dated).bell hooks on Freire (Links to an external site.). Andrea Lira. A 2:38 min video interview of hooks describing her relationship to Freire.
hooks, b. (1994). Confronting class in the classroom. In Teaching to transgress: Education as the practice of freedom (pp. 177-189 (Links to an external site.)). New York: Routledge.
Williams, Marco, and Nelson, Stanley (2017). Tell them we are rising (Links to an external site.). An 82 min documentary about HBCUs in the US.
Gene Demby, Jess Kung, Leah Donnella (September 1, 2021). The Folk Devil Made Me Do It (Links to an external site.). Code Switch from NPR. A 37 min podcast about the conflict around critical race theory in schools.
Wed 11/3 Freedom Schools
(June 24, 2014). Freedom Summer (Links to an external site.), from PBS. 120 min documentary.
(Feb 24, 2020). The Influence You Have: Why we fail to see our power over others (Links to an external site.) from Hidden Brain. A 51 min podcast on the power we have to influence others, and how we struggle to say no.
To do well in this assignment, first do the listening, viewing and reading. Use note taking strategies for identifying interesting and/or useful claims the sources make. Refer back to the learning goals for the week as you do. Next, sit down and sketch out an outline for what your focus will be and how you will write a paper that can get at that. This weeks paper should have the following elements:
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