Oh My God.
I dare you to make objective engineering sense out of this malodorous steaming pile of leftist ᛒᚢᛚᛚᚲᚱᚨᛈ :
“Another student is concerned with how ableism undergirds all kinds of Learning Management Systems, pointing out how the design logics behind these learning platforms are inequitable”
“OMG! One of the other students just asked: “how could these platforms also integrate translanguaging in order to, for example, integrate indigenous languages?” “
“Using dis/crit the third student asks: what teaching and learning would be like for students with dis/abilities if learning environments would provide and value different ways of knowing, and what how do we support teachers? “Nothing *about* us *without* us!””
“A fourth student builds on the work by and Lorrie Shepard to ask what more just and equitable systems of student-centered assessments look like that disrupt the teacher-student power hierarchy”
“The fifth student is concerned with decolonizing a K-5 outdoor curriculum, understanding their positionality as a settler and partnering with local Native communities”
“The final student (who’s also a secondary science PST) asks us to reconsider the “humanizing” v “dehumanizing” binary through multiple critical lenses, and is designing an ecology unit that prefigure new forms of culture-nature phenomena and relations”
W.
T.
F.
One can only hope that at least a few of the students cranking out this useless gibberish are simply feeding a few appropriate buzzwords into a gibberish generator and are laughing themselves fuzzy out of the sight of the “educator” who is taking their money whole providing them no aid in becoming actual STEM majors.
This being twitter, there is at least some valid snark:
And for the win:
And from this minor gravity well’s Twitter feed comes this graphic representation of madness:
This guy’s Twitter feed is astonishing in it’s banal evilness, using randomized word salad to bastardize science education into a stew of useless feel-good decay and filth. This guy is to STEM education what boils and sores are to healthy skin.
I love the way the student is able to navigate the desire to know and the desire to respect and value the life of the Taro plant. Often times we don’t stop to think about the consequences of knowing coming to know; we should also think about when to know and why
Also, Django paris’s framework of Culturally Sustaining Pedagogies foreground the dynamic aspect of culture and warn precisely against pedagogies rooted in stereotypes and essentializing communities
We need to create translanguaging spaces for students to use linguistics resources that we don’t share (e.g., Arabic, Tagalog). Equitable science learning environments must invite, value, and leverage their languages, and we must figure out how to get there
That’s why I look up to and her work on (what I’m calling) semiotic solidarity: I may not understand what you’re saying, but I will support you in using that language in order to make this a brave learning environment for yourself and your ideas
Translanguaging spaces. Translanguaging spaces.
TRANSLANGUAGING ᚠᚢᚲᛜ SPACES.
Stalin and Orwell nod sagely.