#yosso

[annetalam]

Ranting (4)

September 17, 2023

Sunday, 1:55

Crying my heart out.. currently listening to “Baka Di Tayo” by Yayoi, Yosso, Lopau, on repeat, just right in front of his house.

Our relationship aside, how come I feel alone and lonely when I’m in this happy relationship? This is the lowest I have ever felt. Like I am not worthy to be in a relationship. That no man deserves a woman like me — physically, and having a responsibility of raising a child. Being in this relationship makes me feel so insecure and unworthy. Honestly speaking, I want to just vanish, like die, the sooner the better.

[chocolate-rebel]

@darkvolt's character Yosso

[marisu712]

Tastes with a long history Best tasty!! immutable epidemics and ideas of immutability #eatrip #nagasaki #japanesefood #foodie #eel #riceball #steamedegg #oysters #yosso #kitamikado #nagasaki #hajimarijnotabi #吉宗 #北御門 #見て！この卵焼きのぷるんっな分厚さ、鰻のあっさりジュワン、茶碗蒸しの上品な宝箱〜、カキフライのサックリーミ〜。百年続く味も佇まいもおもてなしも、わざわざ行きたい処です。 (うなぎ割烹 北御門) https://www.instagram.com/p/BsK9TGmg9dE/?utm_source=ig_tumblr_share&igshid=1ikrjkit9sn99

[pottedfairies]

put an f in the chat for my sanity this quarter

[fatemareads]

Aspirational Capital: 

The ability to maintain hopes and dreams for the future even in the face of real and perceived barriers

A cultural of possibility

Familial Capital:

A sense of community history, memory and cultural intuition

A commitment to community well-being and expanded concept of family (includes aunts, uncles, etc.)

Isolation is minimized

Social Capital:

Networks of people and community resources

Provides instrumental and emotional support to navigate through society’s institutions

Navigational Capital:

Skills of maneuvering through social institutions

Resilience - a set of inner resources, social competencies, and cultural strategies that permit individuals to not only survive, recover, or even thrive after stressful events, but also draw from the experience to enhance subsequent functioning

Resistant Capital:

Knowledges and skills fostered through oppositional behavior that challenges inequality

Linguistic Capital:

The intellectual and social skills attained through communication experiences in more than one language and/or style

Skills may include memorization, attention to detail, dramatic pauses, comedic timing, facial affect, vocal tone, volume, rhythm, rhyme

Ability to communicate via visual art, music, poetry

Social tools of vocabulary, audience awareness, cross-cultural awareness, “real-world” literacy skills, math skills, metalinguistic awareness, teaching and tutoring sills, civic and familial responsibility, social maturity

From: Tara J. Yosso (2005) Whose culture has capital? A critical race theory discussion of community cultural wealth, Race Ethnicity and Education, 8:1, 69-91, DOI: 10.1080/1361332052000341006 

[whentherewerebicycles]

“The Centrality of Experiential Knowledge. This precept works to counter the dominant narrative and speaks specifically to the experiential knowledge of minoritized peoples as legitimate, thus the authority or expert in their lived experiences. Yosso (2006) asserts counter narratives ‘seek to document the persistence of racism from the perspective of those injured and victimized by its legacy’ (p.10). It is through counter narratives that barrio youth are empowered to ‘write back’ through cuentos (storytelling), family history, biographies, testimonies, and poetry, allowing students to become the authority of their racialized suffering (as opposed to some academician in the academy, far removed from their experiences). Here, their experiences are validated, honored, and legitimized as ‘official knowledge’ in my classes, and students are encouraged to draw on those racialized experiences, as they engage the learning process in my class and in life.

CRT saves lives—and this is not hyperbole. We are living in a time of state- sanctioned lethal violence carried out with impunity. Countless times we see this racial violence manifested in rogue police murders of innocent minoritized people. And because racism affects us all, the modern mentality of juries tends to be 'White,’ resulting in the repeated exoneration of police. Our modern-day situation is reminiscent of southern all-White juries who found Klansmen innocent of murder despite evidence to the contrary, ridiculing the so-called rule of law. For these reasons, among others, teaching students how to live in a racialized world is a matter—literally and figuratively—of life and death.

But it is not just the overt acts of racism that take the lives of our minoritized youth. As asserted by Jackson (2011), ‘People know about the Klan and the overt racism, but the killing of one’s soul little by little, day after day, is a lot worse than someone coming in your house and lynching you’ (para. 6). That slow death Jackson references is how society sets barrio youth up for failure, blames them for failing, and sits back and bears witness with a ‘White gaze’ to that slow death of their dreams being denied, only to pathologize their will to survive in a world they socially engineered and maintain. The questions central to my pedagogy are: how do I provide an environment where my racialized students can process their racialized experiences and where I can facilitate the literacy process of teaching American History? How am I responsive to their racialized and intersectional sufferings? How do I meet my barrio youth’s social, emotional, physical, psychological needs before I can work with their minds? These questions allow for my pedagogy of love and my life-long relationships to flourish.”

– José Alberto González, “A Counter Narrative: A Pedagogy of Love Through Critical Race Theory,” in Asset Pedagogies in Latino Youth Identity and Achievement (ed. Francesca A. López)

[kuramirocket]

"Racial microaggressions are a systemic form of everyday racism that is based on race/ethnicity, often in combination with gender, class, sexuality, language, immigration status, phenotype, accent, or surname. The effects of racial microaggressions are cumulative, and they function to keep people of color in their place.

In one of the first empirical studies on racial microaggresssions, Solórzano (1998) found that Chicana/o graduate students and faculty experienced everyday racial slights from colleagues and other faculty. His data revealed that racist and sexist comments were frequently directed toward these scholars in what his participants called 'slips of the tongue.' For example, one Chicano participant was often told by colleagues at his institution, 'You’re not like the rest of them,' referring to other 'Mexicans.'

Yosso et al. (2009) found that racial microaggressions often took the form of 'racial jokes' about one’s racial/ethnic group that were perpetrated by white students. This type of racial microaggression is particularly dangerous because the comedic overtone makes confronting these comments difficult, as they are often dismissed as 'just a joke.'

Turner, González, and Wood (2008) found that faculty of color often experience racial tokenism and, for those whose first language is not English, “accent discrimination.” It is particularly significant that these experiences emerged consistently throughout the twenty years that this research spans.

Microaggressions often trigger a sense of self-doubt and not belonging."

- STILL FALLING THROUGH THE CRACKS REVISITING THE LATINA/O EDUCATION PIPELINE

[abolitionistbibliography]

In my search for resources for teaching abolition, I found this incredible resource from Abolition Journal, a 6-week study guide for understanding different facets of abolition titled “If You’re New to Abolition.” It begins with an overview of different definitions of abolition and a helpful 30-minute video called “Abolition 101″ led by Orisanmi Burton. Each week covers a central component of abolition, including the debate over reform versus abolition; an overview of the prison industrial complex; abolitionist alternatives (”presence not absence”); and study of queer, trans, feminist, and other historically marginalized perspectives on abolition. The study guide includes a list of organizations doing abolitionist work and offers up a variety of ways to become involved.

Finding this study guide was like striking gold, as it provides me with crucial framework ideas for my own teaching of abolition to high school English students. Structuring an introduction to abolition has felt overwhelming because it is such a broad and complex topic of study. With Abolition Journal’s study guide, I can find valuable resources to share with students, especially as the study has highlighted a range of media for each week whether Youtube videos, podcasts, films, articles, or traditional texts. Each week of study begins with a short discussion of the scope and purpose of that week’s focus. I’d like to use this study guide as a starting point, but infuse it with my own discoveries and project ideas. 

I see a study of abolition as being a year-long focus, with different units that speak to elements of its theory, history, thinking, and personal stories coinciding with literary texts such as Assata or The Best We Could Do by Thi Bui. Projects would include writing an autoethnography (Camangian, 2010), creating an “I Search” research project on some topic related to abolition; and finally a creative project that is involved with or connected to tangible action in local or national abolitionist or transformative justice projects (Picower, 2012). Considering the breadth of abolitionist theory, I feel this gives students a lot of freedom to focus on what they are most passionate about within abolition, in addition to bringing their own perspectives and strengths to the table (Moll et al, 1992; Yosso, 2005).

References

Image Description: The logo for Abolition Journal shows a geometric motif in a floral print on a deep red background. In front of this geometric motif are bold, white block letters of A and J. Draped over these is a painted black banner that reads abolition.  

[pocliteracy]

Vygotsky and Us

R2L is literacy immersion and experiential learning that builds from the preexisting knowledge of students. Vygotskian theory of proximal development deals with the term internalization “by which a student first experiences an idea, behaviour, or attitude in a social setting then internalizes experiences” (Doolittle, 1977). The teachers of R2L curate an experience by which students can actively see their own development progress; see their own connections develop into well-formed ideas; see their previous knowledge as imperative to their academic and personal growth. Internalization is further defined as: “[…] the [students’] actively processing an experience, modifying the experience based on past experiences, and then integrating this experience into [their] way of thinking in such a manner that the old way of thinking is changed (or developed)”(Doolittle, 1977). This active processing of an experience is curated from the beginning of the day until home time.

What do the students already know?

Internalization, as pedagogy, first acknowledges what students already know. In a room full of strangers, what does anybody know more than themselves? The first class session gave the students a chance to introduce themselves to each other verbally and through writing. Students were asked to introduce themselves by their first names, name their favourite things to eat; journey to school; favourite item; describe the place they keep their favourite item; name a place they wish they could return to if money and time allowed; name a holiday food, song, or tradition; an everyday activity.

The introduction writing exercise was first done on Post-it notes in point form as a rough draft individually and then drafted their versions to be included in small groups. Four groups of about five students compiled their introductory notes into a large group document that read like a poem where each student’s favourite food, favourite item, everyday experience etc. were organized  by line. The end of the activity called for each group to present their group and the compiled “poem” to the rest of the entire class. The class was then asked to analyze the group by asking them to speculate: how can the group be described? What kinds of activities stand out in the poem? Is there a common theme?

In using existing knowledge, all students, regardless of reading, writing, or verbal communication skills, could see themselves in the capacity to express themselves. Already, students are immersed in the experience and can build from a place of existing knowledge. In processing this experience, students are also developing the skill of organizing thought and modify the thought through the incorporation of collaborative writing. Further, verbal presentation and discussion challenges students to think outside their own practice and critique objectively based off of the experience they just engaged in.

Proximal development is a strategy strung throughout R2L as a way of developing critical thinking and sharing knowledge in objective ways. This strategy has also assisted shy students in asserting their knowledge and shows all students how to develop, organize, and conclude a train of thought in order to present. By sharing peer-to-peer, students can gauge their own development by their own standards and be assisted accordingly. 

This is also a best-practice scenario of pedagogy in praxis. Progressive pedagogy shifts away from instilling social capital into students to the activation of community cultural capital. Community cultural capital is defined as“[…] an array of knowledge, skills, abilities, and contacts possessed and utilized by Communities of Color to survive and resist racism and other forms of oppression” […](Yosso, 2006). Internalization is the utilization of community cultural wealth that allows students of colour to build lenses of critical analyses that can lead to success with tests, but more importantly, helps build confidence in one’s own lived experience.  Cited: Doolittle, P. E. (1997). Vygotsky’s zone of proximal development as a theoretical foundation for cooperative learning. Journal on Excellence in College Teaching, 8(1), 83-103.

Yosso, T. (2006). Whose Culture Has Capital? A Critical Race Theory Discussion of Community Cultural Wealth. In A. Dixson & C. Rousseau (Eds.), Critical Race Theory In Education (pp. 167-189). New York: Routledge.

[study-education-bmc]

CRT shifts the research lens away from a deficit view of Communities of Color as places full of cultural poverty disadvantages, and instead focuses on and learns from the array of cultural knowledge, skills, abilities and contacts possessed by socially marginalized groups that often go unrecognized and unacknowledged

T.J. Yosso, Whose culture has capital?, 69

[theseedthatgrew]

The method I am using for my research goes against traditional approaches in academia. Portraiture (Lawrence-Lightfoot, 1983) honors participants & attributes their contribution to the research by *including* their identity as opposed to traditional research that values anonymity. I believe strongly in this transformative level of partnership for the work I am doing. I am at the stage where the Institutional Review Board must approve my research before I can proceed. What should have been a one week process is going on four weeks with no substantive response to status requests. The world of academia, like so many of our institutions, was not built for those that do not conform to systems. While I wait for IRB approval, Nas & I created an introductory video to share with those interested in partnering in this research. After I defend & graduate, I plan to continue with the interviews on the podcast. For me, this is the beginning of a journey and I am so thankful for the relationships that make this all possible. #portraiture #lawrencelightfoot #crt #criticalracetheory #culturalcapital #communityculturalwealth #yosso #pedagogyoftheoppressed #liberatorylearning #qualitativeresearch #criminalinjusticesystem #reentry #formerlyincarcerated #massincarceration #jimcrow #blackcodes #peersupport #research #academia #aspirationalcapital #linguisticcapital #familialcapital #socialcapital #navigationalcapital #resistancecapital #tstg #theseedthatgrew https://www.instagram.com/p/CLm5Bf6pnAo/?igshid=1re4u4pd3p4zt

[gabbyakiocean]

Sexism Against Females Offline and Online: Taking the Humiliation of a Woman in Xi’an Subway as an Example

On October 15,2017, actress Alsa Mirano promoted the # metoo campaign, which aims to expose the prevalence of sexual harassment and attacks in the public domain by encouraging victims to use tag metoo to share their experiences on social media.The global movement, seen by some as "triggering gender antagonism between men and women", has actually aroused women's awareness of safeguarding their legitimate rights and interests.

Picture source: https://news.miami.edu/miamiherbert/stories/2021/03/changing-workplace-dynamics-in-a-metoo-environment.html

It has been noticed that women are more willing to use social platforms to express their opinions than men, especially for more radical content (Murthy, Gross, Pensavalle, 2016, Pew Research Center, 2012, 2014; Twenge, 2017). On the one hand, the Internet is regarded by them as a safe space for self-expression, which can avoid terrible events that may occur in the real world (Solórzano, Ceja, and Yosso, 2000); on the other hand, due to the lack of powerful voice from females in traditional industries (such as the media, legal institutions, workplaces etc.) , they have to turn to social media, trying to arouse people's attention there and address relevant issues.

 The males, however, as the long-term dominant group in society, have been offended by the rise of feminism in recent years because it is inconsistent with the stereotypes they have accepted  of women. As a result, gender discrimination by men against women has become more serious after the latter tried to defend their rights.

Picture source: https://news.miami.edu/miamiherbert/stories/2021/03/changing-workplace-dynamics-in-a-metoo-environment.html

 An example is the encounter of a woman on the subway in Xi'an. On August 31, 2021, a woman had a dispute with an elderly male passenger and then she was asked by the security personnel to leave the carriage immediately because her loud voice affected the traffic order and the normal travel of other passengers. During this process, the security guard pushed the woman, causing her belongings to fall on the carriage. When the woman tried to pick up her belongings, the security personnel thought she was resisting to leave and dragged her more brutally and violently, causing the woman almost unclothed. This incident was videotaped by other people present and uploaded to Weibo, which sparked heated discussion.

Picture source: @Yangshixinwenpinglun

The woman's experience was considered as prejudicial chastising from the male staff, which was used as a discourse, not only for humiliation and reproach, but for the construction of a failed female image. Regrettably, the relevant official in charge of the Xi'an Metro did not apologize for the incident, while the online comments against the female victim apparently caused her a second injury. These remarks mainly included the following: stigmatizing this lady with her agitated emotions, calling her a "shrew", which could rationalize the security guard's behaviour; besides, impolite comments on her almost naked figure can count as sexual harassment.

 It can be concluded from the above cases that men in modern society have oppressive and strong attitudes towards women both online and offline, in order to show their so-called "masculine spirit." In fact, as long as prejudice and discrimination exist, anyone is a potential victim.

References:

Barratt, Sue Ann (2018). Reinforcing Sexism and Misogyny: Social Media, Symbolic Violence and the Construction of Femininity-as-Fail. Journal of International Women's Studies, 19(3), 16-31.  https://vc.bridgew.edu/jiws/vol19/iss3/3

Jonas R. Kunst, April Bailey, Claire Prendergast & Aleksander Gundersen (2019) Sexism, rape myths and feminist identification explain gender differences in attitudes toward the #metoo social media campaign in two countries, Media Psychology, 22:5, 818-843, DOI: 10.1080/15213269.2018.1532300

Foster, M.D., Tassone, A. and Matheson, K. (2021), Tweeting about sexism motivates further activism: A social identity perspective. Br J Soc Psychol, 60: 741-764. https://doi.org/10.1111/bjso.12431

Isabel Inguanzo, Bingbing Zhang, Homero Gil de Zúñiga. (2021) Online cultural backlash? sexism and political user-generated content. Information, Communication & Society 24:14, pages 2133-2152.

Shen Bin (2021), Don't fiddle with the sensitive nerves of society by surpassing civilization. Shenzhen Special Zone News, 2021-09-02(A05).DOI:10.28776/n.cnki.nsztq.2021.004844.

Tanjia Carstensen (2014),  Gender and social media: sexism, empowerment, or the irrelevance of gender? ISBN: 9780203066911

[pottedfairies]

i registered for a class thats being taught by tara j yosso next quarter and i could literally cry

[gwen-chan]

Using Yosso’s Community Cultural Wealth framework, identify examples of the form

Using Yosso’s Community Cultural Wealth framework, identify examples of the form

Using Yosso’s Community Cultural Wealth framework, identify examples of the forms of capital you possess, focusing on cultural, social, and navigational examples. Be sure to explain your examples. Reflecting on your learning of the various types of skills for both academic and career development: what have you learned about the various types of skills and yourself? What skills do you have and…

[grand--queen]

Using Yosso’s Community Cultural Wealth framework, identify examples of the form

Using Yosso’s Community Cultural Wealth framework, identify examples of the form

Using Yosso’s Community Cultural Wealth framework, identify examples of the forms of capital you possess, focusing on cultural, social, and navigational examples. Be sure to explain your examples. Reflecting on your learning of the various types of skills for both academic and career development: what have you learned about the various types of skills and yourself? What skills do you have and…

[gritvan]

Using Yosso’s Community Cultural Wealth framework, identify examples of the form

Using Yosso’s Community Cultural Wealth framework, identify examples of the form

Using Yosso’s Community Cultural Wealth framework, identify examples of the forms of capital you possess, focusing on cultural, social, and navigational examples. Be sure to explain your examples. Reflecting on your learning of the various types of skills for both academic and career development: what have you learned about the various types of skills and yourself? What skills do you have and…