teachinginatimeoftrump

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From the resource: "Our basic idea is that you cannot counter structural inequality with good will. You need to structure equality or it won't happen."

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From the resource: "We [the creators] hope our suggested readings, primary sources, and multimedia sources will help educators and citizens in their teaching and public discussions. The syllabus might even help policymakers avoid the mistakes of the past."

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In this blog post, professional writing professor Allison Hitt shares resources to help students engage in sustainable self care practices.

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Conference on College Composition and Communication statement, March 2015

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Dr. J.T. Roane writes about how his own “personal journey into Black Studies offers glimpses into the transformative power of the field to not only provide training for a field of study but to serve as a means of empowering people to build the world we need.”

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From the article: “With a profession that’s characteristically white, female, and middle class—and with students of color and children in poverty rapidly making up the majority of the public-school population—it’s become a necessity to have teachers equipped and willing to talk about race and racism.”

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From the article: "I want something that is actually digital, something that deals with the particular affordances of the web, and gives students a knowledge of how to use specific web tools and techniques."

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From the follow-up article: "For many, the divides have become even starker postelection. We hope some of the positive examples below can help."

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From the article: “It seems obvious that a group of people with diverse individual expertise would be better than a homogeneous group at solving complex, nonroutine problems. It is less obvious that social diversity should work in the same way—yet the science shows that it does. This is not only because people with different backgrounds bring new information. Simply interacting with individuals who are different forces group members to prepare better, to anticipate alternative viewpoints and to expect that reaching consensus will take effort.”

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From the article: " Stories about fake news on Facebook have dominated certain sections of the press for weeks following the American presidential election, but this is even more powerful, more insidious."

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CWPA POCC Statement of Solidarity

On November 28th, 2016, the Southern Poverty Law Center released their report “Ten Days After: Harassment and intimidation in the aftermath of the election.” In the report, the SPLC states that in the ten days following the election people reported 867 incidents of hate crimes with 104 occurring on college campuses. According to the report, students most targeted were immigrants, Black, Muslim, LGBT, and Jewish.

In light of these events we, the CWPA People of Color Caucus, find it necessary to affirm our support for and solidarity with our students of all abilities, who come from racially, ethnically, linguistically, and religiously diverse backgrounds, and who are members of the LGBT community. We are showing this solidarity as a caucus and do not represent the CWPA as a whole. We appreciate the commitment to diversity President Susan Miller-Cochran has shown with her statement posted on the CWPA website and urge all members of the council to address these concerns at their institutions and in their classrooms.

As the POCC, we will always strive to create sanctuaries for marginalized groups on our campuses. As WPAs, faculty members, writing instructors, and graduate students we believe that language matters and we vow to devote our work to support the most vulnerable of our students.

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Article offers an 11-point guide to identifying truthful sources.

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includes podcast, links to resources mentioned, and links to additional recommendations

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FactCheck.org offers a video guide of strategies for identifying fake news stories.

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From the article: "We need a new, critical digital literacy: a deep understanding of the technological, sociological, and psychological implications of connective digital media and how people use it, with a view towards mindful, ethical media creation and consumption."

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From the article: "Digital literacy supports the effective use of digital technologies, while metaliteracy emphasizes how we think about things. Metaliterate individuals learn to reflect on how they process information based on their feelings or beliefs."

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From the webtext: “With the rise of new technologies and Web 2.0, we should adjust our pedagogical practices to embrace nonlinear texts in our pedagogy. Having our students engage in acts of multimodal composing, such as using visuals to create literacy narratives, or by having students read or view recordings of authors who write in dialects, allows our students to embrace their language and cultural histories.”