Author Chart

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AUTHOR/ CONCEPT	Overall claims and arguments	Key words	Connection to another author?	Story from my SL project
SCWAAMP	Leslie Grinner argues that there are some categories/identities that are most valued (dominant) in our culture and they are privileged, or given more access and opportunity than other categories/identities that are not valued.  These Most Valued categories are invisible to us unless we “tap the glass” to notice they are there. What kinds of things are valued at your SL site? Any evidence of taps on the glass of dominant ideology?	dominant ideology privilege tap the glass	Johnson talks about same concepts, Delpit’s culture of power	Some students may have issues having an internship because of their race.
Johnson	Allan Johnson argues that it is important to talk explicitly about issues of privilege, power and difference so that we can work towards a more just and respectful world.  Do you see any examples of teachers or students talking explicitly about race, class, gender, sexuality, etc? What kind of outcomes do you witness? Is it productive or confrontational?  Would Johnson celebrate these efforts?	“Say the words” “Luxury of obliviousness”	Delpit (“good intentions are not enough”)	There are group talks about gender , race, and social class and sexuality.
Delpit	Lisa Delpit argues that teachers need to explicitly teach the rules and codes of power to students who might not learn those rules and codes at home.  Have you seen teachers using a direct style? Have you seen teachers working to instruct students about the rules and codes of power? Have you come across “Delpit Moments” where there was a miscommunication that could be related to these issues?	Codes of power	Christensen Codes of power / take power	All students respect the rules and codes.
Kristof	(Ted Nugent) “ That the takers in society are entitlement chumps and gluttonous, souls pigs.”	Opportunity In balance	Christensen opportunity	Real life opportunity Internships
Kozol	“Because they are classified as only poor not destitute	Individuals Vs Institutions	Kristof Class of a person	All come from different backgrounds and different classes of people
McIntosh	McIntosh suggests that white people are taught not to recognize the way their race gets valued in the larger culture.  She says that unless white people actively pay attention to it, whiteness will go unnoticed and unacknowledged. Have you seen whiteness valued at your schools?  Does whiteness show its power in the leadership, curriculum, norms or expectations of the classroom?	Whiteness Norms Leadership Power	Johnson Power privilege	Every person has a place of power No race or sexuallity is favorited
“All Lives Matter”	All people vs. just black people	All lives vs.just black lives	Johnson race	Some are pro black lives matter some are for all lives matter
Rodriguez	Talks about the separation between his “home” language and culture and the language/culture of academia.  He feels he had to leave behind his home language to become fluent and successful in another.	Struggle to fit in trying to understand different lang.	Concern Struggle Johnson / McIntosh	Many people speak two or more lang. Some just one
Garcia	Discusses the benefits of translanguaging, where students can use all available linguistic resources to discuss, learn, and understand concepts.	Lang. practices of bilingual people	Positive Helpful Johnson	Helping others learn Team work
Christensen	Christensen argues that schools need to help students acquire tools to interpret the media and other cultural texts in order to recognize stereotypes and oppression.  Further, she emphasizes that teachers need to help students take action in expression their critiques.  Do you see any of this connection to the “real world” in your SL classroom?  Do students learn to take action and speak out?	Stereotypes Oppression	Johnson Delpit Very opinionated	Voiced their opinions Openly and have group talks everyday
August	August argues that people can’t learn if they don’t feel safe.  Schools need to work to make marginalized students (in her case students who identify as LGBT) feel more “normalized” into the school community.  She suggest we can do this by fighting the tendency to make these students erased, absent and invisible. Do you see these kind of efforts (around gayness or other issues) present in your school?	LGBT erased Normalized	Rodriguez LGBT supported Johnson Sexuality	Students and teachers both talk about ways to  help LGBT community and students
Zelle	one who is one gender but likes or wants to be another	LGBT	Christensen,Johnston, McIntosh	LGBT is largely supported
Kahne and Westheimer	Charity vs. Change “Ask not what your country can do for you: ask what you can do for your country”	Real world learning	Christensen Real world skill	Internships Community service
This American Life	Segregation of students or desegregation of students	Suffering depression	Johnson / SWAAMP	Everyone goes to one school together all races no segregation
Hebert	separate educational facilities are inherently unequal	Separate Unequal	Brown v. Board of Education	Everyone is seen as equal but not by all internship mentors in the community
Brown v Board website	(1954) case to end segregation which affected changes in nation and social policy	Courage Change Peoples rights	Peoples rights Hebert	Teachers educate on this topic and view in as important to understand
Finn	middle class schools and high performing schools	rich vs poor vs middle class	Johnson because of social class and power	everyone has there own way of teaching some soft spoken some are more demanding
Oakes	one persons needs compared to another	deprived and some are not some gain more knowledge than others	Finn class and knowledge	every student gets one on one meetings with there teachers no student left behind
Kliewer	students with special needs can feel left out, because they may be smarter than people take them to be, and should be given the chance to take other classes to improve there education. "Now we know that people with disabilities can learn and have a full, rich life. The challenge is to erase negative attitudes about people with develop- mental disabilities, get rid of the stereotypes and break the barriers for people with disabilities."	education deprived working toward better education	shor	This is not what happens at my school they get equal learning and treatment.
Shor	Give students the education they deserve, not just what you think they can do or what you think they deserve.	education deprived	Kilewer	No one judges students way of learning.
Privilege	able to be above everyone else, to rise above, to be higher in rank, or seen as a better person because of race, class, sex, or family	lower class looked down on as upper class gets everything jobs depending on race or sex - unfair	Johnson, August, Delpit, McIntosh	the only time I have seen this happen is when students are trying to get internships and not treated fairly by the community
Power	whites have power over minority	Whites- seen as a higher power minority- seen as lower power which is all other races	Johnson, Delpit	treated as equals in power in school but in the community they are not
Ideology	policy and ideas for and economic system	the system does little to help the schools in need	Brown v. board of education	this school does not seem to have very many problems that I know of
individuals vs institutions	individual is dealing with oppression and inequality institutions are dealing with oppression as well but to feel forgotten or to feel control within a group which individual is cruel treatment and tossed aside or controls power	inequality and oppression	Johnson, Delpit, Kristof	to change fate and prove that everyone has power in one way or another
social justice	affects schools and way of life	teaching, learning, jobs, life	I would say all the authors because this subject involves something in many of the subjects talked about by everyone	Students bring this subject up in class and teachers would assign projects to help students better understand social justice