Tag Archives: unit 2
Introduction to Trauma Informed Teaching: Reflective Report
Contents Introduction Positionality Statement This statement is intended to offer context for my perspectives and interests as a student and educator – without re-victimisation. I have chosen to create a project on the topic of trauma. It is important to … Continue reading
Race: Please don’t make me read the Telegraph
‘A Critical Race Theory Framework for Education Policy Analysis: The Case of Bilingual Learners and Assessment Policy in England’ This paper considers how critical race theory may be used to form policies, focusing on early years assessments as a case … Continue reading
Formative Submission: Inclusive Practice Intervention
Earlier this year, I had a confronting experience with a student who wanted to create a project pitched as: “Michael Jackson: He’s innocent!” I ran through a litany of potential responses but ultimately I froze. After class, I messaged Sophia … Continue reading
Faith: Complicated, Complicated, Complicated
In an attempt to untangle my thoughts, I will frame these reflections with some personal history. I am a Catholic, but I don’t believe in capital ‘G’ God. This quote from Dara Ó Briain sums it up nicely (although I … Continue reading
Disability + Intersectionality: Visibility
The phrase ‘drive round the bend’ means to cause someone to go mad with anger. I was once told by an English teacher that in times past this was meant literally. Asylums, sanitariums and homes for the disabled were hidden … Continue reading
Primer Tasks: Workshop 1 + 2
1. Intersectionality Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Colour I have engaged with Crenshaw’s work previously, but not this essay due to it’s content about domestic violence and sexual assault. This was a difficult one, … Continue reading