University of Wisconsin-Stevens Point

Welcome:

In this module, we will focus on making connections between the concepts of scarcity, ableism, racism, and sustainable education. We will examine the intersection of these concepts through the idea of “smartness as property” (Annamma, et al., 2013; Leonardo & Broderick, 2011).

As a learning community, our goal is to engage in a solutions-oriented conversation that integrates values, futures, and systems thinking to addresses a real-world problem associated with smartness in educational contexts. We will use the key sustainability competencies summarized by Bianchi (2020, p. 15-17) to guide this discussion.

The readings for this module are listed below and summarized in this short, 3 minute video.

Module Readings:

Annamma, S. A., Connor, D., & Ferri, B. (2013). Dis/ability critical race studies (DisCrit): Theorizing at the intersections of race and dis/ability. Race Ethnicity and Education16(1), 1-31. (this is an optional support reading).

Bianchi, G., (2020) Sustainability Competences. Publications Office of the European Union, Luxembourg, doi:10.2760/200956, JRC123624. (read pp 8-17; skim rest).

Leonardo, Z., & Broderick, A. (2011). Smartness as property: A critical exploration of intersections between whiteness and disability studies. Teachers College Record113(10), 2206-2232. (this will be used as an example for small group work)

Mullainathan, S., & Shafir, E. (2013). Scarcity: The new science of having less and how it defines our lives. (pp. 1-147; make sure to focus on key concepts and pp. 49-52). MacMillan

Sterling, S. (2002). Sustainable education. Re-visioning learning and change. Schumacher Briefing, (pp. 10-48).

Stern, M. J., Powell, R. B., & Frensley, B. T. (2022). Environmental education, age, race, and socioeconomic class: An exploration of differential impacts of field trips on adolescent youth in the United States. Environmental Education Research28(2), 197-215. (this will be used as an example for small group work)

Synchronous Class Information:

Power Point Slides

Poll Everywhere Link

Group Work

Asynchronous Group Project:

Smartness Artifact: Over the course of the semester, our class will work through a group qualitative project. To help you explore creative ways to engage with data, you will post data to our group Dedoose project and practice data analysis. Of the 7 data options, you will need to post on 5.

This module is the first data option of the 7 you can engage with during the semester. To post your data, log into Dedoose and upload 2-3 pictures/images that represent what smartness feels or looks like for you. Please only share what you are comfortable with other people seeing. Make sure to caption and describe your photo so that others can easily reference it.  Then, use the memo function in Dedoose to reflect on your first experience with data in this class. If you are posting pictures with other people, especially minors, please make sure to blur their faces to protect privacy.

Asynchronous Class Information:

Research Agenda Slides

Research Agenda Presentation

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