With these three forms of “false hope,” Duncan can address the concept of “critical hope” through the description of three necessary elements of educational practice that produce and sustain true hope. These three essential elements are material, Socratic and audacious.
Material Hope – one where teachers understand that quality teaching is the most significant resource they have to offer students. This quality is later defined as the ability to produce student growth across assessment measures such as grades, social development, test scores, student engagement, etc. without choosing between an academically rigorous pedagogy and one geared towards social justice.
Socratic Hope – requires both teachers and student to painfully examine their lives and actions within an unjust society and to share the sensibility that pain may pave the path to justice.
Audacious Hope – defined in two ways: it boldly stands in solidarity with urban communities, sharing the burdens of their underserved suffering as a manifestation of a humanizing hope in our collective capacity for healing and it defies the dominant ideology of defense, entitlement, and preservation of privilege bodies at the expense of the policing, disposal, and dispossession of marginalized “others.”
Watch three videos and develop a written intervention by Thursday 11/29 at 6 pm for the videos by implementing elements of critical hope, dialogue and, love. Students should watch at least two videos that pertain to the same reading they had initially chosen.
What were the similarities/differences between the animations/videos?
What did you find most interesting?
How practical were the written interventions?
After discussing the written interventions, would you change anything? Why or why not?
How useful was it to reflect and take action when looking at one of the readings from this semester?
Any final thoughts?
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