Critical Listening Response Journal (at least 30 minutes/week)

Podcast/webcast & Fact/Opinion What seems What connections (or Possible

Date significant about this disconnections) can implications related
to you? you make to yourself, to being a HRL
“Code Switch” NPR the world, other texts teacher
you’ve read/heard?
- Sometimes the - It is normal to feel - Through various As a teacher, we want to
work feels as if you are not volunteering, make a difference and
“What Does it mean to meaningful but doing anything to sometimes I feel change a students life.
be good?” other times I help but your as if I do not have What I took away from
October 13th wonder how acknowledgement as big of an this podcast is that I will
much I am of that and the impact as I wish I do so without trying.
helping the people want to do better did Simply by being in my
I am with is an - Social media classroom and making
- Volunteering at improvement. demonstrates a lesson plans that will
the border is - There is a theme performative apply to each student and
almost a fad for of performative allyship… validate them in their
people to star in acts for some thinking that experience will I show
the helping. advocates posting a link or support for all of my
- We speak the - Culture is a joining in a trend students. By filling my
same language spectrum; it does solves an issue role and being an
and have the same not mean that - Culture and advocate for all of my
language to talk everyone who identity is so students will I be a
about our speaks Spanish for broad — through representative for my
experiences, but example has gone various readings students who need
we have and lead through the same and media — support. In addition, I
very very thing and lived the there is no one have to be careful to not
different lives same experiences. definition to what assume that students who
- Arch bishop - Just by being and this is share an identity have
would say the being in the - Volunteering the same shared
names of the dead system and doing within the experiences. I cannot
and honor those their job in the immigration assume anything about
who died and it system allows for system has my students and need to
struck how much people to find allowed me to to let them establish their

Susan Adamson, ED 228, Fall 2020

 he was actually solitude in those see that me just own groups based on
doing his job and acts being there and their experiences rather
helping people by - Sometimes this is volunteering has than me intrude and put
doing this work a painful process been enough to myself into this helpful
- Documents for individuals make a difference and savior ish position.
needed to get a and it is apart of for them My students are going to
work permit your responsibility - Reflecting back have past trauma —
require people to to be there and be on a painful time some of whom may not
recount and someone they can for a logical and even be aware of the
condense some of lean on in these governing reason trauma they have
the most moments. Getting is difficult, there experienced — but it is
traumatic a permit is a huge is such a not my place to insert
memories of their moment and difference myself as the one who is
life … pick out requires people to between what is going to help them. Of
the worst parts look back into required by law course if I am able to
and worst part of their past and and what is then I will make myself
the timeline and recount painful possible for available, but I will not
say why it moments … it is a victims that it be the one to assume that
happened to you painful process stacks the system I will automatically able
throughout and against them to sort through all the
not easy trauma and fix every
single problem I am
faced with.
- My need of - It matters who - If I don’t feel like In my classroom, it is
community vs the your students are I fit in a situation intrinsic that I build a
“Looking for my people attentions of a surrounded by or belong in an community. That being
in the Black Punk drunk white - Seeing yourself in environment, I said, it is necessary that I
Scene” person diving groups and in shut down in fear recognize that all of my
November 1st through a crowd environments is of my peers students feel that they
at me monumental for seeing me in the are seen and appreciated.
- What is more feeling as if you same light and Not only for their
liberating than a are apart of the seeing me as an identity or cultural
mosh pit full of community outsider even belonging but for their
smiling black - Seeing others who more contribution to the
people? not only share the - Being able to classroom. I want their

Susan Adamson, ED 228, Fall 2020

 - My first day of cultural identity connect over interests to be validated
eighth grade I met but share the lived experiences or in my classroom through
another black in experiences of events in our lives my lessons and through
punk and it did a an individual is is more important their peers. It is unfair to
lot to validate incredibly than sharing a assume that my students
interests validating and label, which is will bond simply because
- Me and my date reassuring. often the route of the culture they share,
were the only - In an area where that is shown in for they could have
black people individuals feel media and completely different
there…there was they are the characters experiences and not
a girl who minority, it can - Media and history relate whatsoever. This
stomped on my in become violent has shown how could make them feel
the pit quickly violent a minority like even more of a
- Wanting to find - Shared vs majority minority and pushing for
black folks who experiences = relationship can an unfair power structure
were engaged in more enjoyable become and how in the classroom. I have
the same type of times with those quickly the tables to open up my classroom
music they individuals who can turn. to the understanding that
enjoyed. share in the - Personally, being they are important and
- It was very much experiences able to share my have my curriculum
so a space where I - It is easy for experiences with emphasize their value in
was the only individuals to see someone and have the classroom.
person of color in themselves as a them echo the
the room, and I minority or as an sentiments I have
wanted to fit in… outsider when made is
I didn’t look like they are not apart empowering and
then and could of the majority allows me to share
not share and it creates a more information
experiences with sense of imposter as I feel
them and I syndrome and self comfortable and
became hatred like them.
embarrassed and - Shared - Knowing that I
developed a self community boosts have shared
hatred that came ego and feelings experiences with
with being about self and someone and

Susan Adamson, ED 228, Fall 2020

 submerged in identity subsequently a
whiteness shared community
- Needed a middle with, allows me to
ground where feel validated in
they have a sense that community
of pride in being and in my feelings
black
- AI is a - There is so much Especially in recent
-AI is susceptible representation of talk about AI conversations, echoes of
to the same bias the human brain, being able to tell AI and the implication it
“How does a computer that humans are. of course it is the future and has on the future of
discriminate?” - Black going to be predict things, but education are heard.
November 8th girls/women and susceptible. it is just like the While it is important that
the first thing that - This is just gross brain and cannot current technology is
pops up is porn and appalled me move beyond that included and emphasized
- Black girls is - Black women are - In so many in education, AI crosses
associated with fetishized and examples from into dangerous territory.
porn and its all classified as girls literature, there is In my classroom, there is
women…being from any age, a fetishization of going to be an emphasis
classified as girls could be women to girls… on writing and
- Mirrors racial something dealing especially in specifically research
hierarchy in with in high dystopian novels writing. In this emphasis,
society school such as the students should be
- White men is not - While black girls Handmaid’s tale. gathering information
a racial category – is a fetish and This shows the from various sources
its white and then used for profit, progression to this from around the internet
the category and white men pulls point. and creating a concept
in this case up products and - Our world and the from what they gather.
(shirts) goods which media is so However, with the use of
- Not just math it is shows hierarchy influential that it AI, this could be skewed
a system. - The math of AI is impacts the and my students could be
- Porn industry is influenced by growing indoctrinated into a
biggest spender different variables technology that is system that I don’t even
online (of course which are coming up in the mean to introduce them
it will pop up in influenced by the world. to. This being said, when

Susan Adamson, ED 228, Fall 2020

 conversations) social structures in my students are
- Social construct society researching and let’s say
that has political they look up black girls
implications and end there, rather than
along with it and continue and type
be tied to the - If AI gives what - I know in so many hairstyle or clothing
math that makes it individuals need media examples trends, they could be
prevalent. and want, it is that AI is used as introduced to concepts
- AI is a smoke and going to be a a futuristic and and visions of
mirrors fantasy in fantasy and a omniscient but in themselves that are not
order to invest reflection of what reality, it is reflective of current or
more in it and the human mind clouded and accurate images. This
make companies wants. Not reality creates from our being said, it is important
richer. - Cannot and will minds, it goes as to incorporate these
- Not a replacement not replace far as we allow it biases into my teaching
for the genius for humans because it - AI and technology and show my students
the human is something that is all that een though this is
- When asking is built from the representative of current and in their
what crt is… human genius. the world that we searches, what does it
answers to what - What happens in have curated to say about society and
politicians and the world can and allow it to how can they try and
controversial will influence the flourish. In the combat it? AI is helpful
things are being results that we get current world, in the classroom but
said (anti CRT from CHATGPT, especially in should not be replacing
overdetermines should not be college, it is hard the classroom.
and skews chatgpt taken for truth as to find the middle
response) it will copy and ground of where
mimic what is in AI is not strictly
the world regurgitating the
propaganda being
thrown at it but
also being able to
filter out the
propaganda that is
thrown at it while

Susan Adamson, ED 228, Fall 2020

 finding the truth.
- Living alongside - Savior ideals are - There is such a As I said earlier, it’s
each other rather so prevalent in the system in the quite difficult to
“Who has the ‘Right to than looking at world, very thin world that causes combat the issue of
a story?’” people as line between us to think that we saviorism in schools.
November 15th someone or helping because of need to be When a student
something that care and helping constantly helping comes in from an
needs to be just because those who are not underprivileged life,
solved…leaving - Our world has as privileged or because We are
as soon as it gets become heavily who are fighting intrinsically caring and
too rough for us materialistic, and their own personal empathetic, we want
- Finite = having a it is being wars to dive in and help the
good life, some connected to - Having things is student in any way
people deserve having a good life, often equated to possible. We want to
these things and not because of being happy, give them resources
other cannot their economic however, I think and extra help and
- Older folks want fortune but the media has begun more opportunities…
to support Israel economic system to show how this but sometimes, it’s not
and younger that oppresses is not necessarily necessary! This
generations want them true all of the time podcast brought up an
to support - It is not a social … characters who interesting point about
Palestine disconnect but a are rich but have a materialism in the
- Issues come up generational lot of baggage and world and how it has
only in relation to difference. It is other created an idea that
violence not arguing for the characteristics not having things
- Dehumanizing sake of arguing than being rich. means you’re sad and
when the only but a difference in - I think I am not underprivileged and
thing that is the perspective on the only one who having things means
mentioned the issue has had your happy. As
adjacent to the - Connecting one disagreements emphasized in
violence group to violence with family over previous episodes of
- Writing turns into social issues “Code Switch”, there is
conference got reputation of the because of more to an identity
connected to group, becomes different climates than meets the eye. I
violence just stigma in which we grew may see a student

Susan Adamson, ED 228, Fall 2020

 because of the surrounding group up with who needs to
name of - Ruins any good - There are many constantly borrow
individuals at things to come negative paper or pens but he
conference from or build off stereotypes, has the biggest smile
of the group, ends specifically on his face. I may see
up becoming an regarding African a student who always
example of said americans and gets the newest ipad
violence violence, that or chromebook, but is
have been always picked up by a
untwisted to no parent who is on the
longer show this phone or ignoring
bias. them. There are so
Comprehensive many other aspects
and complete that tie into the
descriptions and concept of being
images of human happy or needing help,
beings without that I need to figure
this bias. out how to navigate
that in my lessons. In
addition, I have to
understand the context
in which my students
of certain cultural
identities are living in.
If the entire world is
saying that African
American’s are bad
and naughty, it is
going to rub off on the
african american
students in my
classroom. And I have
to understand how
being associated to
this cultural identity is

Susan Adamson, ED 228, Fall 2020


Teaching while white
Talking to white kids
about race
November 25th - Conversations are
- Information
- Robbing the
Susan Adamson, ED 228, Fall 2020
being affected by this.
Especially as
someone who will
often be on the outside
of these communities,
it is difficult to put
myself in these shoes.
I can do so by making
my lessons
comprehensive in
terms of being
applicable to different
experiences and
cultures.
-Generational - Refusing to talk - I feel as if I have This is such a hard
passing on of the about material that been sheltered for topic to cover,
“shushing” that could be so long because of especially in the
maintains racism. connected to the this ideology of current political climate
conversation of not wanting to of the world, however
never over. racism only talk about these it is an especially
perpetrates the issues. I only have important topic.
vacuums are issue further. grown in my Because so much of
being filled by - Because it is a knowledge about the media and politics
messages of white constantly these subjects in are engulfed and
people being growing issue, the conversations, swirling with
superior or conversation can especially in conversations about
dominant in the never really be college race, it is essential to
culture. over. - The conversation talk about in schools
- Whoever the three years ago and the classroom. I
ability to talk largest group in surrounding think that this podcast
about these things power is can racism and issues shows the danger of
and therefore control the of race is vastly what happens when
robbing them perspective and different from these conversations
from creating a control what is put conversations are kept silenced or
more just and into the world. now, just look at worse, stagnant.
 equitable world. - Rather than just twitter Because racism is an
- Take conversation speaking about - I feel as if many ever changing thing,
a step further and what the issues conversations that my curriculum and
what can we do are, we have to I have regarding discussions need to be
about it further the race and racism is curated around the
- Information has to conversation to be not the actions of changing
be sought out about what we can individuals but conversations of the
do to actually how the systems world. I want students
solve the and established to feel uncomfortable
problems rules in our during these
society has conversations. I don’t
continued to want students to feel
perpetrate these comfortable talking
stigmas and about such a topic
stereotypes. because then it means
that the topic has
become desensitized
and normalized. And if
the topic is always
changing and growing,
how can it ever truly
be normalized or
desensitized? I think
that in order to be an
HLT with this topic, it
is important that my
classroom is up to
date with the current
situations in the world.
In addition to this, I
think that there is a
need for my classroom
to be a space where
students can voice
their thoughts and

Susan Adamson, ED 228, Fall 2020

 concerns without
being scrutinized, for
sometimes individuals
simply do not know
any better or know
how to approach a
hard topic such as
this. I need to curate
through my curriculum
and my discussions
and the topics I bring
up a classroom in
which these
conversations are
okay to have.

Susan Adamson, ED 228, Fall 2020