How can we recreate, not just copy, the classroom for us?

Begin first meeting with co-researchers to set up community guidelines. We can and will recreate the classroom as a safe space in which students respect each other and get the best outcome from this experience.

Examples of community guidelines/ground rules:

• ELMO → Enough Let’s Move On
• Discuss gender pronouns
• Oppression/Privilege Identity Circle or Chain Activity
• “I am” poems
• Why do they see themselves in a particular way?
• Self-Identification
• Giving them a self-identifying grammar while helping them to maintain their own

Race is imperative to our work and to our approach to ethnographic studies of the neighborhood

In starting our conversation on race, we touched on issue areas like:

• Racialized, classed, and gendered others
• Muddled experiences
• Self identifying and Social institutions
• Roots
• “We felt different”
• Social Media and relevant issues pertaining to race
• Map of Chicago
  • Examining borders, history, and ethnicity
• Microaggressions

Activity: Deconstruct ideas of a native person

• Why are the images of a native person what they are today?
• What do you know or what have you been taught about native americans in school? Outside?

Highlight erasure of native history and current problem with APUSH curriculum

Chicago/Illinois as Stolen Land 

Inhabitants of Chicago/Illinois Area: Ojibwe, Ho-Chunk, Potawatomi, Ottawa, Sauk, Fox, and Kickapoo

• Stars on the Flag of Chicago
  • 2 of the stars represent native oppression- Fort Dearborn and World’s fair
  • Native vs settler perspective

Selected socioeconomic indicators in Chicago by community (2008-2012). Link.

The Geography of Economic Hardship in Chicago. Link.