Critical Pedagogy: Expository Text and the Development of Anti Colonial Thought

1. Critical Pedagogy: Expository Text and the Development of Anti Colonial Thought Revisiting Christopher Columbus

2. 1983 A New Generation Not political Do good organization Wanted to change the way white people perceived the Mexican community. Organization grows throughout North County.

3. 1993 A New Direction -Organizational unification -arrests and police beating of local leader. -Mecha, Los zapatistas, aztlancreation, and united pride unite to form mudp. -mudp holds historic march against police brutality in Fallbrook, California. -Rodney king case fresh on everyone's mind. -Tribunals held condemning police brutality. -police slows down and Fallbrook high initiates interventions to deal with anti-colonial insurgence. -three prong political campaign is launched by mudp; por un pueblo sano, libre, y combatiente. -Influence on theory and practice by Chairman OmaliYeshitela and the APSP.

4. “We are fighting for an adequate education. We have a responsibility to our families and there are thousands of people that support us.“Chairman Hector Muro Human rights commission founded in 2004. http://www.tcla.gseis.ucla.edu/reportcard/features/4/stories.html EPRF is founded In 1996 as a response to the indifference experienced by our Mexican babies in public schools.

5. Elements of Critical Pedagogy Historical Materialism Primitive Accumulation • -Historical Materialism analyzes social, economic, and political problems as a result of past struggles between social classes or the relationship between the colonizer and colonized. • -Historical concrete analyses is based on concrete evidence. • -Explains European development as a result of the plunder committed upon Africa, Asia, and the Americas. • -European development has led to the under development of non European nations.

6. Elements of Critical Pedagogy • Problem posing approach. • Focused on solving contradictions in the community. • Students become agents for social-political change in their community. • Critical pedagogy is opposed to the banking system of education. • Supports a dialogical approach in which students negotiate ways to solve current problems in their community. • Teacher becomes a facilitatorand doesnot impose his/her thoughts or will upon the students. Teacher allows students to challenge opinions or convictions. • Students become teachers and teachers become students because the needs of the community are being addressed through the students.

7. Contributors to Critical Pedagogy • Paulo Friere • Ernesto “Che” Guevara • Cuban Revolution • Nicaraguan Revolution • Crusade for Justice- EscuelaTlatelolco

8. Columbus Unit • Start by developing knowledge Columbus through read alouds and guided reading lessons. • Add information to KWL chart throughout unit. KWL helps student track the development of knowledge. • Use map to track route Columbus took to get to Anahuac. The map also allows teacher explain reasons why Christopher Columbus sailed across the Atlantic. Refer to map throughout the unit. • Use process chart to write down important facts and definitions. • Use the last paper to form an opinion paper.

9. I want it loud! Talk among yourselves as you work. • Intro- 30 min. • 10 min. On KWL chart write down what you know and what you want to learn about Columbus. Talk to one another. • 15 min. On the map Chart Columbus’s first voyage, Label all the continents, find and label Spain, the Caribbean, and the Silk Road. Find and label Portugal and Italy. Add other interesting landmarks on your map and share with your group. • 15 min. On process chart write down 2 to 3 facts and write down the definition of the terms. • 20 min. Come together and use your process chart to add facts and details/adjectives to the top. Use facts and details/adjectives to develop the paper.