Welcome to my new classroom website! You can access all the class materials online, use additional resources provided, and view assignments. We will have many class discussions online under the Blog section. Enjoy!
I believe in having a Profound Impact!
Profound Impact: is conceptualized as teachers of Color who share the ethnological identity of their students leveraging those identities in order to become change agents
who influence, advocate and actualize educational justice and equity for their students, their
communities and themselves. Ultimately, for teachers of color, Profound Impact embodies taking on the
role of educational leaders who set the agenda for change around a True Education. With this
type of education the purpose, process and results of schooling are determined by the
communities of color that are served and reflect their needs, values, beliefs, hopes, dreams and
overall vision for the destiny of their people.
There are five essential constructs included in this conceptualization:
1. Ethnic and Racial Identity: Racial and ethnic identity are critical parts of an overall
framework of individual and collective identity. Ethnic identity is the extent to which
one identifies with a particular ethnic group(s). Racial identity refers to a sense of group
or collective identity based on one’s of a shared common heritage with a particular
racial group.
2. Agency: Intentionally or indirectly causing or accelerates social, cultural, or behavioral
change.
3. Educational Justice: The idea that all children deserve equal access to a quality
education regardless of race, ethnicity and socio-economic status.
4. Educational Equity: Pertains to the educational policies, practices, and programs
necessary to eliminate educational barriers based on gender, race, ethnicity, national
origin, color, disability, age, or other protected group status; and provide equal
educational opportunities and ensure that historically underserved or underrepresented
populations meet the same rigorous standards for academic performance expected of
all children and youth.
5. True Education: This is akin to the concept of a complete education. For communities
of color, Dr. Martin Luther King noted, “Intelligence plus character–that is the goal of
true education. The complete education gives one not only power of concentration, but
worthy objectives upon which to concentrate. The broad education will, therefore,
transmit to one not only the accumulated knowledge of the race but also the
accumulated experience of social living.” (The Purpose of Education”
Atlanta, GA, January-February 1947). With a true education, communities of color set
the agenda for changing the purpose of education themselves rather than simply react
to the agenda for educational reform which has been laid out for them by others.
