Short Description:
This openly licensed text, created with students, approaches the current status of contemporary families in the U.S. from an equity lens. It asks and answers the questions “What do families need?” and “How do society and institutions support or get in the way of families getting what they need?" Original content is licensed under CC BY, except as otherwise noted. More specific information can be found under Licenses and Attributions at the bottom of each section. Print copy: https://www.lulu.com/en/us/shop/elizabeth-pearce/contemporary-families/paperback/product-rjq8mm.html

Long Description:
This openly licensed text approaches contemporary families from an equity lens. It was created by a Human Development and Family Services (HDFS) faculty member and 13 students from a variety of majors at Linn-Benton Community College (LBCC), using an open pedagogy approach. It asks two questions relevant to the Difference, Power, and Discrimination outcomes at LBCC: “What do families need?” and “ How do society and institutions support or get in the way of families getting what they need?” This book includes remixed content. Please note that some sections may have more restrictive licenses, and some all rights reserved content is included under fair use. More specific information can be found under Licenses and Attributions at the bottom of each section. Print copy: https://www.lulu.com/en/us/shop/elizabeth-pearce/contemporary-families/paperback/product-rjq8mm.html

Word Count: 97187

ISBN: 978-1-63635-078-3

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A century before the Civil Rights movement, this small town on Lake Michigan had racially integrated schools, churches, government, and civic organizations. Settled by Black and White pioneers in the mid-1800s, Covert Township worked across racial and ethnic lines at a time when doing so was widely rejected if not outright illegal. Learn the story of this remarkable community, told against the backdrop of Reconstruction’s overthrow in the South and worsening racial conflict in the North.When much of America was tearing itself apart and squandering the moral victories of the Civil War, this community nestled in the west Michigan wilderness came together — not as a utopian social experiment, but as ordinary people who relied on one another to solve the problems of ordinary life on the frontier, and whose legacy endures today in Covert and beyond. This little-known American story offers an example our country needs now more than ever.The Woodson Center's Black History and Excellence curriculum is based on the Woodson Principles and tells the stories of Black Americans whose tenacity and resilience enabled them to overcome adversity and make invaluable contributions to our country. It also teaches character and decision-making skills that equip students to take charge of their futures. These lessons in Black American excellence are free and publicly available for all.

Making Ethnic Identity through Objects

Short Description:
This catalogue was built to accompany "Creators, Collectors and Communities: Making Ethnic Identity through Objects," the inaugural exhibit of Mount Horeb's Driftless Historium.

Long Description:
This catalogue was built to accompany “Creators, Collectors and Communities: Making Ethnic Identity through Objects,” the inaugural exhibit of Mount Horeb’s Driftless Historium. The exhibit opened in June 2017.

Word Count: 12972

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On March 5, 1770, five men were shot dead by British soldiers on King Street in Boston. This event became known as the Boston Massacre, and helped kindle the fire of the American revolution. The first man to fall in this event was Crispus Attucks, a sailor and escaped slave of mixed African and American Indian ancestry. Patriot activists held up Attucks as a martyr for the cause of liberty, and generations of Americans followed suit; almost a century later, abolitionists made Attucks into a symbol of Black civic identity. But who was he, really? This lesson, the first of two on Crispus Attucks, tries to establish the facts about his life from the scant remaining evidence. The Woodson Center's Black History and Excellence curriculum is based on the Woodson Principles and tells the stories of Black Americans whose tenacity and resilience enabled them to overcome adversity and make invaluable contributions to our country. It also teaches character and decision-making skills that equip students to take charge of their futures. These lessons in Black American excellence are free and publicly available for all.

On March 6, 1857, the Supreme Court of the United States issued its infamous Dred Scott decision, which fundamentally denied the legitimacy of Black American citizenship. The coincidence of the date, one day after the anniversary of the Boston Massacre, caught the attention of William Cooper Nell, a free man of color, historian, and influential abolitionist. On March 5, 1858, antislavery activists celebrated Crispus Attucks Day at Faneuil Hall, where Attucks’s body had awaited burial in 1770. Such efforts to commemorate Attucks helped shape the field of African American history. This lesson examines the ways historians, civil rights activists, and cultural institutions renewed the memory of an otherwise enigmatic figure.The Woodson Center's Black History and Excellence curriculum is based on the Woodson Principles and tells the stories of Black Americans whose tenacity and resilience enabled them to overcome adversity and make invaluable contributions to our country. It also teaches character and decision-making skills that equip students to take charge of their futures. These lessons in Black American excellence are free and publicly available for all.

Short Description:
The contents of this online book were created by Prof. Rick Bonus and his students as a final project for a course on “Critical Filipinx American Histories” in the Fall quarter of 2019 at the University of Washington, Seattle campus. In collaboration with the UW Libraries, the UW Burke Museum, and the UW Department of American Ethnic Studies, this book explores and reflects on the relationships between Filipinx American histories and selected artifacts at the Burke Museum. It is a class project that was made possible by the Allen Open Textbook Grant.

Word Count: 18767

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Short Description:
As students in an undergraduate cognitive psychology course learned about memory processes, they applied course content to the social issues of racism, sexism, and ableism. In a series of essays students explain the cognitive processes that underly bias and offer readers sound, empirically based suggestions for how to address and change these implicit biases. When we know how memory works, we can use its power for good.

Long Description:
As students in an undergraduate cognitive psychology course learned about memory processes, they applied course content to the social issues of racism, sexism, and ableism. In a series of essays students explain the cognitive processes that underly bias and offer readers sound, empirically based suggestions for how to address and change implicit biases. When we know how memory works, we can use its power for good. Readers are sure to take away a deep understanding of how memory processes make us who we are, and how we can control these processes in the pursuit of social justice.

Word Count: 69447

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This lesson uses lectures, discussions, and hands-on activities to encourage students to empathize with the Tibetan people and to think critically about responses to the Chinese Communist Party’s oppressive policies. The lesson begins with an overview of Tibetan Buddhism, Tibetan history since the Chinese invasion, and religious policy in China. Next, students actively interpret instances of self-immolation and analyze non-violent strategies for resolving conflict, connecting these subjects to their learning about Tibetan Buddhism and their prior knowledge of non-violent resistance. The lesson concludes with a reflection in which students connect the lesson’s topics to circumstances in their own lives.

This unit was developed for an African American and Latinx History course at a public high school in New Haven. The course begins with indigeneity, pre-enslavement and pre-colonization, in Africa and in the Americas, a critical reminder that these histories don’t begin with domination. To the extent that these histories are shrouded in narratives of oppression, they are also abundant with stories of resistance—and must be taught as such. This is a theme throughout the curriculum and in this unit in particular.

The course continues with movements for abolition and decolonization throughout the early and mid-19th century, as well as those still active today in places like Puerto Rico. Next, we study Reconstruction and the sense of hope and possibility brought by this short era—dashed by the end of the 19th century. Yet, the fight for liberation endured throughout the 20th century and continues still today. This unit revolves around the 20th century, and the Black and Latinx freedom struggles of that era.

The goal of this unit, though, is not only to teach this critical history, but also to introduce students to a new way of learning history: through the lens of cultural studies. That is, we will examine Black and Latinx cultural production—including visual art, music, dance, and fashion—to help us understand the political dynamics of the 20th century, especially around themes of race, racism, and racial justice, as well as gender and sexuality. Through this unit, students will see how Black and Latinx art, music, dance, and fashion can be forms of resistance and expressions of freedom, as well as primary sources that help us to better understand the past and make connections to the present.

Short Description:
Este libro de texto busca fomentar el visionado crítico de productos audiovisuales contemporáneos y el reflexionar sobre la representación de las culturas hispanas en webseries y vídeos musicales. This textbook aims to promote critical viewing of contemporary audiovisual products and thinking about the representation of Hispanic cultures in web series and music videos.

Long Description:
Culturas hispanas a través de la pantalla busca fomentar el visionado crítico de productos audiovisuales contemporáneos y el reflexionar sobre la representación de las culturas hispanas en webseries y vídeos musicales. La difusión y la popularidad de estos dos géneros justifican que se les dedique espacio en el currículo junto a otros géneros audiovisuales más consagrados, caso de los cortos y los largometrajes. El libro se ofrece en inglés y en español para que pueda ser utilizado en una amplia variedad de disciplinas académicas. Asimismo, el libro está organizado en unidades didácticas independientes, las cuales presentan diferentes estructuras y temáticas de forma que el profesor/a pueda seleccionar aquellas que mejor se ajusten a los objetivos concretos de su curso. Hispanic Cultures Through the Screen aims to promote critical viewing of contemporary audiovisual products and thinking about the representation of Hispanic cultures in web series and music videos. Increasing popularity of these two genres justify dedicating part of the curriculum to them along with other more established audiovisual genres, such as short and feature films. The book is presented in English and Spanish so that it can be used in a wide variety of courses. Finally, it is organized into separate units (each based on a different audiovisual product) with different themes, structures and length, so that teachers can select those units that interest them the most for a specific course.

Word Count: 52525

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This unit is about the role of the curator in the art world and their power to confer value and legitimacy within a culture. The intended audience for this unit is a high school entry level art class entitled Exploring Visual Design taken by all high school grade levels. The goal of the unit will ultimately be to address Anchor Standard 6 in the National Core Art Standards by asking students to curate their own art exhibit that communicates a message and conveys meaning to their intended audience. Along the way, students will also explore themes of identity, community and representation as they prepare for their role as curator.

Oftentimes, when we engage with the framework of decolonization, it comes from a very specific theoretical strand within the academy and does not include or interconnect with the lives of Indigenous Peoples, especially those who have survived and continue to survive genocide. This OER engages with the idea of decolonization through a short narrative that highlights a conversation from a grandchild and their grandmother. The story does not adhere to a linear format of time, yet goes back and forth between the past and present, an almost cyclical reflections as one plans and figures out their future. The work of decolonization requires an entire epistemological, ontological, axiological, and methodological shift internally and externally. This is simply the beginning of a lifetime commitment.

Glossary
ahéhee’ – thank you
k’ad – phrase used to end a conversation or start a new one
kinaaldá – women becoming ceremony
nahjee’ – phrase used for expressing that I’m finished and/or go away.
shídeezhí – my little sister
shimásaní – my grandma
shiyazhí – my little one
yadilah – phrase used in frustration

References
Smith, L. T. (2012). Decolonizing methodologies: Research and Indigenous peoples. Zed Books.
Tuck, E., & Yang, K. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, Education, & Society, 1(1), 1-40.

The Decolonial Struggle is a course that challenges students to critically examine the ways in which colonialism and decolonization has shaped the social, political, historical and economic landscapes of settler states. The first part of this course focuses on the relational dynamics between the colonizer and the colonized, elucidating how this relationship has impacted historic and contemporary understandings of indigeneity and sovereignty. The second part of the course addresses the various ways that both Indigenous and non-Indigenous peoples work towards decolonization through processes of ‘unlearning’ and re-presencing.

Short Description:
Reconciliation+design is a set of adaptable resources developed to enable Engineering faculty to include Indigenous reconciliation in engineering courses.

Long Description:
Reconciliation+design is a set of adaptable resources developed to enable Engineering faculty to include Indigenous reconciliation in engineering courses. These resources consist of lecture slides, sample assignments, and rubrics primarily centred around decolonization. Your role will be to teach the decolonization curriculum from your perspective.

Word Count: 23670

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Teaching multicultural literature is happily a big part of the modern conversation about English classes. However, a question that is less often asked is, what is the root of the need for it? Many Americans shuffle about their lives oblivious to the structural racism that permeates much of our society and culture. Those who choose “not to see color” or race are proliferating opportunities for a dominant culture to continue and even expand, thereby limiting opportunities for others. Through utilization of two important concepts – Critical Race Theory and Colorblind Racial Ideology – we can improve humanities instruction by scrutinizing the much bigger, and often ignored, picture of modern racism. Combining this with instruction on the art of Afrofuturism – specifically the work of Octavia Bulter, Sun Ra, and Jean Michel Basquiat among others – we can also fill a similar gap in the modern American imagination.

Embedded mediamakers with the Race/Related team at the New York Times ask each other potentially awkward race-related questions as a way to start more open, personal conversations about race across our racial and ethnic lines.

example of definition

Democracy in difference: Debating key terms of gender, sexuality, race and identity focuses on concepts and analytical frames we use when discussing how marginalised identities navigate their place in an assumed common culture.

This ebook offers a path for exploring how we might build a shared vocabulary when working through the muddle of public debates like identity politics, political correctness, pronouns and what constitutes racism. Democracy in Difference is an unconventional interdisciplinary guide to key concepts, which borrows from decolonial methodologies, Marxism, feminism, queer theory and deconstruction.

Key terms are illustrated through written text, La Trobe Art Institute artworks (centering Indigenous artists), poetry, comedy and song, and customised animations which make difficult terms accessible.

This text is published by the La Trobe eBureau.

An ethnography expedition enables you to gain understanding, discover insights, and (re)frame design opportunities.

El Dia de los Muertos is a Mexican celebration, it is a day to celebrate, remember and prepare special foods in honor of those who have died. There is one day dedicated to the children who have died and one day dedicated to adults. This lesson is designed for Spanish classes in Middle School to learn about the customs and traditions of Meso-American people.Each student does research at stations to find answers to questions that give the students an overview of Day of the Dead traditions. After the research is completed each sttudent has the opportunity to complete crafts that are centered around the two-day celebration. Customarily, the Spanish teacher will then display the craft products in the classroom since the lesson is usualy conducted around Dia de los Muertos.

The overall goal of these lessons is to help students develop their racial or ethnic identities in a safe and open classroom environment. Each lesson capitalizes on a slightly different modality of learning. The lessons