Teacher preparation and professional development can pursue anti-racist, decolonial practices by deconstructing our assumptions about effective practice. We read a study from pre-service teachers engaged in disrupting oppressive paradigms of teaching in a collaborative pursuit of more just practice.
Later, we turned to an examination of the neuroscience underlying motivation. These authors claim a popular conception of self-determination (with intrinsic and extrinsic motivations) may overlook how our brains are actually wired.
- First Segment – 02:11 – Epistemic Disobedience
- Second Segment – 28:23 – Neuroscience of Learning & Motivation
Cover image by Up On High Ground
Cohabitant of Studio Prime
Kansas City Metro
- Domínguez, M. (2020). Cultivating Epistemic Disobedience: Exploring the Possibilities of a Decolonial Practice-Based Teacher Education. Journal of Teacher Education. https://doi.org/10.1177/0022487120978152
- Luria, E., Shalom, M., & Levy, D. A. Cognitive Neuroscience Perspectives on Motivation and Learning: Revisiting Self‐Determination Theory. Mind, Brain, and Education. https://doi.org/10.1111/mbe.12275
- Teaching COVID-19?, a Twitter thread: https://twitter.com/karenraycosta/status/1335979214927966208
- How to Decolonize Your Classroom: Five essentials every teacher must know with Dr. Michael Domínguez (Leading Equity)
- Self-Determination Theory
- Culturally Responsive CRM & M Handbook > Chapter 3: Goal Orientation in the Classroom
We drink Deep Flux Pale Barleywine, an ale aged in rye whiskey and madeira wine casks from Boulevard Brewing Co in collaboration with 3 Floyds Brewing Co.