{"id":1981,"date":"2022-07-14T14:20:52","date_gmt":"2022-07-14T14:20:52","guid":{"rendered":"https:\/\/sites.soe.umich.edu\/create\/?page_id=1981"},"modified":"2022-07-14T14:20:52","modified_gmt":"2022-07-14T14:20:52","slug":"creating-the-in","status":"publish","type":"page","link":"https:\/\/sites.marsal.umich.edu\/create\/creating-the-in\/","title":{"rendered":"Creating the &#8220;In"},"content":{"rendered":"<h2>Creating the &#8220;Instadiss&#8221;<\/h2>\n<p>One creative learning activity in the workshop involved translating ethnohistorical data to a familiar medium: Instagram. Workshop participants chose artifacts, imagery, hashtags, codes, and memos from their data and analysis in order to visually depict their work in a recognizable and accessible format.<\/p>\n<p>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img loading=\"lazy\" decoding=\"async\" width=\"512\" height=\"310\" src=\"https:\/\/sites.marsal.umich.edu\/create\/wp-content\/uploads\/sites\/17\/2021\/12\/EHW-Slide-4-Pic-1.png\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/p>\n<p>Digital image from Dream Defenders culture jamming campaign entitled #NEVERLOVEDUS<\/p>\n<p>\u2013\u00a0 from Dr. Davis\u2019 Instadiss image<\/p>\n<figure>\n\t\t\t\t\t\t\t\t\t\t<img loading=\"lazy\" decoding=\"async\" width=\"512\" height=\"300\" src=\"https:\/\/sites.marsal.umich.edu\/create\/wp-content\/uploads\/sites\/17\/2021\/12\/EHW-Slide-4-Pic-3.png\" alt=\"\" \/><figcaption><\/figcaption><\/figure>\n<p>&#8220;Knob Creek School, Lauderdale County, TN. I chose this photo as an example of triangulation. The Black Ripley website lists this as a Rosewald school, and a commenter gives an account of their attendance at that school.&#8221;\u00a0<\/p>\n<p>\u2013 From Crystal Zander\u2019s Instadiss image<\/p>\n<p>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img loading=\"lazy\" decoding=\"async\" width=\"512\" height=\"288\" src=\"https:\/\/sites.marsal.umich.edu\/create\/wp-content\/uploads\/sites\/17\/2021\/12\/EHW-Slide-4-Pic-2.png\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/p>\n<p>This yearbook is from the 1968-1969, John Hay Elementary School in North Minneapolis, where the previous summer there was civil unrest. This is also the school year after Dr. King was assassinated.<\/p>\n<p>\u2013 from Dr. Wise\u2019s Instadiss image<\/p>\n<p style=\"text-align: center\">\u201cWhile I was coding my data, I realized that instead of using the terms &#8216;fugitive pedagogies&#8217; or &#8216;hidden curriculum&#8217; I wanted to talk about &#8216;subversive survival&#8217; As I coded, it kind of shifted the way that I look at the teacher practices. My respondent used phrases like \u201cThey did the best they could\u201d and, as I was thinking about those phrases, it occurred to me that I had been envisioning this, almost secret-agent, good vs. evil anti-racist pedagogy when in fact, it was a lot of folks doing &#8216;the best they could with what they had&#8217;, which wasn\u2019t much. So, shifting the narrative to survival helps me contextualize what was really happening. I want to be careful though, because you go too far back, and you are in &#8216;inadequacy&#8217; territory. How did these teachers educate for survival? Where does language intersect with survival? What compromises did they make? What did they refuse to compromise on?\u201d\u00a0<\/p>\n<p style=\"text-align: center\">\u00a0\u2013 Crystal Zanders, Doctoral Student, School of Education, University of Michigan, Ann Arbor<\/p>\n<figure>\n\t\t\t\t\t\t\t\t\t\t<img loading=\"lazy\" decoding=\"async\" width=\"512\" height=\"264\" src=\"https:\/\/sites.marsal.umich.edu\/create\/wp-content\/uploads\/sites\/17\/2021\/12\/EHW-SLide-5-P2-e1652980160391.png\" alt=\"\" \/><figcaption>Michel-Rolph Trouillot (2015). \u201cSilencing the Past (20th anniversary edition): Power and the Production of History\u201d, p.26, Beacon Press<\/figcaption><\/figure>\n<p>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img loading=\"lazy\" decoding=\"async\" width=\"512\" height=\"288\" src=\"https:\/\/sites.marsal.umich.edu\/create\/wp-content\/uploads\/sites\/17\/2021\/12\/EHW-Slide-5-P1.png\" alt=\"\" \/><br \/>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img loading=\"lazy\" decoding=\"async\" width=\"512\" height=\"288\" src=\"https:\/\/sites.marsal.umich.edu\/create\/wp-content\/uploads\/sites\/17\/2021\/12\/EHW-Slide-5-P3.png\" alt=\"\" \/><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Creating the &#8220;Instadiss&#8221; One creative learning activity in the workshop involved translating ethnohistorical data to a familiar medium: Instagram. Workshop<\/p>\n","protected":false},"author":21,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"page-templates\/template-pagebuilder-full-width.php","meta":{"footnotes":""},"class_list":["post-1981","page","type-page","status-publish","hentry"],"fimg_url":false,"_links":{"self":[{"href":"https:\/\/sites.marsal.umich.edu\/create\/wp-json\/wp\/v2\/pages\/1981","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.marsal.umich.edu\/create\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sites.marsal.umich.edu\/create\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sites.marsal.umich.edu\/create\/wp-json\/wp\/v2\/users\/21"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.marsal.umich.edu\/create\/wp-json\/wp\/v2\/comments?post=1981"}],"version-history":[{"count":0,"href":"https:\/\/sites.marsal.umich.edu\/create\/wp-json\/wp\/v2\/pages\/1981\/revisions"}],"wp:attachment":[{"href":"https:\/\/sites.marsal.umich.edu\/create\/wp-json\/wp\/v2\/media?parent=1981"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}