talked to sheila dharod today about our presentation for keith fink pro-bono defender of LACC students right to blog
or
to be a woman on campus free of harass/discrim.
about being treated like . . .
maybe we can invite the ASO. and bartelt. and lanzer and passman and lewis. and let them listen to us about how
women are human beings toooooooo!!!!
we can explain
w-h-i-s-t-l-e-b-l-o-w-e-r
quid pro quo v. hostile atmosphere
and bring an AV team to videoblog the whole thing!!!!
oh, transparency!
skype party!
giving a rough study of fink's resume.
so much to look up!!!!!
http://server.finklawfirm.com/content/blogsection/1/4/
he must have kept his head in some books in addition to being a genius!
so wonderful, gloria allred had already turned me down, for her busy-ness and fame, and here is fink debating with lisa allred daughter of the famed defender of civil rights!!!
wow!!!
no cursing!!! this is real life, not a mafia movie!
equality coalition for students by students please contact maryeng1@yahoo.com to share your story of racism, sexism, homophobia, disability discrimination, or general incompetence on LACC campus. this is for statistical research and equality advocacy purposes, and not in any way affiliated with LACC administration or district administration. no way.
do no harm:
idit dobb-weinstein: "teaching is action and thinking at once. What I try to guard against most when I teach is not speaking as if my answer were conclusive, so as to avoid (to the extent possible) any kind of dogmatic appropriation. It is understandable why students might wish to imitate their teachers, but there are different modes of imitation. I try very hard to avoid the mimetic appropriation that is immediate, passive, and occludes thinking. One other reason is that if I made clear what my views were, and my views appeared as if they were final, it would preclude the possibility of first, students challenging me and second, learning from my students. The relation between the student and teacher is, to me, a dynamic relationship . . . Teaching and learning is a movement that occurs between. In other words, we are at once both agent and patient, both teacher and learner. If we are not very careful, we can do a great deal of harm. And that, too, I have learned from my teachers, Maimonides especially.
I believe my task is to provoke students to think and to engage them in genuine dialogue and questioning. To paraphrase a rabbinic saying, 'I have learned from my teachers, and I have learned from my peers, but I have learned most from my students.' And that is a continuous process of learning."
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