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Raising a Brown Baby in the Age of Trump

By Patricia Valoy, Science and Social Justice, Contributing Editor

There is very little that an 11-week-old baby needs, but I find myself ordering a poster on immigration for my baby daughter’s room. I tell myself that she needs to be raised seeing political art by people of color, because I want her to know that her people, Black and Brown people, are valuable. I do a lot of that these days, finding ways to teach my baby about the world I have brought her into and ease her into the activism that I am so engrossed in. My daughter doesn’t talk yet. My parenting doesn’t extend beyond breastfeeding and diaper changes. And still, I think it’s important that I learn how to raise a baby in the age of Trump.

Muslim Parents’ Open Letter to Their Children In a time of much division, fear, and hate, “Dear Child” is a video series that seeks to remind us of our shared humanity. We invited Muslim parents to share a message to their children about their racial and religious identity, and how to respond to prejudice and Islamophobia they may experience. We hope that one day, Muslim parents will no longer have to have this talk with their children, but until then we hope their message will awaken us to this reality they currently face and inspire understanding.

On Having a Brown Baby in the Age of Trump

By Patricia Valoy, Science and Social Justice, Contributing Editor

These days I spend a lot of time preparing. Most people call the time when parents-to-be spend hours on end cleaning and organizing for a new baby “nesting,” but I’m doing so much more than that. Between folding baby clothes, creating space for baby gear, and buying things I’ll need for after the birth, I wonder and worry about how I will manage to raise a Brown baby in the age of Trump.

Children and Science

The goal of this course is to understand the interpretive frameworks students of various ages bring to science class and how those frameworks influence their learning of scientific frameworks.    We will explore student frameworks for a variety of science domains (e.g., the nature of earth and the movement of heavenly bodies, the human body, the nature of matter, force and motion, groundwater) as well as their more general conceptions of how they learn and do science. In addition, we will explore the teaching conditions which help students (a) bridge between their initial conceptions and scientists’’’’ conceptions and (b) deepen their understanding of scientific inquiry. Through the course, you should gain skill (a) in devising, giving, and analyzing clinical interviews designed to uncover student ideas and (b) in planning lesson sequences to promote conceptual understanding, critical thinking, and conceptual change. Dr. Carol Smith University of Massachusetts Boston View Syllabus