Discover and read the best of Twitter Threads about #pairedTexts
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Sigh. I guess I'll have to move on from this, but it's do depressing. @TheAtlantic never bothered to correct the most egregious errors in the piece and now Flanagan is flogging a single report claiming a conclusion it doesn't make. #pairedtexts 
The bad faith is unsurprising but anger-making. UC is trying to strike a balance that achieves their goals of making their institutions equitable and accessible. Flanagan wants to protect a status quo. These values are fundamentally incompatible.
One of the people in this shot is an expert on the issues. Another is using culture war narratives to promote her preferred world view. Guess which has more currency in the broader conversation.
Graph shows 50% of MN Covid deaths as people of color.
24 photos out of 1000 deaths. TWO photos of people of color.
Unconscionable.
24 photos out of 1000 deaths. TWO photos of people of color.
Unconscionable.
Also racist. Just so we're clear.
It's clear #coronavirus will exacerbate existing inequities in education. @kevincarey1 makes the case below. But the challenge is even greater than he states. This thread explains the (at least) 6 different barriers the pandemic is creating/making bigger:
[First a note on terms. Kevin uses “pandemic learning loss.” Others talk about a “comeback gap.” I’ll focus less on what’s missing in the students and more on the add'l barriers our students least served by our system (“SLS”) are facing during and after the coronavirus crisis.]
As Kevin points out, distance learning requires tech, wifi, learning environment, etc. But income/wealth inequality (& racism, natch) deprive many SLS of that.
Barrier 1 = limited access to the tangible requirements for distance learning
Barrier 1 = limited access to the tangible requirements for distance learning
I had a really interesting professional disagreement yesterday with some of our colleagues on here, but it's buried deep within the comments of a thread.
I'm going to reopen it here for visibility and further discussion. A 🧵 on equity within CI.
I'm going to reopen it here for visibility and further discussion. A 🧵 on equity within CI.
The question this conversation has me considering is if Comprehensible Input (CI) approaches to teaching are *inherently* equitable.
This idea is not limited to yesterday's convo, but I've seen it in other tweets, in blogs, in FB groups -- sometimes framed as "social justice issue" or "inherently aligned with culturally sustaining pedagogies".
But is it really inherently more equitable?
But is it really inherently more equitable?
It's like Thomas Friedman's own paper is trolling him. The reason the Times doesn't fact check the op-eds is because if they did, he'd have nothing to write about. Check out the lede in his column v. a Times story on new polling that disproves his core argument. #pairedtexts
Friedman claims voters are shocked by how far left the Democratic proposals are. Voters, in reality, embrace them. They're concerned that they won't play well politically. The messaging has to focus not only on how the policies will work, but that they are indeed popular.
The dysfunction of politics in general and Trump in specific have made people believe that change isn't possible, even though a majority embrace change. Thomas Friedman's argument is flat wrong that those policies are alienating voters.
