| Decoding/Disrupting Steps |
Decoding questions |
Disrupting questions |
| Step 1 Bottlenecks |
Where is a bottleneck where students struggle to learn in my course or field? |
Where is my field upholding colonialism/racism? What is one component of my discipline where I can identify colonial or racist structures or processes at work? And that I feel prepared to delve into? |
| Step 2 Decoding/Disrupting |
What does the specialist do to get through the bottleneck? What is the “mental move?” |
What can I imagine doing differently? What kind of thinking or doing (or being) are we aiming for? |
| Step 3 Modeling/Teaching Presentation |
What narratives, analogies, or metaphors will I use to model and meta-explain the mental move? |
What narratives, analogies, or metaphors will model or center indigenous or anti-racist views? |
| Step 4 Student Practice |
How will the students practice the mental move? How will I scaffold it for them? |
What do I have the students practice? |
| Step 5 Motivation/Resistance |
Where do the students resist? Are there emotional and identity bottlenecks that interfere with learning the mental move? What will motivate persistence to use the new mental move? |
Where do students resist? What anti-racist/indigenous pedagogies will I use? |
| Step 6 Assessment |
How can I check that students have grasped the new mental move? |
How do I assess anti-racist and anti-colonialist thinking? |
| Step 7 Sharing |
Where can I disseminate the analysis and reflection on the bottleneck lesson? |
Where do I share what we learned from analysis and reflection on the disrupting process? |
