Notes on: Caldera, A (2018) Woke Pedagogy: A Framework for Teaching and Learning. Diversity, social justice, and the Educational Leader, 2 (3) HTTPs//scholarworks.uttyler.edu/dsjel/vol2/iss3/1 Dave Harris Lots of people claim to be colour blind, which is really a refusal to see colour, claiming to see all students the same, or seeing all students as equal. This avoids analysis of how children of colour are disenfranchised, you can also mean refusing to see how costs and benefits associated with your own racial and cultural identity, recognising race yet denying its effects. There can be implicit bias and stereotypes leading to discriminatory policies, even in schools. A major factor is a refusal to recognise these differences, especially by teachers. Teachers can pretend they themselves are colourless and cultureless,  immune to bias and prejudice. Instead, 'a safe classroom is an openly political one — as opposed to covertly political one… Guided by a trusted teacher who promotes critical thinking about complex issues. A woke teacher ' (2) The personal including personal politics cannot be left at the door. Woke pedagogy requires unlearning a critical reflection of self. All blindness is are rejected including those of class and gender. Teaching is necessarily a political act begins with seeing difference. Her pedagogy requires the use of instructional methods that prioritise critiques of inequities, centring of students and teachers lived experiences and demonstration of activist care. She offers no empirical research study [! But only a 'theoretical treatise' [Then on into the history and origins of the term woke, through slang, now to mean being conscious and to acknowledge injustices. A nice poem expresses the term that it's not just a political ideology but a matter of existing healing opening the mind, being alive (4).] So you have to integrate critiques of long-standing oppressive structures into the curriculum and show their impact on lived experiences. A reference is given. It requires dispositions knowledge and skills. Activist dispositions involves confronting discrimination and injustice a critical perspective a culturally responsive curriculum, teaching as an active social change, political clarity cultural curiosity, seeing children and families as being resources, locating what is wrong within systems and institutions's, openness to critical introspection to see how they have been affected, being intellectually humble caring dispositions, compassion for the whole student Knowledge should be 'on the pulse of issues that affect students, their families and their communities' (5) especially on the effects of global and national developments. Reading community run newspapers and local news can help. Gaining historical knowledge through cultural studies and cultural history courses, community assets and resources civic organisations and community leaders. Skills and abilities include being able to facilitate difficult conversations about injustice and inequities listening compassionately centring your own personal experience leverage in community and family resources responding the students interests placing thought-provoking questions advocating the students demonstrating the intersection of oppressive systems incorporating a variety of tools for instruction 'such as hip-hop music, art, drama and digital media', giving academic importance to topics like voting and entrepreneurship, creating opportunities for student learning leadership, integrating into disciplinary concepts and thematic units (6). There is a connection with black feminist ideology [fancy!]. Lived experiences the sources of knowledge and tools for knowledge creation, through personal narratives or testimonials showing how systems and institutions shape lived experiences. Teachers should share their experiences, sharing the vulnerability. Teachers and students should analyse multiple forms of oppression and intersections between them — for example racist sexism, seeing that 'all oppression is linked' in 'imperialist white supremacist capitalist patriarchy' (7). Teachers should 'exhibit activist care', which extends to engaging in action on behalf of students, including advocating, addressing holistic well-being. This manuscript is 'philosophical in nature' and further steps are needed to see what it looks like in practice, what the barriers might be, what effects might be on student learning, how pedagogy can be actualised and how in-service teachers might be helped [!] Nevertheless, it is urgent to oppose teacher blindness to connect students to their sociopolitical contexts, to help students see multi dimensional realities for increasingly diverse student populations. [There is also some claim in the preamble that there is a special need for this stuff 'during times of heightened civil unrest']