"School funding is another political dimension of education, because more money has always been invested in the education of upper-class children and elite collegians than has been spent on students from lower-income homes and in community colleges."
This point for the article reminded me of the article we read by Anyon about the four different types of schools, and how their respective students were taught. Anyon argues that the richer schools and students have access to more expensive and informative materials, and that it is hindering students who come from families and communities with less money. Shor obviously agrees with Anyon in regards to this.
"In classrooms where participation is meager, the low performance of students is routinely misjudged as low achievement. Bur the actual cognitive levels of students are hard to measure in teacher-centered classrooms where students participate minimally. An accurate picture of what students know and can do is possible only when students really want to perform at their best."
I found this quote really interesting. If a teacher doesn't believe that their class is smart or doubts the level of intelligence that a student has, that student will certainly not go out of their way to have their ideas criticized by that teacher. In a learning environment, it's important to be encouraging. Like Dr. Bogad said in class one time, it's better to tell a student that they see and appreciate their thought process, rather than just tell a student they gave an incorrect answer.
"Students study their own culture and that of the other students different from them. They undertake a cross-cultural study of the other groups in the community-white, Black, Hispanic, Asian-and all students learn English and Spanish. Further, this curriculum is thematic rather than fact-driven."
I just picked this quote because I thought it was a really unique way to look at things. You can learn as much as you want about a certain group or culture, but you will never have the same history or experience that they have had. However, learning about it is still important so that you can be educated and informed about cultures and groups other than your own.
Wednesday, December 9, 2009
Monday, November 16, 2009
Talking Points #9
"I started to notice that I didn't like the classes I was taking called special education. I had to go through special ed. almost all my life. I wanted to take other classes that interested me. I had never felt so mad, 1 wanted to cry. (Peterson, 1994, p. 6)"
This was a really eye-opening quote. I had never thought that a student with a disability could be told that they HAD to be in a special ed class, and that they couldn't take a class that interested them. It seems really unfair that these students do not have the same opportunities that their other classmates have.
"I don't tend to see Down syndrome as something. If you look at those three kids running around the room, they're incredibly different from each other. They're different in terms of what their bodies are like, how they best communicate, what they're like socially, their interests. And with those three kids in the room it would be hard to say, "This is how you should teach kids with
Down syndrome." They are not at all alike."
This quote is important because it reminds the reader that a disability does not define a child. There is always more to a student, and it is up to the teacher to recognize and unlock the potential in every one of their students. There should be absolutely no exceptions to this.
"Christine's communication skills also improved dramatically. Her teachers suggested that Christine's enhanced speech was a product of the necessity of engaging in conversations and also reflected, interestingly, her participation on the cheerleading squad."
Towards the end of the article, the reader hears a story about Christine, a girl with Down's Syndrome entering high school. She was put into "regular" classes like any other student, and was very successful in them. Her fine and gross motor skills improved, and I think this is a great example of how separating special needs students from their peers can often have the opposite outcome than what was intended.
This was a really eye-opening quote. I had never thought that a student with a disability could be told that they HAD to be in a special ed class, and that they couldn't take a class that interested them. It seems really unfair that these students do not have the same opportunities that their other classmates have.
"I don't tend to see Down syndrome as something. If you look at those three kids running around the room, they're incredibly different from each other. They're different in terms of what their bodies are like, how they best communicate, what they're like socially, their interests. And with those three kids in the room it would be hard to say, "This is how you should teach kids with
Down syndrome." They are not at all alike."
This quote is important because it reminds the reader that a disability does not define a child. There is always more to a student, and it is up to the teacher to recognize and unlock the potential in every one of their students. There should be absolutely no exceptions to this.
"Christine's communication skills also improved dramatically. Her teachers suggested that Christine's enhanced speech was a product of the necessity of engaging in conversations and also reflected, interestingly, her participation on the cheerleading squad."
Towards the end of the article, the reader hears a story about Christine, a girl with Down's Syndrome entering high school. She was put into "regular" classes like any other student, and was very successful in them. Her fine and gross motor skills improved, and I think this is a great example of how separating special needs students from their peers can often have the opposite outcome than what was intended.
Wednesday, November 11, 2009
Promising Practices Conference
The Promising Practices Conference on Saturday went really well, in my opinion. I arrived around 8 am and, since I'm one of the most forgetful people on the planet, had to do a walk-in registration. The women at the desk were really nice and helpful, and it only took me a few minutes to pick my workshops and sign in. I met up with a few friends and we sat down until the first workshop began.
The first workshop I attended was "Improving Inclusion in Classroom Interaction". The presenter was organized, and had a power point for us to watch. It had a lot of really interesting information about gender issues in the classroom, as well as participation percentages. For example, the presenter told us that only about 25% of elementary school students report having constant interaction with their teachers. When you think about it, classes usually are filled with both students who raise their hands and contribute to classroom discussions, and then there are students who actively listen most of the time. However, this class went deeper than that. We talked about groups of students who have lower interaction rates, and the reasons why. Like how girls usually have a lower interaction rate than male students, because teachers tend to call on boys more, and girls are passively taught to keep quiet. Also, we talked about how, when students are asked to work in pairs, mixed gender groups tend to be led by the male in the group, and that the female will be more submissive and ask the boy for help/directions. It's unfortunate that our classrooms still have these unspoken gender biases. I felt like it really related back to the discussions we had in class about gender in education. We discussed a lot of the same issues that we did in class. We also discussed how students who come from different cultural backgrounds have lower interaction rates, because they feel excluded and unsure of themselves. It's the teacher's job to make sure that all of their students feel comfortable and equal to their classmates.
After this, I went to the curriculum resource fair. There were a lot of interesting materials and brochures to check out, so I took a few. I haven't really had the time to check them out though! I'll try and get around to that this weekend.
My second workshop was called Multicultural Teaching: A Best Practice Approach to Growing Academic Skills. The presenters were really nice, and had a few really good points. Their main idea is that many curriculums in school only discuss events and lessons from the "valued" culture of power - white, christian, etc. This reminded me of Johnson's S.C.W.A.A.M.P piece. We then had to view a power point lesson and write about how we would include other cultures and view points into the lesson. It was really informative, and I like that we got to really get involved in this workshop.
After that, we had lunch and listened to Dr. Tricia Rose. I was really excited to get to hear her talk, because her speech that we watched in class was really informative. I really liked the part of her speech when she talked about her personal experiences in the classroom with her students making subconcious innappropriate comments. Sometimes people don't even realize that just because society has started throwing around derogatory terms carelessly doesn't mean that they aren't ignorant and offensive. It's all part of the discussion that we all need to be a part of as a society.
The first workshop I attended was "Improving Inclusion in Classroom Interaction". The presenter was organized, and had a power point for us to watch. It had a lot of really interesting information about gender issues in the classroom, as well as participation percentages. For example, the presenter told us that only about 25% of elementary school students report having constant interaction with their teachers. When you think about it, classes usually are filled with both students who raise their hands and contribute to classroom discussions, and then there are students who actively listen most of the time. However, this class went deeper than that. We talked about groups of students who have lower interaction rates, and the reasons why. Like how girls usually have a lower interaction rate than male students, because teachers tend to call on boys more, and girls are passively taught to keep quiet. Also, we talked about how, when students are asked to work in pairs, mixed gender groups tend to be led by the male in the group, and that the female will be more submissive and ask the boy for help/directions. It's unfortunate that our classrooms still have these unspoken gender biases. I felt like it really related back to the discussions we had in class about gender in education. We discussed a lot of the same issues that we did in class. We also discussed how students who come from different cultural backgrounds have lower interaction rates, because they feel excluded and unsure of themselves. It's the teacher's job to make sure that all of their students feel comfortable and equal to their classmates.
After this, I went to the curriculum resource fair. There were a lot of interesting materials and brochures to check out, so I took a few. I haven't really had the time to check them out though! I'll try and get around to that this weekend.
My second workshop was called Multicultural Teaching: A Best Practice Approach to Growing Academic Skills. The presenters were really nice, and had a few really good points. Their main idea is that many curriculums in school only discuss events and lessons from the "valued" culture of power - white, christian, etc. This reminded me of Johnson's S.C.W.A.A.M.P piece. We then had to view a power point lesson and write about how we would include other cultures and view points into the lesson. It was really informative, and I like that we got to really get involved in this workshop.
After that, we had lunch and listened to Dr. Tricia Rose. I was really excited to get to hear her talk, because her speech that we watched in class was really informative. I really liked the part of her speech when she talked about her personal experiences in the classroom with her students making subconcious innappropriate comments. Sometimes people don't even realize that just because society has started throwing around derogatory terms carelessly doesn't mean that they aren't ignorant and offensive. It's all part of the discussion that we all need to be a part of as a society.
Talking Points #8
This week's reading was an article by Jean Anyon. The article focuses primarily on the different economic classes, and how the children in each level are taught and dealt with in elementary schools. The four groupings are the working class schools, middle-class schools, affluent professional schools, and executive elite schools.
"There are no minority children in the school. Almost all the family incomes are over $100,000 with some in the $500,000 range. The incomes in this school represent less than 1 percent of the families in the United States."
This is a great quote to show how few children get to attend the executive elite schools, where they have access to more materials and are encouraged to work hard and be responsible for themselves.
"In social studies--but also in reading, science, and health--the teachers initiate classroom discussions of current social issues and problems. These discussions occurred on every one of the investigator's visits, and a teacher told me, "These children's opinions are important - it's important that they learn to reason things through."
This is an example from the executive elite schooling section. The children are expected to contribute with their thoughts and opinions - not just answer close-ended questions to get a good grade on a test. I feel that this type of education is more beneficial than doing worksheets or spelling tests every day.
"On the card the teacher has written the question to he answered, the books to use, and how much to write. Explaining the cards to the observer, the teacher said, "It tells them exactly what to do, or they couldn't do it."
This quote made me so angry. This teacher is essentially inhibiting their students' learning by assuming that they aren't smart enough or capable of completing their schoolwork without having all the answers handed to them. This was an example I took from the working class school section.
"There are no minority children in the school. Almost all the family incomes are over $100,000 with some in the $500,000 range. The incomes in this school represent less than 1 percent of the families in the United States."
This is a great quote to show how few children get to attend the executive elite schools, where they have access to more materials and are encouraged to work hard and be responsible for themselves.
"In social studies--but also in reading, science, and health--the teachers initiate classroom discussions of current social issues and problems. These discussions occurred on every one of the investigator's visits, and a teacher told me, "These children's opinions are important - it's important that they learn to reason things through."
This is an example from the executive elite schooling section. The children are expected to contribute with their thoughts and opinions - not just answer close-ended questions to get a good grade on a test. I feel that this type of education is more beneficial than doing worksheets or spelling tests every day.
"On the card the teacher has written the question to he answered, the books to use, and how much to write. Explaining the cards to the observer, the teacher said, "It tells them exactly what to do, or they couldn't do it."
This quote made me so angry. This teacher is essentially inhibiting their students' learning by assuming that they aren't smart enough or capable of completing their schoolwork without having all the answers handed to them. This was an example I took from the working class school section.
Monday, November 2, 2009
Blog 7 - Issues of Gender in Schooling
These are some interesting things that I found while searching on the topic of gender and schooling. The first two links are articles, and the last link is a video.
http://news.illinois.edu/news/05/0726math.html
The link above was the first article that I came across. It's all about the stereotype that boys are better at math and sciences than girls. What makes this article different is that it reports about a survey they did which stated that parents of female students tried to help with their math homework without having been asked. It just goes to show you how people can unintentionally pass on their prejudices and how it can affect others.
http://www.sadker.org/100ideas.html
I liked this article because it's a list of activities that you can do in the classroom to promote equality. It reminded me of an activity my class did in 6th grade, a woman came in and passed out 2 note cards to each student that either had a name, color, or profession listed on it. Then, she had 3 tables set up that said female, male, or both. She then asked us to place our note cards where we thought they belonged. I still remember the cards I had, pink and construction worker. Without so much as a second thought, I placed pink on the female table, and construction worker on the male table. After the activity was over, she reviewed our choices and explained that every card should have gone on the table that said both. Media and advertising really influences the way we look at certain professions/what colors go with what gender, but it's important to remember that that should not be the case
http://www.youtube.com/watch?v=2E_GoN768E8
Lastly, I found this clip on Youtube. It's from a school in Tucson, Arizona during their battle of the sexes week. It's a bit lengthy, but it shows how something meant to be fun and harmless can really have a negative impact on gender equality in schools. The caption in the side bar sums it up really well.
http://news.illinois.edu/news/05/0726math.html
The link above was the first article that I came across. It's all about the stereotype that boys are better at math and sciences than girls. What makes this article different is that it reports about a survey they did which stated that parents of female students tried to help with their math homework without having been asked. It just goes to show you how people can unintentionally pass on their prejudices and how it can affect others.
http://www.sadker.org/100ideas.html
I liked this article because it's a list of activities that you can do in the classroom to promote equality. It reminded me of an activity my class did in 6th grade, a woman came in and passed out 2 note cards to each student that either had a name, color, or profession listed on it. Then, she had 3 tables set up that said female, male, or both. She then asked us to place our note cards where we thought they belonged. I still remember the cards I had, pink and construction worker. Without so much as a second thought, I placed pink on the female table, and construction worker on the male table. After the activity was over, she reviewed our choices and explained that every card should have gone on the table that said both. Media and advertising really influences the way we look at certain professions/what colors go with what gender, but it's important to remember that that should not be the case
http://www.youtube.com/watch?v=2E_GoN768E8
Lastly, I found this clip on Youtube. It's from a school in Tucson, Arizona during their battle of the sexes week. It's a bit lengthy, but it shows how something meant to be fun and harmless can really have a negative impact on gender equality in schools. The caption in the side bar sums it up really well.
Monday, October 26, 2009
Talking Points #6
I thought that both the videos and article by Tim Wise were really interesting to read, as I found myself agreeing with a lot of the things that he had to say about racism in the United States. His main point that I really agreed with is that the United States has made progress in becoming a more diverse, less racist country, but that racism still exists in the United States, and is a huge problem.
As I was writing this, I had planned to tie the first two quotes together. After reading all three of them again, I think they all relate to each other.
1."White families, on average, have a net worth that is II times the net worth of black families, according to a recent study; and this gap remains substantial even when only comparing families of like size. composition. education and income status."
The first quote is about how much more money white families have in comparison to black families in the exact same circumstances (same number of kids, same level of education, etc.). It's almost unbelievable to think that another human being could make less money doing the same exact job because of their skin color/gender, yet this is what continues to be the case.
2. "Very telling is the oft-heard comment by whites, "If had only been black I would have gotten into my first choice college."
The idea behind this quote is that many white people are off-put by affirmative action. They feel as though this benefits everyone but them. However, looking back at the first quote, it's important to realize that there are "white privileges" that they might not even realize they have. I definitely know that sometimes it's hard to see these privileges - I'm a college student paying to live in my first apartment away from home, so I know how it feels to think that you're going through a lot of the same struggles with money issues and the like, but it's important to realize that these privileges do exist and need to be dealt with.
My last quote is a bit lengthy, so please bear with me. I tried just choosing a few sentences from this, but I felt that the whole paragraph was important.
3. "The President attacked Michigan's policy of awarding 20 points (on a ISO-point evaluation scale) to undergraduate applicants who are members of under-represented minorities (which at U of M means blacks, Latinos and American Indians). To many whites such a "preference" is blatantly discriminatory. Bush failed to mention that greater numbers of points are awarded for other things that amount to preferences for whites to the exclusion of people of color.
For example,Michigan awards 20 points to any student from a low-income background, regardless of race. Since these points cannot be combined with those for minority status (in other words poor blacks don't get 40 points), in effect this is a preference for poor whites. Then Michigan awards 16 points to students who hail from the Upper Peninsula of the state: a rural, largely Isolated, and almost completely white area."
I think that this is a good quote to wrap up this blog with. As a general summary, this quote is showcasing that although affirmative action may come across as discriminatory against whites, this is not the case. Many white people also benefit from affirmative action; that's not the issue. The issue is that many white people are resentful of this, and continue to form misconceptions about the black community as a result.
As I was writing this, I had planned to tie the first two quotes together. After reading all three of them again, I think they all relate to each other.
1."White families, on average, have a net worth that is II times the net worth of black families, according to a recent study; and this gap remains substantial even when only comparing families of like size. composition. education and income status."
The first quote is about how much more money white families have in comparison to black families in the exact same circumstances (same number of kids, same level of education, etc.). It's almost unbelievable to think that another human being could make less money doing the same exact job because of their skin color/gender, yet this is what continues to be the case.
2. "Very telling is the oft-heard comment by whites, "If had only been black I would have gotten into my first choice college."
The idea behind this quote is that many white people are off-put by affirmative action. They feel as though this benefits everyone but them. However, looking back at the first quote, it's important to realize that there are "white privileges" that they might not even realize they have. I definitely know that sometimes it's hard to see these privileges - I'm a college student paying to live in my first apartment away from home, so I know how it feels to think that you're going through a lot of the same struggles with money issues and the like, but it's important to realize that these privileges do exist and need to be dealt with.
My last quote is a bit lengthy, so please bear with me. I tried just choosing a few sentences from this, but I felt that the whole paragraph was important.
3. "The President attacked Michigan's policy of awarding 20 points (on a ISO-point evaluation scale) to undergraduate applicants who are members of under-represented minorities (which at U of M means blacks, Latinos and American Indians). To many whites such a "preference" is blatantly discriminatory. Bush failed to mention that greater numbers of points are awarded for other things that amount to preferences for whites to the exclusion of people of color.
For example,Michigan awards 20 points to any student from a low-income background, regardless of race. Since these points cannot be combined with those for minority status (in other words poor blacks don't get 40 points), in effect this is a preference for poor whites. Then Michigan awards 16 points to students who hail from the Upper Peninsula of the state: a rural, largely Isolated, and almost completely white area."
I think that this is a good quote to wrap up this blog with. As a general summary, this quote is showcasing that although affirmative action may come across as discriminatory against whites, this is not the case. Many white people also benefit from affirmative action; that's not the issue. The issue is that many white people are resentful of this, and continue to form misconceptions about the black community as a result.
Tuesday, October 20, 2009
Talking Points 5 - In the Service of What?
I really enjoyed reading this article. It was easy to relate to because it was about required service learning in schools, which we are doing in our FNED class right now. In addition, I was also required to complete 20 hours of community service in order to graduate high school. Because volunteer work and volunteering is a part of almost every high school, the concept of this article was not foreign to me.
"As is commonly the case with new policy initiatives, however, more attention has been focused on moving forward than on asking where we are headed."
It is easy to see flaws in the educational system, but often times principles and/or educators are likely put a quick fix on them, to fix errors one at a time as they rear. However, it is important to think further into the future, and to try and ask what the school system will be like in 5 or 10 years, and what we can do to ensure that it's a positive and open-minded environment.
"Mr. Johnson's curriculum included only minimal attention to any systematic analysis of the ills his students were helping to alleviate. Instead, his class focused on inculcating a sense of civic duty."
This was probably my favorite part from the article. Two classrooms were asked to do similar things - contribute to their community through community service. The first classroom, Mr. Johnson's, were allowed to volunteer at a location of their choosing. Many of them helped neighbors, family members, or volunteered at shelters. At first glance, this seems very noble, and it would appear that it would have a good impact on the kids. After reading about the second teacher, who actually had the students read and learn about homelessness, respond with their thoughts and feelings, and then raise money for homelessness relief, I realized that by only volunteering, students are not learning about the real issues. They don't get to examine how our culture, politics, and government are dealing (if they are at all) with these issues.
"After they returned, the students' perspectives on these elementary school children had changed. They were "surprised at the children's responsiveness and their attentiveness," they found the children to be "extremely polite and surprisingly friendly," and they discovered that they "listened well and had excellent behavior." One student wrote, "Everyone at the school had good manners, and I think more highly of [the neighborhood] now."
I think this is a really powerful quote, because it shows how we all have preconcieved notions that we have learned from our parents and the media. It is not often that people are willing to break out of their comfort zone, so I feel that by challenging students to witness and experience things first hand, and to then respond to these situations, it's very beneficial to the community.
"As is commonly the case with new policy initiatives, however, more attention has been focused on moving forward than on asking where we are headed."
It is easy to see flaws in the educational system, but often times principles and/or educators are likely put a quick fix on them, to fix errors one at a time as they rear. However, it is important to think further into the future, and to try and ask what the school system will be like in 5 or 10 years, and what we can do to ensure that it's a positive and open-minded environment.
"Mr. Johnson's curriculum included only minimal attention to any systematic analysis of the ills his students were helping to alleviate. Instead, his class focused on inculcating a sense of civic duty."
This was probably my favorite part from the article. Two classrooms were asked to do similar things - contribute to their community through community service. The first classroom, Mr. Johnson's, were allowed to volunteer at a location of their choosing. Many of them helped neighbors, family members, or volunteered at shelters. At first glance, this seems very noble, and it would appear that it would have a good impact on the kids. After reading about the second teacher, who actually had the students read and learn about homelessness, respond with their thoughts and feelings, and then raise money for homelessness relief, I realized that by only volunteering, students are not learning about the real issues. They don't get to examine how our culture, politics, and government are dealing (if they are at all) with these issues.
"After they returned, the students' perspectives on these elementary school children had changed. They were "surprised at the children's responsiveness and their attentiveness," they found the children to be "extremely polite and surprisingly friendly," and they discovered that they "listened well and had excellent behavior." One student wrote, "Everyone at the school had good manners, and I think more highly of [the neighborhood] now."
I think this is a really powerful quote, because it shows how we all have preconcieved notions that we have learned from our parents and the media. It is not often that people are willing to break out of their comfort zone, so I feel that by challenging students to witness and experience things first hand, and to then respond to these situations, it's very beneficial to the community.
Monday, October 12, 2009
Unlearning the Myths that Bind Us - Talking Points 4
"The newer cartoons -like Mulan, Aladdin, and Pocahontas - are subtler and take more sophistication to see through."
The context of this quote is that it is easier to spot racism, sexism, and stereotypes in older cartoons, movies, and stories than newer ones. I agree that this is definitely the case, at least in regards to children s entertainment. The fact is that these negative messages have not been taken out or "toned down" - they've just been presented in a more indirect, secretive way.
"Both young women wanted the race of the actors changed, but they didn't challenge the class or underlying gender equalities that also characterize the lives of Cinderella, Ariel the Mermaid, and Snow White."
I chose this quote for a couple of different reasons. First off, it's a great way to back up the argument that there is so much wrong with Disney movies/popular childrens movies. There aren't just issues regarding race, there is sexism, class separation, stereotyping, and violence. As children, we certainly don't catch on to these things the way we would if we watched a film like this today, but that doesn't change the fact that these are the things we were observing/forming opinions about at a young, impressionable age. Another reason that I chose it is because it really illustrates the fact that this is no easy fix. Disney can't put out one movie that features a lead African American princess and pretend that they've shed a new positive light on our culture.
"I realized these problems weren't just in cartoons. They were in everything - every magazine I picked up, every television show I watched, every billboard I passed by on the street."
This quote might as well have come from me. Before taking this course as well as my Perspectives on Africa class, I was a very passive movie go-er/consumer. I never picked up on any of these subtle yet heavy suggestions by the media. It wasn't until we started discussing things like this in my classes that I really became an active viewer and started to really see all of these things play out in my day to day life.
The context of this quote is that it is easier to spot racism, sexism, and stereotypes in older cartoons, movies, and stories than newer ones. I agree that this is definitely the case, at least in regards to children s entertainment. The fact is that these negative messages have not been taken out or "toned down" - they've just been presented in a more indirect, secretive way.
"Both young women wanted the race of the actors changed, but they didn't challenge the class or underlying gender equalities that also characterize the lives of Cinderella, Ariel the Mermaid, and Snow White."
I chose this quote for a couple of different reasons. First off, it's a great way to back up the argument that there is so much wrong with Disney movies/popular childrens movies. There aren't just issues regarding race, there is sexism, class separation, stereotyping, and violence. As children, we certainly don't catch on to these things the way we would if we watched a film like this today, but that doesn't change the fact that these are the things we were observing/forming opinions about at a young, impressionable age. Another reason that I chose it is because it really illustrates the fact that this is no easy fix. Disney can't put out one movie that features a lead African American princess and pretend that they've shed a new positive light on our culture.
"I realized these problems weren't just in cartoons. They were in everything - every magazine I picked up, every television show I watched, every billboard I passed by on the street."
This quote might as well have come from me. Before taking this course as well as my Perspectives on Africa class, I was a very passive movie go-er/consumer. I never picked up on any of these subtle yet heavy suggestions by the media. It wasn't until we started discussing things like this in my classes that I really became an active viewer and started to really see all of these things play out in my day to day life.
Tuesday, October 6, 2009
Carlson Talking Points
I apologize for the late blog. The link wasn't opening for me until after class this morning.
The article that these quotes come from is a piece titled "Gayness, Multicultural Education, and Community" by Dennis Carlson. While reading this article, I found that I wasn't really shocked by much of the information provided. The discussion was mostly about how schools and education systems discriminate against the LGBT community, and how the topic of this community is only brought up in regards to the AIDS and HIV viruses. Some of the quotes that really helped me to understand the main points of the article were:
"Much as communist teachers were to be drummed out of the teaching corps because communism was "contagious." so gay teachers were to be fired because they too were understood as Contagious-and in the height of the McCarthy era in the late 1940s and early 1950s, homosexuality and communism were closely linked as threats to the "American way of life.""
I can't believe that homosexuality used to be, and disgustingly enough is still considered by some people to be a contagious disease that one human being can inflict upon another. It's like saying that a straight person can change a gay person's sexuality-it's just not a realistic possibility. It's not as if hanging out with an African American person will change my race, I don't see how sexuality is viewed any differently. It is a trait that you are born with, and it is not something that changes with time.
"These abuses get tolerated because gay teachers and students operate in an environment where they feel afraid to stand up for themselves, and because any discussion of gay people continues to be absent in the curriculum so that homophobia is not interrogated."
This quote really caught my attention because it reminded me of an English class I took in high school. The teacher was a lesbian, (which I only found out after I had graduated), but never once had us read any materials that regarded, were influenced by, or even included anything about the gay community. I wonder if this was because she didn't want to cause any controversy within the school, or if she just wasn't comfortable putting herself out there to be judged and scrutinized. Either way, I don't blame her because in white middle-class public schools, homosexuality is not an easy subject to bring up and have a civil discussion about.
"If, in popular culture. being straight meant being "normal:' that is, affirming (if not always practicing) bourgeois. traditional, repressive, monogamous, married sexuality, then being gay meant-by definition-the opposite."
This absolutely relates back to S.C.W.A.A.M.P because, unfortunately, the things that we as a culture value and accept as "normal" are the things that get taught in schools and are promoted in the media. I feel like we as a society have taken tremendous strides into becoming more open-minded and accepting, but I know that it will still be a long time before our prejudices and ignorance are things of the past.
The article that these quotes come from is a piece titled "Gayness, Multicultural Education, and Community" by Dennis Carlson. While reading this article, I found that I wasn't really shocked by much of the information provided. The discussion was mostly about how schools and education systems discriminate against the LGBT community, and how the topic of this community is only brought up in regards to the AIDS and HIV viruses. Some of the quotes that really helped me to understand the main points of the article were:
"Much as communist teachers were to be drummed out of the teaching corps because communism was "contagious." so gay teachers were to be fired because they too were understood as Contagious-and in the height of the McCarthy era in the late 1940s and early 1950s, homosexuality and communism were closely linked as threats to the "American way of life.""
I can't believe that homosexuality used to be, and disgustingly enough is still considered by some people to be a contagious disease that one human being can inflict upon another. It's like saying that a straight person can change a gay person's sexuality-it's just not a realistic possibility. It's not as if hanging out with an African American person will change my race, I don't see how sexuality is viewed any differently. It is a trait that you are born with, and it is not something that changes with time.
"These abuses get tolerated because gay teachers and students operate in an environment where they feel afraid to stand up for themselves, and because any discussion of gay people continues to be absent in the curriculum so that homophobia is not interrogated."
This quote really caught my attention because it reminded me of an English class I took in high school. The teacher was a lesbian, (which I only found out after I had graduated), but never once had us read any materials that regarded, were influenced by, or even included anything about the gay community. I wonder if this was because she didn't want to cause any controversy within the school, or if she just wasn't comfortable putting herself out there to be judged and scrutinized. Either way, I don't blame her because in white middle-class public schools, homosexuality is not an easy subject to bring up and have a civil discussion about.
"If, in popular culture. being straight meant being "normal:' that is, affirming (if not always practicing) bourgeois. traditional, repressive, monogamous, married sexuality, then being gay meant-by definition-the opposite."
This absolutely relates back to S.C.W.A.A.M.P because, unfortunately, the things that we as a culture value and accept as "normal" are the things that get taught in schools and are promoted in the media. I feel like we as a society have taken tremendous strides into becoming more open-minded and accepting, but I know that it will still be a long time before our prejudices and ignorance are things of the past.
Monday, September 28, 2009
Aria Talking Points
When I began reading this piece, I thought that it was going to be very straight-forward and easy to get through. It was only a few pages, and it was written as a personal story, which I tend to find more enjoyable and informative. And although it WAS an easy piece for me to read, I was left with a few questions. The narrator of this story said several times that he was glad his teachers did not want him to keep speaking Spanish, even though he was uncomfortable and intimidated by the English language. However, he then goes on to express how he still longs to speak Spanish, and how speaking English in his home separated his family and made them become very distant from one another. It just seemed very contradictory, and if his point as the author was that children who do not know English should be forced to give up the language they know and speak at home so they can learn English quicker, I do not agree at all.
When Rodriquez is describing the time some Nuns from his school come to talk with his parents, he says: "With great tact the visitors continued, 'Is it possible for you and your husband
to encourage your children to practice their English when they are home?' Of course, my parents complied. What would they not do for their children's well-being? And how could they have questioned the Church's authority which those women represented? In an instant, they agreed to give up the language (the sounds) that had revealed and accentuated our family's closeness. The moment after the visitors left, the change was observed. 'Allora, speak to us en ingles,' my father and mother united to tell us." The tone is this paragraph sounds, at least to me, sarcastic and resentful. It sounds to me like he was and might still be angry at his parents for abandoning their culture and therefor sacrificing their closeness as a family. Did anyone else read it like this or does it mean something completely different?
Another point that I took away from this article was how the author is dissapointed that he lost his "private language", even though he was happy to master English and feel accepted in our American culture. "I would have been happier about my public success had I not sometimes recalled what it had been like earlier, when my family had conveyed its intimacy through a set of conveniently private sounds. Sometimes in public, hearing a stranger, I'd hark back to my past." His sense of longing to be able to have a connection with his family in regards to speaking Spanish makes me really sad. I think that yes, practicing English at home was beneficial, but the children also should have been able to speak Spanish too.
Another point from the article that puzzled me was this: "Because I wrongly imagined that English was intrinsically a public language and Spanish an intrinsically private one, I easily noted the difference between classroom language and the language of home. At school, words were directed
to a general audience of listeners. ('Boys and girls.') Words were meaningfully ordered. And the point was not self-expression alone but to make oneself understood by many others." Is the author saying that, by speaking English at home, his classroom language and language at home became the same thing? If so, I think it is important to have a seperate dialog from school and home.
When Rodriquez is describing the time some Nuns from his school come to talk with his parents, he says: "With great tact the visitors continued, 'Is it possible for you and your husband
to encourage your children to practice their English when they are home?' Of course, my parents complied. What would they not do for their children's well-being? And how could they have questioned the Church's authority which those women represented? In an instant, they agreed to give up the language (the sounds) that had revealed and accentuated our family's closeness. The moment after the visitors left, the change was observed. 'Allora, speak to us en ingles,' my father and mother united to tell us." The tone is this paragraph sounds, at least to me, sarcastic and resentful. It sounds to me like he was and might still be angry at his parents for abandoning their culture and therefor sacrificing their closeness as a family. Did anyone else read it like this or does it mean something completely different?
Another point that I took away from this article was how the author is dissapointed that he lost his "private language", even though he was happy to master English and feel accepted in our American culture. "I would have been happier about my public success had I not sometimes recalled what it had been like earlier, when my family had conveyed its intimacy through a set of conveniently private sounds. Sometimes in public, hearing a stranger, I'd hark back to my past." His sense of longing to be able to have a connection with his family in regards to speaking Spanish makes me really sad. I think that yes, practicing English at home was beneficial, but the children also should have been able to speak Spanish too.
Another point from the article that puzzled me was this: "Because I wrongly imagined that English was intrinsically a public language and Spanish an intrinsically private one, I easily noted the difference between classroom language and the language of home. At school, words were directed
to a general audience of listeners. ('Boys and girls.') Words were meaningfully ordered. And the point was not self-expression alone but to make oneself understood by many others." Is the author saying that, by speaking English at home, his classroom language and language at home became the same thing? If so, I think it is important to have a seperate dialog from school and home.
Tuesday, September 22, 2009
McIntosh Talking Points
The article I read was "White Privilege: Unpacking the Invisible Knapsack" by Peggy McIntosh. At first I was slightly off-put by the title; I was nervous that it would be another article like Delpit's that would be difficult to read, and that it would make me feel uncomfortable or guilty. However, once I started reading it I realized that I need to keep an open mind and see that I'm not being singled out and blamed for anything, I need to acknowledge these privileges in order to move forward and have that uncomfortable discussion. Some of the quotes that I found most interesting were:
"Many, perhaps most, of our white students in the United States think that racism doesn't affect them because they are not people of color; they do not see "whiteness" as a racial identity".
It is true that I've never really thought about my racial identity as "white". I've never had to feel like I was being judged based on the color of my skin, and it's unnerving to think about those that have been.
"Keeping most people unaware that freedom of confident action is there for just a small number of people props up those in power and serves to keep power in the hands of the same groups that have most of it already".
To me what this quote is saying that until the people that do have privileges recognize this, we cannot work together to end racism.
"I can criticize our government and talk about how much I fear its policies and behavior without being seen as a cultural outsider".
This is one of the privileges McIntosh writes about. It made me think about how many rights that I take for granted; I don't have to worry about voicing my political opinions and having people tell me I only think that because of my race, or that I'm "unamerican".
"Many, perhaps most, of our white students in the United States think that racism doesn't affect them because they are not people of color; they do not see "whiteness" as a racial identity".
It is true that I've never really thought about my racial identity as "white". I've never had to feel like I was being judged based on the color of my skin, and it's unnerving to think about those that have been.
"Keeping most people unaware that freedom of confident action is there for just a small number of people props up those in power and serves to keep power in the hands of the same groups that have most of it already".
To me what this quote is saying that until the people that do have privileges recognize this, we cannot work together to end racism.
"I can criticize our government and talk about how much I fear its policies and behavior without being seen as a cultural outsider".
This is one of the privileges McIntosh writes about. It made me think about how many rights that I take for granted; I don't have to worry about voicing my political opinions and having people tell me I only think that because of my race, or that I'm "unamerican".
Monday, September 7, 2009
First Post
Hi! I'm Megan Cary, and this is my second year at Rhode Island College. I'm majoring in Elementary Education, and I commute from Coventry. My classes this semester are mostly Gen Eds, and although there's a lot of homework to go along with them, I find them all pretty interesting. When I'm not at school I'm playing video games or hanging out with my friends. I work part-time at CVS. I'm excited about this class, and I hope it helps me understand more about teaching as well as what needs to be done for admission into the FSEHD.
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