For some reason my blogger said I'm not supported by Blogger anymore so I wasn't able to post my videos. So here are my videos.
Ira Shor
EMPOWERING EDUCATION
Empowerment in schools.
Empowerment is a priority
Where does America stand?
Friday, April 20, 2012
EMPOWERING EDUCATION, Critical Teaching for Social Change
Ira Shor
Quotes
I will be basing my blog around Ira Shor's quoted throughout the passage on does empowering education exist and benefit students and teachers in an academic setting? Socialization is one of the best practices in teaching democracy in and out of the classroom. But does this exist where teachers are faced with strict curriculum's and lesson plans? Does our educational system allow and provide growth to our children to face real life situations? Letting children think, analyze and be critical of their education system seems to be the answer but education administrators seem to disagree with all of the do's and don't teachers have to face. What is the definition of empowerment mean? It means to invest with power, especially legal power or official authority. Ira Shor defines empowerment by a critical-democratic pedagogy for self and social change. It is a student-centered program for multicultural democracy in school and society. It approaches individual growth as an active, cooperative, and social process, because the self and society create each other. On page 16, Shor states to build a democratic and empowering classroom, "To build this kind of society, empowering education invites students to become skilled workers and thinking citizens who are also change agents and social critics. Now she's not saying that the kids have absolute power but that they have a voice and must be listened to. To formulate opinions and ask why is this relevant and to relate it to their lives in and outside of their classroom. Children should not be only seen but also heard. They should have an opportunity to fight for a quality of life in which all human beings benefit. The teachers and students should be able to negotiate, requiring leadership by the teacher and mutual-teacher student authority. It is not individualistic but works hand in hand with the student to teacher relationship and vice-versa. Another quote that stood out was the issue of power that controls individuals who are told they do live in freedom and democracy. While in today's society power controls every aspect of life, work and education people are subservient in that they feel as if they have no choice or say. They accept and go along with what the government says and does. On page 19, Shor argues "Students come of age in a society where average people do not participate in governance, in framing major purposes, in making policy, or in having a strong voice in media and public affairs." Hmmm. sounds quite familiar with us college students where tuition has become very expensive and had dramatically increased over the past decade. Yeah we argue and complain but the people in power still continue to increase tuition. Where 20 grand gets you a bachelor's degree, but doesn't guarantee a job. Now you have to get a master's and sometimes a doctorate to separate you from the rest. Or you are living in a society where jobs aren't readily available, so you must move across the country to land a job with sometimes increased pay but higher taxes and higher living expenses. Now relating it to the primary grades, children with no voice aren't heard. Even when they have a voice educational institutions are strictly authoritarian where you do as the teacher says. That everything the teacher is teaching you is for the best success in and outside of the classroom. Hmmm. Socialization is a big part of developing relationships and thinking and acting to gain an understanding of how the real world is. Educational institutions manipulate the children as if they were robots and look down on any form of resistance. They say resistance only harbors on the educational instruction of children and teachers. Teachers and administrative personnel have a hard time lending their voice or resisting too. Bottom line is resistance is bad for school, society and life. If this is the case, what are all the lesson plans, textbooks and social media teaching our kids about democracy? That we are told we live in a democratic society but we aren't able to attain it? I'm just saying... Another quote I wanted to point out was when Shor stated, "A critical and empowering class begins by examining its subject matter from the student's point of view and by helping students see themselves as knowledgeable people." This stuck out to me because I've practiced this method and have found great results every time. When you present children with a writing task, they begin the learning process by practicing what they already know. Though they don't know this, but they reciprocate what has been taught to them and learn from other's mistakes and improvements. Where areas are not so easily learned, they can learn it through collaborative learning. The students teach each other old and new concepts and it helps them apply it in the present and future. They become peer reviews on each other and themselves. They constantly compare and contrast and take into consideration of other's feelings and attitudes. They are brought in, hopefully, a socialized environment where they interact with each other and the teacher. They also begin to learn how to demonstrate how to properly engage in a democratic setting. As Shor states, "it promotes student autonomy and a learning community in class." All done in a simple writing exercise that promoted socialization that was students lead.
Some questions I wanted to ask was what teaching methods in your primary and ongoing education stand out? Would you use these same practices in your future placements as teachers? What are the pros and cons of various teaching practices? Do you agree with collaborative teaching? Why or why not? What about debates in classrooms? Are they beneficial? Are we living in a democratic society in school, college, life?
Ira Shor
Quotes
I will be basing my blog around Ira Shor's quoted throughout the passage on does empowering education exist and benefit students and teachers in an academic setting? Socialization is one of the best practices in teaching democracy in and out of the classroom. But does this exist where teachers are faced with strict curriculum's and lesson plans? Does our educational system allow and provide growth to our children to face real life situations? Letting children think, analyze and be critical of their education system seems to be the answer but education administrators seem to disagree with all of the do's and don't teachers have to face. What is the definition of empowerment mean? It means to invest with power, especially legal power or official authority. Ira Shor defines empowerment by a critical-democratic pedagogy for self and social change. It is a student-centered program for multicultural democracy in school and society. It approaches individual growth as an active, cooperative, and social process, because the self and society create each other. On page 16, Shor states to build a democratic and empowering classroom, "To build this kind of society, empowering education invites students to become skilled workers and thinking citizens who are also change agents and social critics. Now she's not saying that the kids have absolute power but that they have a voice and must be listened to. To formulate opinions and ask why is this relevant and to relate it to their lives in and outside of their classroom. Children should not be only seen but also heard. They should have an opportunity to fight for a quality of life in which all human beings benefit. The teachers and students should be able to negotiate, requiring leadership by the teacher and mutual-teacher student authority. It is not individualistic but works hand in hand with the student to teacher relationship and vice-versa. Another quote that stood out was the issue of power that controls individuals who are told they do live in freedom and democracy. While in today's society power controls every aspect of life, work and education people are subservient in that they feel as if they have no choice or say. They accept and go along with what the government says and does. On page 19, Shor argues "Students come of age in a society where average people do not participate in governance, in framing major purposes, in making policy, or in having a strong voice in media and public affairs." Hmmm. sounds quite familiar with us college students where tuition has become very expensive and had dramatically increased over the past decade. Yeah we argue and complain but the people in power still continue to increase tuition. Where 20 grand gets you a bachelor's degree, but doesn't guarantee a job. Now you have to get a master's and sometimes a doctorate to separate you from the rest. Or you are living in a society where jobs aren't readily available, so you must move across the country to land a job with sometimes increased pay but higher taxes and higher living expenses. Now relating it to the primary grades, children with no voice aren't heard. Even when they have a voice educational institutions are strictly authoritarian where you do as the teacher says. That everything the teacher is teaching you is for the best success in and outside of the classroom. Hmmm. Socialization is a big part of developing relationships and thinking and acting to gain an understanding of how the real world is. Educational institutions manipulate the children as if they were robots and look down on any form of resistance. They say resistance only harbors on the educational instruction of children and teachers. Teachers and administrative personnel have a hard time lending their voice or resisting too. Bottom line is resistance is bad for school, society and life. If this is the case, what are all the lesson plans, textbooks and social media teaching our kids about democracy? That we are told we live in a democratic society but we aren't able to attain it? I'm just saying... Another quote I wanted to point out was when Shor stated, "A critical and empowering class begins by examining its subject matter from the student's point of view and by helping students see themselves as knowledgeable people." This stuck out to me because I've practiced this method and have found great results every time. When you present children with a writing task, they begin the learning process by practicing what they already know. Though they don't know this, but they reciprocate what has been taught to them and learn from other's mistakes and improvements. Where areas are not so easily learned, they can learn it through collaborative learning. The students teach each other old and new concepts and it helps them apply it in the present and future. They become peer reviews on each other and themselves. They constantly compare and contrast and take into consideration of other's feelings and attitudes. They are brought in, hopefully, a socialized environment where they interact with each other and the teacher. They also begin to learn how to demonstrate how to properly engage in a democratic setting. As Shor states, "it promotes student autonomy and a learning community in class." All done in a simple writing exercise that promoted socialization that was students lead.
Some questions I wanted to ask was what teaching methods in your primary and ongoing education stand out? Would you use these same practices in your future placements as teachers? What are the pros and cons of various teaching practices? Do you agree with collaborative teaching? Why or why not? What about debates in classrooms? Are they beneficial? Are we living in a democratic society in school, college, life?
Friday, April 13, 2012
Disabled WHO?
From Schooling Children with Down Syndrome, Christopher Kliewer
Quotes
I will be basing today's blog on Kliewer's quotes but I wanted to touch up on a "touchy" subject before I got into his quotes. I have noticed the attention other students witness when I pick-up my students for our tutoring session. I have overheard some students snicker or make comments about those in my group. Saying things like they (my students) need extra help or they go to a special class so they can speak English better. This is far from the truth. Maybe they take longer at comprehension and understanding the material but they are no different than those who experience these types of problems in other academic areas. Well I tell them that I am volunteering my time to students throughout the school for extra reading. This helped them understand that Justin, Jenn, Adriana and Solimar weren't "special" but it was an extracurricular activity. Also I had spent my spring break volunteering in Mrs. Pagan's classroom helping all of the students. But my point is the little remarks students say when other students are pulled out of class for extra help. This makes my students feel insecure and embarrassed but I quickly resolved that problem the first day. Though they aren't suffering from Down syndrome they still have emotions and feelings and shouldn't be embarrassed about getting extra help. We as educators need to diffuse this problem and make it be known that it isn't a bad or embarrassing to get extra help. Our words are very powerful and can quickly fix a problem that may arise by making sure there isn't any negativity from the get go.
On page 206, Kliewer states, "Rather, the mind is forever dynamic, emerging through the multiple relationships formed and re-formed between children and their surroundings." Children's minds and brains are forever growing all the way through adulthood. Children and adults learned through interacting and engaging in dialogue and personal and social involvement. Take for example when your mother continuously tells you not to touch the stove, and you don't listen. Well guess what happens? You get burned and you never do it again. You learn through life experiences. You use your five senses to gain an understanding of what you do and what you don't do. What you like and dislike. Children learn mostly through socially acting and engaging. Forming relationships and bonds as to what you're interests are. Vygotsky makes this a very important concept as this is what shapes and mold a human being.
On page 207, Colleen Madison agrees with Shayne that, "no child was inherently an intellectual burden to a classroom: in fact, she argued each student contributed a unique and potentially valuable dimension in the web of relationships that formed a school community." All children should be viewed equal and that each one brings something different to the table. Not all children are alike but may serve as modifiers in behavior, learning and attention span. What I mean by this is one student may be very in tune and involved with instruction and the other may not but the one who isn't is very creative and imaginative. Qualities in behavior, comprehension and speech may feed on those who don't possess the near qualities of another. Children tend to imitate positive behaviors and through that it creates a social environment where they too want to share the teachers acceptance and gratitude. Though some behaviors may be frowned upon the children quickly know by the teacher's response whether they should act or behave this way. Most of the time they leak off of each other for a positive learning experience and environment but it depends on the teacher's teaching and attention through activities and instruction.
On page 212, Kliewer states school citizenship rejects the idea of a gap between normality and Down syndrome. "Community is not a location within circled wagons configured to keep out those charged with having the differences that matter. It is instead a web of dynamic, constantly shifting relationships that encompass the individual with Down syndrome and all other human beings." Nobody should be left out or categorized due to their disability. We are all human beings and bring many things to the classroom, through experience or our genetic makeup. When you single someone out, you take away the rich educational experience of them and the others. Diversity is not different ethnic races consisting of boys and girls from different social classes but with children with disabilities learning in the same classroom who will benefit from those who don't differ that much from them.
Facts about Down syndrome children
Quotes
I will be basing today's blog on Kliewer's quotes but I wanted to touch up on a "touchy" subject before I got into his quotes. I have noticed the attention other students witness when I pick-up my students for our tutoring session. I have overheard some students snicker or make comments about those in my group. Saying things like they (my students) need extra help or they go to a special class so they can speak English better. This is far from the truth. Maybe they take longer at comprehension and understanding the material but they are no different than those who experience these types of problems in other academic areas. Well I tell them that I am volunteering my time to students throughout the school for extra reading. This helped them understand that Justin, Jenn, Adriana and Solimar weren't "special" but it was an extracurricular activity. Also I had spent my spring break volunteering in Mrs. Pagan's classroom helping all of the students. But my point is the little remarks students say when other students are pulled out of class for extra help. This makes my students feel insecure and embarrassed but I quickly resolved that problem the first day. Though they aren't suffering from Down syndrome they still have emotions and feelings and shouldn't be embarrassed about getting extra help. We as educators need to diffuse this problem and make it be known that it isn't a bad or embarrassing to get extra help. Our words are very powerful and can quickly fix a problem that may arise by making sure there isn't any negativity from the get go.
On page 206, Kliewer states, "Rather, the mind is forever dynamic, emerging through the multiple relationships formed and re-formed between children and their surroundings." Children's minds and brains are forever growing all the way through adulthood. Children and adults learned through interacting and engaging in dialogue and personal and social involvement. Take for example when your mother continuously tells you not to touch the stove, and you don't listen. Well guess what happens? You get burned and you never do it again. You learn through life experiences. You use your five senses to gain an understanding of what you do and what you don't do. What you like and dislike. Children learn mostly through socially acting and engaging. Forming relationships and bonds as to what you're interests are. Vygotsky makes this a very important concept as this is what shapes and mold a human being.
On page 207, Colleen Madison agrees with Shayne that, "no child was inherently an intellectual burden to a classroom: in fact, she argued each student contributed a unique and potentially valuable dimension in the web of relationships that formed a school community." All children should be viewed equal and that each one brings something different to the table. Not all children are alike but may serve as modifiers in behavior, learning and attention span. What I mean by this is one student may be very in tune and involved with instruction and the other may not but the one who isn't is very creative and imaginative. Qualities in behavior, comprehension and speech may feed on those who don't possess the near qualities of another. Children tend to imitate positive behaviors and through that it creates a social environment where they too want to share the teachers acceptance and gratitude. Though some behaviors may be frowned upon the children quickly know by the teacher's response whether they should act or behave this way. Most of the time they leak off of each other for a positive learning experience and environment but it depends on the teacher's teaching and attention through activities and instruction.
On page 212, Kliewer states school citizenship rejects the idea of a gap between normality and Down syndrome. "Community is not a location within circled wagons configured to keep out those charged with having the differences that matter. It is instead a web of dynamic, constantly shifting relationships that encompass the individual with Down syndrome and all other human beings." Nobody should be left out or categorized due to their disability. We are all human beings and bring many things to the classroom, through experience or our genetic makeup. When you single someone out, you take away the rich educational experience of them and the others. Diversity is not different ethnic races consisting of boys and girls from different social classes but with children with disabilities learning in the same classroom who will benefit from those who don't differ that much from them.
Facts about Down syndrome children
Sunday, April 8, 2012
Finn-tastic!
Patrick J. Finn, "Literacy with an Attitude"
Extended Comments, Dortu's Blog
Patrick Finn discusses the differences in education between the working class and the elite and the many problems that arise due to the lack of education for the poor. He sides with the working class and poor because of the rare educational opportunities they receive. It's about the resistance of working class children to the kind of education they typically receive, education designed to make them useful workers and obedient citizens. He talks about the working-class habits of communication and ways of using language that interfere with schooling. It's about a new brand of teachers, followers of Brazilian educator Paulo Freire who are developing effective methods for teaching powerful literacy in American working-class classrooms. It's about teacher networks where teachers devoted to equity and justice find mutual support. Where community organizers bring working-class parents together around education issues and help them mount effective demands for powerful literacy for their children. Obviously privelege and power go hand in hand with the educational opportunities rich and working class social classes receive. The working class receive less substantial education due to their place in society and usually have no say on what type of education their children are receiving. If you have money and you come from the wealthy class, you will obtain a far more better education and better paying jobs. Basically this goes hand in hand with Johnson's "Privelege, Power, and Difference," because your life is determined by your background and wealth. Education differs across the board whether you're rich, working class or poor. Is this right? Far from it depending on who you ask. Wealthy parents are more likely to see nothing wrong with it while you go down the socio-economic classes you will find more problems with the structure of educational opportunities. I'm sorry if I offend anybody but it's a known fact and it's discrimination all over again. We may have made big strides toward ridding out racism but socio-economic class differences are a heavy problem in todays society. Johnson states in his article that our lives are pre-determined while we are in the womb but equality in education is determined by how much money you have. If your parents have money you have a higher chance of succeeding and having a better quality of life. Your chances of survival are far more greater than the poverty stricken student who is living in a "Institution vs. Individual" society. Where your back is against the world and every little move factors in your survival. Well some would say only the strong survive. Well that's hard to do if you're wondering where your next meal is coming from or if your lights are going to be on when you come home from school. Equal opportunities in school should be mandated for all classes, race and genders. It shouldn't depend on how much money you have, the color of your skin etc.. Like Dortu stated, it should depend on merit rather than where you live or how you are classified. The chance of getting into that top notch college or high paying job should depend on your scores and extracurricular programs. Like Finn suggests along with Paolo Freire, we need to start resisting rather than going along with the social norm. Nothing will ever change if we just continue to just go through the motions. Again like Dortu had stated change is hard when you're up against money. Because with money comes power and with power comes respect. Education is key to turning things around for the best and to start we need equal opportunities in order to sustain an equal playing field.
Questions/Comments
How would you enforce change? How would you go about it? Who would you talk to in order not to step on any toes? How would you prepare yourself for the baclkash of the elite parents and society? Is it safer to not say anything at all? Do you see changes in the near future? I agree with Dortu that there are many complications with the educational system but we need to start taking a stand and making a difference but is it possible? Have educators, parents, students and society already been taking a stand and how many changes have been accomplished? We've all experienced disadvantages and unequal opportunities, what are you going to do about it?
Extended Comments, Dortu's Blog
Patrick Finn discusses the differences in education between the working class and the elite and the many problems that arise due to the lack of education for the poor. He sides with the working class and poor because of the rare educational opportunities they receive. It's about the resistance of working class children to the kind of education they typically receive, education designed to make them useful workers and obedient citizens. He talks about the working-class habits of communication and ways of using language that interfere with schooling. It's about a new brand of teachers, followers of Brazilian educator Paulo Freire who are developing effective methods for teaching powerful literacy in American working-class classrooms. It's about teacher networks where teachers devoted to equity and justice find mutual support. Where community organizers bring working-class parents together around education issues and help them mount effective demands for powerful literacy for their children. Obviously privelege and power go hand in hand with the educational opportunities rich and working class social classes receive. The working class receive less substantial education due to their place in society and usually have no say on what type of education their children are receiving. If you have money and you come from the wealthy class, you will obtain a far more better education and better paying jobs. Basically this goes hand in hand with Johnson's "Privelege, Power, and Difference," because your life is determined by your background and wealth. Education differs across the board whether you're rich, working class or poor. Is this right? Far from it depending on who you ask. Wealthy parents are more likely to see nothing wrong with it while you go down the socio-economic classes you will find more problems with the structure of educational opportunities. I'm sorry if I offend anybody but it's a known fact and it's discrimination all over again. We may have made big strides toward ridding out racism but socio-economic class differences are a heavy problem in todays society. Johnson states in his article that our lives are pre-determined while we are in the womb but equality in education is determined by how much money you have. If your parents have money you have a higher chance of succeeding and having a better quality of life. Your chances of survival are far more greater than the poverty stricken student who is living in a "Institution vs. Individual" society. Where your back is against the world and every little move factors in your survival. Well some would say only the strong survive. Well that's hard to do if you're wondering where your next meal is coming from or if your lights are going to be on when you come home from school. Equal opportunities in school should be mandated for all classes, race and genders. It shouldn't depend on how much money you have, the color of your skin etc.. Like Dortu stated, it should depend on merit rather than where you live or how you are classified. The chance of getting into that top notch college or high paying job should depend on your scores and extracurricular programs. Like Finn suggests along with Paolo Freire, we need to start resisting rather than going along with the social norm. Nothing will ever change if we just continue to just go through the motions. Again like Dortu had stated change is hard when you're up against money. Because with money comes power and with power comes respect. Education is key to turning things around for the best and to start we need equal opportunities in order to sustain an equal playing field.
Questions/Comments
How would you enforce change? How would you go about it? Who would you talk to in order not to step on any toes? How would you prepare yourself for the baclkash of the elite parents and society? Is it safer to not say anything at all? Do you see changes in the near future? I agree with Dortu that there are many complications with the educational system but we need to start taking a stand and making a difference but is it possible? Have educators, parents, students and society already been taking a stand and how many changes have been accomplished? We've all experienced disadvantages and unequal opportunities, what are you going to do about it?
Sunday, April 1, 2012
What happened to Esme?
Becoming Something Different: Learning from Esme. Fairbanks, Crooks, and Ariail.
Connections: Meier, Rodriguez, Johnson, Kozol.
I enjoyed reading this article about studying Esmes life from middle school to high school. These three women studied the construct of artifacts, they detail Esme's school history and the resources she used to respond and reposition herself. After reading the first five pages I immediately thought of Institution vs. Individual. I saw the school placing Esme into a remedial class because at first she was considered as needing a large amount of help since English is her second language. She definitely needed this instruction throughout middle and early high school. We then found out that she was doing quite well and that she came along way due to her remedial instruction. The teacher was then going to take her out of the class but Esme said since it was the second semester she just continued with the class. I feel and believe that the teacher and school didn't push Esme enough and guide her to tutoring for her honors classes. She could have taken that remedial class time and used it for her honors classes rather than dropping her courses. Maybe with more guidance, awareness and instruction, Esme maybe would have focused more on her studies so she could of passed the TAKS. I believe the school didn't take an active role in Esme's education but rather placed her somewhere because of her ethnicity and language barrier. Esme's reaction to this was very passive and like "well okay, whatever." Well hello this isn't okay and the teacher wasn't aware of how damaging that attitude was? How detrimental that would be to just kind of give up and take easy classes. Esme wanted to take easy classes because the hard ones were hard because she had no guidance or direction to show her how to make better grades. Like the author's had stated Esme positioned herself by removing herself of difficult times and settling into rather easy ones. Her attitude on graduation was to take easy classes, go to class early and do your homework. Students shouldn't need to conform to easy work, they need to be pushed and challenged to further grow intellectually and socially. This would have made her vocabulary progress significantly and made her a better student. But what Esme did was shape what she thought was successful in her own mind due to the constraints of her home and social life. I believe the school could have done alot more in taking an active part on students like Esme but I soon realized that highly unlikely due to the test scores and graduation rates across the board. Where graduation for these students are based solely on taking easy classes, managing a multicultural life and being the first one to graduate in the household. I believe Esme would've attained more language proficiencies if she had tutors who helped her with her honor classes and reading in general. This directly relates to Meier's article about the influence of storybook reading at a higher level. Esme would have maybe in turn found another avenue of learning how to speak and write better. The importance of reading is important in all ages and develops ways of thinking and helps with all areas and subjects. Especially with bilingual students who are struggling with English as a second language. It makes them more confident in speaking to the rest of the class and to each other in group activities. We all know practice makes perfect and with this Esme would've benefited from this. I also noticed it related to Rodriguez's article "Hunger for Memory." Esme found herself at a crossroads between two different worlds, Spanish and English. She found herself the odd girl out at first by living her Spanish heritage at home and then trying to establish herself in the dominant "white cultures" of school. Which is what Allan Johnson explains in Privilege, Power and Difference. She found herself trying to conform to a new way and the most accepted way of thinking and acting. She had to seek out how she was going to fit in while having English as a second language. By the length of her hair, dress, friends and home life.
Some questions and comments that I wanted to bring up were did she have individuality? Did she have to conform in ways that weren't accepted at home or in school? Did she have to give up her culture at any point or vice versa? Did the school do everything possible to help her achieve ultimate success? Or did they do what they had to do to try to get her by? What she did was conform to the ways of the majority sometimes at the expense of her family or dominant culture. Bilingual education.
Connections: Meier, Rodriguez, Johnson, Kozol.
I enjoyed reading this article about studying Esmes life from middle school to high school. These three women studied the construct of artifacts, they detail Esme's school history and the resources she used to respond and reposition herself. After reading the first five pages I immediately thought of Institution vs. Individual. I saw the school placing Esme into a remedial class because at first she was considered as needing a large amount of help since English is her second language. She definitely needed this instruction throughout middle and early high school. We then found out that she was doing quite well and that she came along way due to her remedial instruction. The teacher was then going to take her out of the class but Esme said since it was the second semester she just continued with the class. I feel and believe that the teacher and school didn't push Esme enough and guide her to tutoring for her honors classes. She could have taken that remedial class time and used it for her honors classes rather than dropping her courses. Maybe with more guidance, awareness and instruction, Esme maybe would have focused more on her studies so she could of passed the TAKS. I believe the school didn't take an active role in Esme's education but rather placed her somewhere because of her ethnicity and language barrier. Esme's reaction to this was very passive and like "well okay, whatever." Well hello this isn't okay and the teacher wasn't aware of how damaging that attitude was? How detrimental that would be to just kind of give up and take easy classes. Esme wanted to take easy classes because the hard ones were hard because she had no guidance or direction to show her how to make better grades. Like the author's had stated Esme positioned herself by removing herself of difficult times and settling into rather easy ones. Her attitude on graduation was to take easy classes, go to class early and do your homework. Students shouldn't need to conform to easy work, they need to be pushed and challenged to further grow intellectually and socially. This would have made her vocabulary progress significantly and made her a better student. But what Esme did was shape what she thought was successful in her own mind due to the constraints of her home and social life. I believe the school could have done alot more in taking an active part on students like Esme but I soon realized that highly unlikely due to the test scores and graduation rates across the board. Where graduation for these students are based solely on taking easy classes, managing a multicultural life and being the first one to graduate in the household. I believe Esme would've attained more language proficiencies if she had tutors who helped her with her honor classes and reading in general. This directly relates to Meier's article about the influence of storybook reading at a higher level. Esme would have maybe in turn found another avenue of learning how to speak and write better. The importance of reading is important in all ages and develops ways of thinking and helps with all areas and subjects. Especially with bilingual students who are struggling with English as a second language. It makes them more confident in speaking to the rest of the class and to each other in group activities. We all know practice makes perfect and with this Esme would've benefited from this. I also noticed it related to Rodriguez's article "Hunger for Memory." Esme found herself at a crossroads between two different worlds, Spanish and English. She found herself the odd girl out at first by living her Spanish heritage at home and then trying to establish herself in the dominant "white cultures" of school. Which is what Allan Johnson explains in Privilege, Power and Difference. She found herself trying to conform to a new way and the most accepted way of thinking and acting. She had to seek out how she was going to fit in while having English as a second language. By the length of her hair, dress, friends and home life.
Some questions and comments that I wanted to bring up were did she have individuality? Did she have to conform in ways that weren't accepted at home or in school? Did she have to give up her culture at any point or vice versa? Did the school do everything possible to help her achieve ultimate success? Or did they do what they had to do to try to get her by? What she did was conform to the ways of the majority sometimes at the expense of her family or dominant culture. Bilingual education.
Sunday, March 25, 2012
Wise, Extended Quotes
Ted Wise, "Between Barack and a Hard Place"
Extended Comments/ Janelle Marie
I will be using Janelle’s Quotes blog as my “Extended Comments.” Tim Wise ia an American anti-racist activist and writer. He is known for his participation in anti-apartheid movement on the campus of Tulane. He also was known for campaigning against David Duke, on issues of Racism and Nazism. He worked for a number of community groups consisting of Louisiana Coalition for Tax Justice, the Louisiana Injured Worker's Union and Agenda for Children, where he worked as a policy analyst and community organizer in New Orleans public housing.
With Janelle’s first quote, I wanted to agree with her on the fact that whites do get the majority of scholarships and they SEEM to complain when they don’t receive a scholarship at all. Some are quick to blame the minority race and sometimes hatred or blasphemy may be the result of it, leading to more racism and oppression. It’s like taking three steps forward and two steps back. One little action can cause several generations of work and rehab to turn into dust. Racism will always be around but reverting back to it is where the problem lies. Just because you don’t get your way doesn’t mean you need to take it out on a minority. I’ve witnessed Caucasians get mad because they didn’t receive a certain scholarship and then when they find out that a minority had won it they get furious. Saying impolite things and thinking rude thoughts. Society shouldn’t be like that but it’s up to us to make a change, even though we didn’t cause it. Like Wise had stated we can do something about it. We definitely shouldn’t let it continue and destruct our society.
In the second quote, they state minorities only get a fraction of financial aid money for college. Regardless of the financial aid, we should all be accepted into college due to transcripts, test scores, extracurricular activities. It shouldn’t matter on race or socio-economic class. It also shouldn’t matter who your parents are and where you were born, we are all equal and human beings.
I’m speaking on behalf of a minority, I disagree with affirmative action because it has flaws. For example, you can have ten people in a room where nine of them have the brilliance of Steve Jobs and the one minority with an IQ of Forrest Gump. And due to affirmative action the lone minority will get accepted. Does anybody else see a problem with this? When you start accepting individuals based on skin color you promote inequality. Everyone should be judged on the same criteria, not where they came from or who their parents are.
I would like to know what other people think of Affirmative Action. I know it is a sensitive subject but it’s also something we face every single day in related topics in class. Also all of my comments on the quotes are what I’ve witnessed and not assumed. I’ve heard people say these things and it does hurt but the best feeling is when I confront the negative perceptions with factual information. I know racism and oppression can’t be changed overnight but we can start one person at a time.
Gender and Education
Gender and Education in 2012
What is Title IX? I didn't know what Title IX was until I came across several education websites and noticed it on the bottom right of every page. So after seeing it a couple of times I decided to click on it and see what it was about. And I feel I had come across something very valuable and precious to me. Why did it take so long for this Title to be passed and why are thousands of schools noncompliant? This is so beneficial to our children and just think THOUSANDS of schools are abusing Title IX by not using it.
Title IX is a law passed in 1972 that requires gender equity for boys and girls in every educational program that receives federal funding.
10 Key Areas are:
Things to remember in Gender Equity Schools.
"Short-changed" girls.
How many of you knew about this law? What do you think about these revelations and about the schools who don't follow this law? I truly believe every school should enact this law to the fullest potential. That every child should attain the most educational opportunities and possibilities that a school can offer. Nobody should be ruled out due to gender.
What is Title IX? I didn't know what Title IX was until I came across several education websites and noticed it on the bottom right of every page. So after seeing it a couple of times I decided to click on it and see what it was about. And I feel I had come across something very valuable and precious to me. Why did it take so long for this Title to be passed and why are thousands of schools noncompliant? This is so beneficial to our children and just think THOUSANDS of schools are abusing Title IX by not using it.
Title IX is a law passed in 1972 that requires gender equity for boys and girls in every educational program that receives federal funding.
10 Key Areas are:
- Access to Higher Education
- Athletics
- Career Education
- Education for Pregnant and Parenting Students
- Employment
- Learning Environment
- Math and Science
- Sexual Harassment
- Standardized Testing
- Technology
Things to remember in Gender Equity Schools.
"Short-changed" girls.
How many of you knew about this law? What do you think about these revelations and about the schools who don't follow this law? I truly believe every school should enact this law to the fullest potential. That every child should attain the most educational opportunities and possibilities that a school can offer. Nobody should be ruled out due to gender.
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