Shor, "Educating is Politics" - Quotes

 

“Students in empowering classes should be expected to develop skills and knowledge as well as high expectations for themselves, their education, and their futures” (16).

            I think that allowing students to have a voice in the classroom changes everything. Setting this class setting up early is important so that on day one, the students feel that they are a valued part of the classroom, which should improve their outlook on school.  I also think that in empowering classes, students help one another develop a sense of self-worth. If as an educator you have a chance to do this for your students, why wouldn’t you?

“They ask why the official textbook and syllabus are organized the way they are and how this knowledge relates to their community cultures and to conditions in society” (37).

 

            This quote popped out at me. The minute I read it I thought - “Dr. Bogad”. She is teaching our class as an example of what Shor is trying to say. As a student I am so used to doing what I am told by teachers, because they are my teacher. But as students, we deserve a say. Luckily, we are given one in FNED, but how many other classes give us this choice? I think that as we prepare to become teachers, we must keep this in mind. We have to care about our students’ opinion and we must allow them to question.

 

“I posed the problem but did not lecture on it. Instead, I asked-students to write their responses individually. They read them to each other in small groups of three or four to discuss their analyses before each group reported to the whole class for dialogue, reading statements from their groups one at a time for discussion” (40).

 

I liked this segment of the reading. I think that teachers always feel the need to jump in and help the students, which forms their views and opinions on certain subjects. However, when an educator is patient and lets the students work it out on their own, they get to form their own opinions and learn to debate it on their own. Also they will be more likely to ask questions if you do not present all the facts in one quick lecture. I really liked this method of teaching, and I think the ideas of use are great.

 

Class discussion: Do other people plan on teaching in this manner? Do you see different pros and cons? I feel I will try to teach in this way. I think it is beneficial for both my students and myself.

Kliewer, "Citizenship in School", - Extended Comments.

 In Kliewer’s chapter, "Citizenship in School: Reconceptualizing Down Syndrome" he brings up a self-advocacy newsletter piece by Mia. In Kerri’s blog, she chooses to highlight Mia’s story to effectively prove that people with Down syndrome deserve an equal education.  In her blog, she uses hyperlinks as examples. I think the videos get the message across and are insightful. Down syndrome is difficulty for people to understand, unless they have met or heard of someone affected by it. I think that Kerri did a really great job using quotes and explaining that Mia is high functioning and that there are different levels of severity. I think that educating any student is a case-by-case scenario and an equal education is the objective. The highlight of Kerri’s blog post was the video explaining what Down syndrome is and how it affects babies and children. I also liked how she added in her experience with the Special Olympics.

            I agree that all students deserve an education and I cannot imagine being told I could not take classes that interest me if I felt I had the potential of any other student. I do not think it is right to put students into sorting machines and based on a label on their transcripts they are defined and are not free to learn as much as they would like. If we want our future to get brighter, we need to understand and allow students to foster a love of learning that comes when they have a say in their education. Kerri’s blog helped me understand and process my thoughts on this reading.

Thoughts to share: I wonder if anyone had a Down syndrome student in their class (not a special ed class)? Did it seem this article is accurate? I feel that although I have not been exposed to many people affected with down syndrome, those I have would succeed in anything they would want to do.

"Literacy with an Attitude", Finn - Quotes

“The working-class children were learning to follow directions and do mechanical work, low-paying work, but at the same time they were learning to resist authority in ways sanctioned by their community. The middle class children were learning to follow orders and do the mental work that keeps society producing and running smoothly. They were learning that if they cooperated they would have the rewards that well-paid, middle-class work that makes possible outside the workplace (20)”.

 

            This quote reminds me of last weeks “separate and unequal” conversation. This book suggests that working-class families produce working class children because of the schools in their neighborhood. Typically, middle-class neighborhoods have “better” schools in the way that teachers believe the students are capable of more. If students of lower income families are already labeled as a lost cause, how are they supposed to succeed? This also reminds me of Delpit because working-class students are not taught the codes of power in their classroom, and do not understand why they are doing the work they are assigned. On the other hand, middle-class students typically understand that if they do their work and succeed in school, they will get a good job and do better financially in life.

 

“…Anyon observed what she called a ‘dominant theme.’ In the working-class schools the dominant these was resistance (12).”

 

            According to Anyon’s study, the working-class schools all have a few common themes. They are taught to just behave and get by. They are not pushed to think, reason or question. Basically, the policy of many teachers is for students to shut up and do their work when they are told. Many because the students do not feel heard, welcomed or valued, they do not value the teachers, property or work the school supplies. Honestly, if I were being taught in that manner, I think I would resist the school, too.

 

“When students begin school in such different systems, the odds are set for them (25)”.

 

            I think this statement sums up the whole argument. It is so unfair to hold students to the same standards when their quality of education is so unequal. It almost seems like a conspiracy theory to keep the poor, poor. Teachers need to realize that poor does NOT mean dumb. It means they need more attention, more explanation. Not more work, more structure.

 

Points to share: How do we as educators remind ourselves that everyone deserves the same quality of education if a school does not encourage it?

Brown v. Board of Education - Connections

 

 

The links and videos about Brown vs. Board of Education reminded me of many things we have already covered in the class. Specifically, I thought of points made by the authors Johnson and Kozol.

Allan Johnson’s Privilege, Power and Difference takes a unique approach to class difference by stating that we are all part of the problem that is discrimination. He uses the story of Rodney King, who at his trial stated, “Can’t we all just get along?” King, a black man, was beaten by a group of police officers and brought to trial. Although it has been decades since the Civil War and the days of W.E.B. Du Bois, there is still so much discrimination of races, especially African American. In the video interview of Tim Wise, they discuss President Barack Obama’s impact on how African Americans are seen in the public eye. Wise agrees that although it is a step in the right direction, our society seems to only accept extraordinary, well-educated black individuals. This is a problem, because most of our society accepts plain, mediocre people (especially politicians), provided they are white. This is unacceptable in this day and age, and it is our job to educate our children that race should not be a determining factor in a person’s eligibility to do anything. Race does not limit us, but our opinion on what different races mean does.

Jonathon Kozol’s article “Amazing Grace” and the NY times article “Separate and Unequal” by Bob Herbert have many similarities. Kozol’s article focuses on the students living in the Bronx who live in very high poverty conditions. It is difficult for students in these conditions to worry about school when they are worried about where they will get their next meal or sleep. Although there is no longer a law saying that black students go to black schools, and white students attend white schools, it happens. In the Herbert article, he sums up how this happens. “Educators know that it is very difficult to get consistently good results in schools characterized by high concentrations of poverty. The best teachers tend to avoid such schools…These, of course, are the very schools that in which so many black and Hispanic students are enrolled”. Reading this I just kept thinking, this is so TRUE! All the time, older teachers will tell me not to work in the place I grew up because there are many poor students (who they have low expectations for). Both of these authors point out that students in poor communities do not get the same education as a middle class white family’s children.

 

Points to Share: How can we as teachers fix these gaps?

Kahne, Westheimer - "In the Service of What?" - Quotes

“They stress the importance of compassion for those in need, and they encourage children and young adults to find ways to help” (3).

The authors of this article did a study on the impact service learning has in K-12 classrooms. The two projects they highlighted were different, one being focused on giving charity, the other focusing on promoting change. However, any kind of service learning is better than no service learning. I think that it is essential for young people to be exposed to the idea of helping out the less fortunate. I think that it makes young people more conscious about the world and diversity around them as they grow up and become more independent.

 

“By engaging in meaningful service--whether tutoring children for whom English is a second language, helping patients in a hospital, doing difficult chores for the elderly, or supervising younger children's recreational activities--students will have opportunities to experience what David Hornbeck, former Maryland state superintendent referred to as ‘the joy of reaching out to others’” (5).

            I think it is interesting that these aspects of service learning were mentioned. I think the authors may have done so because these are examples almost every community could use.  I think Rhode Island has many great volunteer opportunities. As a middle or high school level student it would probably be easy to volunteer to help younger students, as many may have siblings of a similar age. Also, everyone has elderly living in their area, and I think that really great bonds could be made between students and the elderly. I also agree, as the article points out a few times, that students feel satisfied when they help their community.

 

 

”Rather than tie the service curriculum exclusively to moral development, some advocates of service learning talk about developing citizens for our democracy” (8).

 

When reading this quote, I was like what a great idea! My inner history teacher thought of a million lessons that could go along with this idea that we should be good citizens by performing duties for “America”. As I read on, I felt that it could be dangerous and it does suggest a political agenda that I may not want in my classroom. Then I thought of a few ways I could flip this to turn in into a whole other assignment about politicians in society and why they choose to promote certain values.

 

Here are some interesting statistics...

 

Things to discuss: What were my class mates school’s policies on service learning? What were some positive/negative experiences?

           

           

Orenstein, "Cinderella Ate my Daughter" - Reflection

 

I remember being at Disney World when I was six years old. In one of the souvenir shops, there was a beautiful princess dress modeled after one in “Beauty and the Beast”. I quietly asked my grandfather if he thought I could have it. He looked down at me and told me that no little girl needed a $100 dress to be a princess, and to him I would be a princess no matter what I wore. I was not pleased with this answer, but did not argue because I knew it would be fruitless. All the way home I thought about how badly I wanted that dress.  I wanted the dress because I wanted to look just like the princesses I had seen in the theme parks, and on TV, and in my pre-school.  My room, bedding, clothing, hair accessories and dolls are revolved around the Disney princesses. My parents are WONDERFUL people and would go to the moon and back for my sister and I. They let me choose many different paths in life and have always supported my decisions.  Having two little girls, they felt it was best to give us fluffy, butterfly, fairy princess items because that is what girls “like”. They wanted us to be accepted and have the things the other little girls in our neighborhood had. So growing up, I was spoiled. This affected my sister and I very differently. I was given a choice in what I liked, and as I grew older I lost interest in materialistic things and began to appreciate experiences with my family and friends more than shopping or playing dress up. As my sister got older, she did not lose interest in having the “Princess Life”. At 17, her room is modeled after the Victoria Secret’s “PINK” collection. Her life revolves around shopping, beautifying and spending money to gain “happiness”. I feel like she is only as satisfied as her last purchase, and I want to help her get out of these habits before she leaves home. I noticed that many of her friends and even girls my age fall into this and it concerns me. We need to start teaching our children that life is so much more than materialistic things and that children should be able to choose their own interests regardless of what they “should” want.

Points to share: How did boys or people with brothers feel about this article? I had a toolbox when I was younger and my parents were pleased with my decision. I wonder how they would feel if I had been a boy who wanted a barbie dream house? Did any boys ask for "girl" toys and play with them?

Christensen, "Unlearning the Myths that Bind us" - Reflection

As soon as I read the first page of Christensen I knew what I would discuss.  In my personal experience, my childhood revolved around Disney movies. As a white little girl, it was easy for me to imagine myself as the princess - as Cinderella, Belle, Sleeping Beauty and Snow White are. I would play wedding with my next door neighbor’s grandson. After that I would go to my pretend kitchen and make my new husband some delicious play dinner. As a young girl, I thought my whole goal in life is to become a bride.  As I got older, Disney movies still played a role in my life. The princesses I figure to be in their late teens. They are all thin and beautiful. They have perfect hair, perfect outfits, and everyone who is good adores them. Well, I’ve never been all that thin, my hair is far from perfect, and not everybody wants to be my friend. In one of the courses I took in high school, we discussed how movies made us feel as children. While many other white girls in my class could relate to my experience, it was difficult for students of other races to agree.  That really opened my eyes to all the hidden education in Disney movies, as well as other children’s entertainment. I did a research project on some of the secret “messages” these movies give out. I talked with some of the little girls I babysat, and they all identified some sort of racist or sexist idea that they most likely learned from watching these movies.

Some examples were:

-          Bad people are fat and ugly

-          Princesses are the most beautiful, and they never have to go to work or school, but get the best husbands

-          If a man is not strong, handsome and charming he is bad

These were examples out of the mouths of four year olds. The way they see the world will be shaped because of this. To conclude, I found a video another student made to highlight some of the things I discussed.

 

Class discussion: What were other experiences, were they similar or different to my own?