1. "About the role of education in socializing students, Bettelheim said near the end of his life, 'If I were a primary-grade teacher, I would devote my time to problems of socialization. The most important thing children learn is not the three R's. It's socialization'."
Students receive an education not only to become knowledgeable, but also to learn socialization skills. Teachers must get the kids to think critically and question ideas. The student must learn to become confident in themselves. The road to success is being paved for them by being taught socialization by their teachers and in their shcool districts. They must learn to adapt to the social environment.
2. "Through day-to-day lessons, teaching links the students' development to the values, powers, and debates in society...To socialize students, education tries to teach them the shape of knowledge and current society, the meaning of past events, the possibilities for the future, and their place in the world they live in. In forming the students conception of self and world, teachers can present knowledge in several ways, as a celebration of the existing society, as a falsely neutral avoidance of problems rooted in the system, or as a critical inquiry into power and knowledge as they relate to student experience.
This quote shows how politics are incorporated into the classroom. A child must learn how to function properly within a society. They must learn the norms and the values, powers, and debates that go on within it. If the students are taught about the society they are a part of at a young age, they will be better prepared for their future. It is also up to the teacher to present these ideas in a suitable way so that the children understand it.
3. "To be democratic implies orienting subject matter to student culture-their interests, needs, speech, and perceptions-while creating a negotiable openness in class where the students' input jointly creates the learning process. To be critical in such a democratic curriculum means to examine all subjects and the learning process with systematic depth: to connect student individuality to larger historical and social issues; to encourage students to examine how their experience relates to academic knowledge, to power, and to inequality in society; and to approach received wisdom and the status quo with questions."
This quote is very powerful and stresses the importance of incorporating all students. Students must use their characteristics to connect themselves with social issues and understand them and prepare for them. Teachers should be willing to help students that have these needs to make them feel comfortable in the classroom. Also, this quote comes with a list of values including: partipatory, problem-posing, situated, multicultural, dialogic, desocializing, democratic, researching, interdisciplinary, and activist. These terms must be understood by educators to aid in encorporating them into the classroom. They make the classroom a more democratic and welcoming place.
I feel that this piece connected with many of the others we have read. It is relative to Delpit because it is explaining the need for teachers to teach children socizialization and the rules and codes of power. It also relates to Johnston because the reading encourages teachers to question their students and have the students think about issues to become more interactive with each other. Also, in the chapter following this, I noticed there was a quote by Linda Christensen and I also found a concept similar to Rodriguez's sacrificing private identity for public identity.
Monday, November 30, 2009
Monday, November 16, 2009
Talking Points 9: Citizenship in School-Reconceptualizing Down Syndrome
1. "He and fellow educators have substantiated this vision with detailed accounts of actual educational arenas where all students are welcomed, no voice is silenced, and children come to realize their own self-worth through the unconditional acceptance of one another. Such acceptance is the aim when children with Down sundrome join their nondisabled peers in classrooms, and many schools and individual teachers have entered into this effort, which seeks and finds community value in all children."
This quote is a summary of Kliewers view on incorporating children with Down syndrome into the classroom. He believes all students should be considered important and that each of them should have a voice in the classroom. This reminded me of Delpit's article, "The Silenced Dialogue". Just as students of other cultures feel uncomfortable talking to the culture of power because they feel as though they are not listened to, I believe that people with disabilities feel the same way. Both parties are often considered less intelligent and do not receive the same power that is normally represented. It is time for every person to speak up because their voice is just as important as any other person.
2. "It's not like they come here to be labeled, or to believe the label. We're all here-kids, teachers, parents, whoever-it's about all of us working together, playing together, being togather, and that's what learning is. Don't tell me any of these kids are being set up to fail."
This particular teacher, Shayne, worked towards individuals all being part of a community group in the classroom. She stressed the importance of including children with Down syndrome and other disabilities into the classroom. By creating this community, she believes that the learning opportunities of the students becomes "broadened and strengthened". Shayne is a very creative teacher; she finds ways to teach all students, disregarding what learning level they are in. One example of this was creating a play after reading the book Where the Wild Things Are.
3. "In a testing situation, the psychologist asked Shayne's student, Isaac Johnson, to sort spoons and blocks into various containers. Isaac struggled first with the containers to get to the materials. He then separated the blocks from the spoons and tasted from each spoon before throwing them aside, one after the other. He was not given credit by the psychologist, who noted that Isaac had not conformed to the specific directions of the test item."
I believe that scenarios such as this often happen to children with disabilities. When a child is disabled, they have the ability to change the process of learning to adapt to their disability. For example, this child was asked to separate the blocks and the spoons, and he did. However, he did not do it as a child without his disability would do it. Instead of being praised for separating them, he got penalized for licking the spoon. Teachers, as well as people in general must learn to understand that these children cannot cope with problems in the same way as others and have their own methods that better fit their own situation.
I found this article to be a very slow read. I felt myself dazing out while reading. Although the article made some good points, I think that I am going to need to have more discussion before understanding the benefits of having children with disabilities in classes with children without disabilities. Personally, I feel as though the children with the disabilities would become angry and stressed because they cannot follow the material and the children without disabilities would be held back. Although I believe it can be possible to teach some lessons to both groups, I feel that doing so all the time would not be beneficial.
This quote is a summary of Kliewers view on incorporating children with Down syndrome into the classroom. He believes all students should be considered important and that each of them should have a voice in the classroom. This reminded me of Delpit's article, "The Silenced Dialogue". Just as students of other cultures feel uncomfortable talking to the culture of power because they feel as though they are not listened to, I believe that people with disabilities feel the same way. Both parties are often considered less intelligent and do not receive the same power that is normally represented. It is time for every person to speak up because their voice is just as important as any other person.
2. "It's not like they come here to be labeled, or to believe the label. We're all here-kids, teachers, parents, whoever-it's about all of us working together, playing together, being togather, and that's what learning is. Don't tell me any of these kids are being set up to fail."
This particular teacher, Shayne, worked towards individuals all being part of a community group in the classroom. She stressed the importance of including children with Down syndrome and other disabilities into the classroom. By creating this community, she believes that the learning opportunities of the students becomes "broadened and strengthened". Shayne is a very creative teacher; she finds ways to teach all students, disregarding what learning level they are in. One example of this was creating a play after reading the book Where the Wild Things Are.
3. "In a testing situation, the psychologist asked Shayne's student, Isaac Johnson, to sort spoons and blocks into various containers. Isaac struggled first with the containers to get to the materials. He then separated the blocks from the spoons and tasted from each spoon before throwing them aside, one after the other. He was not given credit by the psychologist, who noted that Isaac had not conformed to the specific directions of the test item."
I believe that scenarios such as this often happen to children with disabilities. When a child is disabled, they have the ability to change the process of learning to adapt to their disability. For example, this child was asked to separate the blocks and the spoons, and he did. However, he did not do it as a child without his disability would do it. Instead of being praised for separating them, he got penalized for licking the spoon. Teachers, as well as people in general must learn to understand that these children cannot cope with problems in the same way as others and have their own methods that better fit their own situation.
I found this article to be a very slow read. I felt myself dazing out while reading. Although the article made some good points, I think that I am going to need to have more discussion before understanding the benefits of having children with disabilities in classes with children without disabilities. Personally, I feel as though the children with the disabilities would become angry and stressed because they cannot follow the material and the children without disabilities would be held back. Although I believe it can be possible to teach some lessons to both groups, I feel that doing so all the time would not be beneficial.
Wednesday, November 11, 2009
Promising Practices
Promising Practices was a great experience! When I first arrived in Donovan, I picked up my folder containing information on Promising Practices and the workshops I would be attending. About four hundred people were expected to attend the fair. These people included RIC students, teachers, and many others. Many of the students attended as a requirement of FNED 346, teachers attended to get CEU’s, and others attended just to go to the workshops or to hear Trisha Rose speak. Regardless, it was an awesome experience and I’m glad I attended it, because now I will be sure to attend other events like this.
There were a number of stands set up along the edge of the room; this was the Curriculum Fair. Each table had different materials that would be useful to teachers or future teachers. These materials included information on different subjects, such as science and math, booklets containing educational materials for classrooms that could be ordered, magazines, and information on courses that can be taken at RIC, such as ESL and special education. I liked walking around and looking at the information on each of the tables. Most stands had free booklets that we could take. I was very excited to see that there was a stand set up for ESL or English language learner teachers. I have been trying to find out information on how to become certified as an ESL teacher. I asked my advisor when I met with him to speak about the classes I would take this semester, but he said he was unsure. When I saw the ESL stand, I went over and spoke to the woman there. She told me a lot about the profession and gave me the e-mail address of the head coordinator of the ESL department. I felt very reassured after speaking to her.
After spending time in Donovan, we were dismissed to go to our first workshop. The first workshop that I attended was “Media Made Me Do It”. The speaker was Marco McWilliams, an African-American man who is an alumnus of RIC. He spoke about the effect that the media has on society. He used a PowerPoint to guide the discussion. He asked us to interact with him. He explained that media messages are organized to gain profit and power and the United States is maintained mostly because of the media. It is a way for ideas to travel out of our country. He said that the media tries to relate to us through representation; it has no real connection to reality and it is just a construction of images, which are often edited. We looked at the role of women in the media, the role of men, the role of different races, and Karl and Engels. Marco McWilliams explained how women are often reduced to objects. He showed photos and videos to back up what he was saying and often had us analyze the photos. I found his workshop very interesting and I liked analyzing the photos to see the true meaning behind them.
The other workshop that I attended was “Nonis and Borges: Celebrating our World”. The speakers were a kindergarten a first grade teacher. They both teach at Henry Barnard. They explained the importance of integrating social studies in the classroom. They showed us a PowerPoint and handed out thick packets which contained useful information such as projects, homework, and in-class assignments. They had examples of books that they read to children. Also, they explained that a big part of their curriculum is to study different countries and at the end of each unit to celebrate by playing games, eating foods, and dressing like people from that specific country. I noticed that in all the pictures in the PowerPoint the children had smiles on their faces. I think that this is a great way of applying the cultures around the world to the student’s lives. For the remainder of the workshop, we were able to create crafts from a variety of different cultures; there were packets that went along with each craft explaining what country it is and how to create it in case we wanted to use the idea in the future.
After attending the workshops, we headed back to Donovan for lunch. Lunch was buffet style; there was pasta, salad, bread, and drinks. We had about an hour to eat and chat with friends. After this it was finally time to hear Dr. Tricia Rose speak. The air was filled with anticipation and when she finally came to the podium she was greeted by loud claps from the audience. Dr. Tricia Rose is an African American woman who was raised in New York City. She graduated from Yale University and is now a professor at Brown University. She is a professor of Africana Studies. She is well-known for her books on the emerging culture of hip- hop. The topic that she spoke about at Promising Practices was “Pain, Passion, and Possibility: Inspired Teaching and Difficult Subjects”. She said that it is important to understand the origins of multiculturalism. She wanted to educate the audience on teaching difficult subjects, meaning students with different identities than ourselves. She began by explaining that we should not expect direct results from our interactions with students. She gave us advice on what to do when encountering teaching difficult subjects. First, we must be honest. She stressed the importance of facing reality and being honest even if it is painful. She gave an example of a class she teaches in which there are students who are homosexual. One day, one of the girls in the classroom was working on her computer, which would not work. She proceeded by saying, “This computer is so gay”, only to receive uncomfortable and angry stares from her gay classmates. Tricia Rose explained that the term gay is often used to mean dysfunctional. I often use the word gay in that context. I never really thought about it before because I was so used to it. She said that if a moment such as this does arise in the classroom; take it as a learning moment.
The next piece of advice that she gave was that students should be seen as both individuals and part of a group. Every person has two identities; however we often assess people using only their group identity. Group identity affects the lives of everyone. For example, if a person is colored, they would be more likely to be associated with stealing than if the person was white. Regardless of race, language, religion, etc., every student should be considered equal. Especially as teachers, we should not base assumptions on a student’s group identity, and this goes for all people in general as well. After that, Tricia Rose spoke about structural oppression and resistance to it. She said that we should try to teach historical inequity and solutions. This goes for all individuals, not just political figures. Again, she spoke about the importance of distinguishing the group of from the individual. Another thing she spoke about was the fact that many people want to participate in other cultures without being a part of it. For example, many white people listen to hip-hop music, dress like hip-hop artists, and dance to their music. However, hip-hop is still considered “black culture”.
I think that Tricia Rose seems like a wonderful person. She is very passionate about her work. She stated, “I am happy to teach everybody”. She wants to spread her knowledge. She looks at everyone as individuals and does not put anyone down. She has many stories to tell, which made her speech so interesting. She says that we should not feel guilty for the bad things that happen to others. She had us take a pledge. We all put our right hand up and were to repeat after her. We stated our name, and repeated statements regarding our inability to control what has happened in the world and the unfairness that people face. We said that we are free to make our own choices and will try our best to help others from now on. Dr. Tricia Rose told us that we should try to find ways to bring diversity into the curriculum, whether we are teaching elementary or secondary. Tricia Rose is a great speaker. She inspired me to the fullest, and I would not miss a chance to see her speak again,
There were a number of stands set up along the edge of the room; this was the Curriculum Fair. Each table had different materials that would be useful to teachers or future teachers. These materials included information on different subjects, such as science and math, booklets containing educational materials for classrooms that could be ordered, magazines, and information on courses that can be taken at RIC, such as ESL and special education. I liked walking around and looking at the information on each of the tables. Most stands had free booklets that we could take. I was very excited to see that there was a stand set up for ESL or English language learner teachers. I have been trying to find out information on how to become certified as an ESL teacher. I asked my advisor when I met with him to speak about the classes I would take this semester, but he said he was unsure. When I saw the ESL stand, I went over and spoke to the woman there. She told me a lot about the profession and gave me the e-mail address of the head coordinator of the ESL department. I felt very reassured after speaking to her.
After spending time in Donovan, we were dismissed to go to our first workshop. The first workshop that I attended was “Media Made Me Do It”. The speaker was Marco McWilliams, an African-American man who is an alumnus of RIC. He spoke about the effect that the media has on society. He used a PowerPoint to guide the discussion. He asked us to interact with him. He explained that media messages are organized to gain profit and power and the United States is maintained mostly because of the media. It is a way for ideas to travel out of our country. He said that the media tries to relate to us through representation; it has no real connection to reality and it is just a construction of images, which are often edited. We looked at the role of women in the media, the role of men, the role of different races, and Karl and Engels. Marco McWilliams explained how women are often reduced to objects. He showed photos and videos to back up what he was saying and often had us analyze the photos. I found his workshop very interesting and I liked analyzing the photos to see the true meaning behind them.
The other workshop that I attended was “Nonis and Borges: Celebrating our World”. The speakers were a kindergarten a first grade teacher. They both teach at Henry Barnard. They explained the importance of integrating social studies in the classroom. They showed us a PowerPoint and handed out thick packets which contained useful information such as projects, homework, and in-class assignments. They had examples of books that they read to children. Also, they explained that a big part of their curriculum is to study different countries and at the end of each unit to celebrate by playing games, eating foods, and dressing like people from that specific country. I noticed that in all the pictures in the PowerPoint the children had smiles on their faces. I think that this is a great way of applying the cultures around the world to the student’s lives. For the remainder of the workshop, we were able to create crafts from a variety of different cultures; there were packets that went along with each craft explaining what country it is and how to create it in case we wanted to use the idea in the future.
After attending the workshops, we headed back to Donovan for lunch. Lunch was buffet style; there was pasta, salad, bread, and drinks. We had about an hour to eat and chat with friends. After this it was finally time to hear Dr. Tricia Rose speak. The air was filled with anticipation and when she finally came to the podium she was greeted by loud claps from the audience. Dr. Tricia Rose is an African American woman who was raised in New York City. She graduated from Yale University and is now a professor at Brown University. She is a professor of Africana Studies. She is well-known for her books on the emerging culture of hip- hop. The topic that she spoke about at Promising Practices was “Pain, Passion, and Possibility: Inspired Teaching and Difficult Subjects”. She said that it is important to understand the origins of multiculturalism. She wanted to educate the audience on teaching difficult subjects, meaning students with different identities than ourselves. She began by explaining that we should not expect direct results from our interactions with students. She gave us advice on what to do when encountering teaching difficult subjects. First, we must be honest. She stressed the importance of facing reality and being honest even if it is painful. She gave an example of a class she teaches in which there are students who are homosexual. One day, one of the girls in the classroom was working on her computer, which would not work. She proceeded by saying, “This computer is so gay”, only to receive uncomfortable and angry stares from her gay classmates. Tricia Rose explained that the term gay is often used to mean dysfunctional. I often use the word gay in that context. I never really thought about it before because I was so used to it. She said that if a moment such as this does arise in the classroom; take it as a learning moment.
The next piece of advice that she gave was that students should be seen as both individuals and part of a group. Every person has two identities; however we often assess people using only their group identity. Group identity affects the lives of everyone. For example, if a person is colored, they would be more likely to be associated with stealing than if the person was white. Regardless of race, language, religion, etc., every student should be considered equal. Especially as teachers, we should not base assumptions on a student’s group identity, and this goes for all people in general as well. After that, Tricia Rose spoke about structural oppression and resistance to it. She said that we should try to teach historical inequity and solutions. This goes for all individuals, not just political figures. Again, she spoke about the importance of distinguishing the group of from the individual. Another thing she spoke about was the fact that many people want to participate in other cultures without being a part of it. For example, many white people listen to hip-hop music, dress like hip-hop artists, and dance to their music. However, hip-hop is still considered “black culture”.
I think that Tricia Rose seems like a wonderful person. She is very passionate about her work. She stated, “I am happy to teach everybody”. She wants to spread her knowledge. She looks at everyone as individuals and does not put anyone down. She has many stories to tell, which made her speech so interesting. She says that we should not feel guilty for the bad things that happen to others. She had us take a pledge. We all put our right hand up and were to repeat after her. We stated our name, and repeated statements regarding our inability to control what has happened in the world and the unfairness that people face. We said that we are free to make our own choices and will try our best to help others from now on. Dr. Tricia Rose told us that we should try to find ways to bring diversity into the curriculum, whether we are teaching elementary or secondary. Tricia Rose is a great speaker. She inspired me to the fullest, and I would not miss a chance to see her speak again,
Talking Points #8: Social Class and the Hidden Curriculum of Work
1. "Several weeks later, after a test, a group of her children 'still didn't get it', and she made no attempt to explain the concept of dividing things into groups or to give them manipulables for their own investigation. Rather, she went over the steps with them again and told them that they 'needed more practice'."
This quote is relative to working class schools according to Anyon. It makes me feel angry towards the teacher for blaming the student's misunderstanding on them. I believe that if the majority of students in a class are not understanding a concept, then it is most likely the fault of the teacher. She should have tried other ways of explaining the concept to the children. Anyon's observations noted that the teachers of working class schools were very vague with the students. They gave them little explanation and mostly had them copy notes. For example, when teaching the children geography, one teacher did not even refer to a map at all.
2. "There is little excitement in schoolwork for the children, and the assignments are perceived as having little to do with their interests and feelings. As one child said, what you do is 'store facts up in your head like cold storage-until you need it later for a test or your job.' Thus, doing well is important because there are thought to be other likely rewards: a good job or college."
In middle-class schools, schoolwork is based upon getting the right answer. There is little creativity that goes on in the classroom. It is as if the point of school is to get the children ready for something else, such as college or a job. This quote is demonstrating that students do not find what they are learning of interest. They feel as if they go to school because it is necessary for the future. They do not find it intriguing at all. Although the teachers are a little more leniant with answers and ideas, they do not go into full explanation on many topics because they do not want them to become controversial. It is difficult for students to ask the questions that they want in this type of situation.
3. "Each child was to prepare a worksheet or game and a homework assignment as well. After each presentation, the teacher and other children gave a critical appraisal of the 'student teacher's' performance....On any occasion when a child did not maintain control, the teacher said, 'When you're up there, you have authority and you have to use it. I'll back you up.'"
The executive elite school is one step above the affluent professional school. In the professional school the teachers are more understanding, give more freedom, and incorporate more activity. However, in the executive elite school, children are encouraged to disagree. There are many discussions and children are asked for their opinions. Instead of just memorizing ideas, the teacher has the students analyze them. There are not many creative projects given. Most importantly, these students are encouraged to take charge. In this quote, the teacher wants the student to teach the class and use their power to control the other students in the classroom. This school is already training these children to have authority because they will most likely have jobs of this component in the future.
Although the points made in this argument are interesting, I feel as though much more research needs to be done. This article is based on only five particular schools, all in New Jersey. However, there is good reason to believe that this may be the case in other locations as well. These schools effect the development of children. This means that children will continue to learn on the basis of their social class, even though as a child they are unable to control what social class they are a part of. If these schools really are prepping students based on their social class, whether or not it is on purpose, it will be much more difficult for the students to change social classes when they are older. This article is very relative to Linda Christensen's article, Unlearning the Myths That Bind Us. Even though her article is mostly about the media effecting children, and Anyon's article is about schools which group social classes and teach based on the concepts of that class, they both have one basic idea. Children are effected indirectly by many factors.
This quote is relative to working class schools according to Anyon. It makes me feel angry towards the teacher for blaming the student's misunderstanding on them. I believe that if the majority of students in a class are not understanding a concept, then it is most likely the fault of the teacher. She should have tried other ways of explaining the concept to the children. Anyon's observations noted that the teachers of working class schools were very vague with the students. They gave them little explanation and mostly had them copy notes. For example, when teaching the children geography, one teacher did not even refer to a map at all.
2. "There is little excitement in schoolwork for the children, and the assignments are perceived as having little to do with their interests and feelings. As one child said, what you do is 'store facts up in your head like cold storage-until you need it later for a test or your job.' Thus, doing well is important because there are thought to be other likely rewards: a good job or college."
In middle-class schools, schoolwork is based upon getting the right answer. There is little creativity that goes on in the classroom. It is as if the point of school is to get the children ready for something else, such as college or a job. This quote is demonstrating that students do not find what they are learning of interest. They feel as if they go to school because it is necessary for the future. They do not find it intriguing at all. Although the teachers are a little more leniant with answers and ideas, they do not go into full explanation on many topics because they do not want them to become controversial. It is difficult for students to ask the questions that they want in this type of situation.
3. "Each child was to prepare a worksheet or game and a homework assignment as well. After each presentation, the teacher and other children gave a critical appraisal of the 'student teacher's' performance....On any occasion when a child did not maintain control, the teacher said, 'When you're up there, you have authority and you have to use it. I'll back you up.'"
The executive elite school is one step above the affluent professional school. In the professional school the teachers are more understanding, give more freedom, and incorporate more activity. However, in the executive elite school, children are encouraged to disagree. There are many discussions and children are asked for their opinions. Instead of just memorizing ideas, the teacher has the students analyze them. There are not many creative projects given. Most importantly, these students are encouraged to take charge. In this quote, the teacher wants the student to teach the class and use their power to control the other students in the classroom. This school is already training these children to have authority because they will most likely have jobs of this component in the future.
Although the points made in this argument are interesting, I feel as though much more research needs to be done. This article is based on only five particular schools, all in New Jersey. However, there is good reason to believe that this may be the case in other locations as well. These schools effect the development of children. This means that children will continue to learn on the basis of their social class, even though as a child they are unable to control what social class they are a part of. If these schools really are prepping students based on their social class, whether or not it is on purpose, it will be much more difficult for the students to change social classes when they are older. This article is very relative to Linda Christensen's article, Unlearning the Myths That Bind Us. Even though her article is mostly about the media effecting children, and Anyon's article is about schools which group social classes and teach based on the concepts of that class, they both have one basic idea. Children are effected indirectly by many factors.
Monday, November 2, 2009
Teacher Chooses Sex Change
Gender roles not only affect students in a school, but they affect the teachers as well. In fact, students often make assumptions based on the critiques of teachers such as this one. I feel that it is an invasion of privacy to actually announce that this teacher had a sex change on the news. I am also horrified that the school sent out letters to the parents of the children in this persons classroom. As the superintendent said, this has nothing to do with the way the teacher will teach. This person has even been teaching at the school for a long time. I also find it ironic that at the end of the video the news reporter states that they would not reveal whether the teacher is having a sex change to become male or female because that is a private matter. If it was such a private matter it shouldn't have been on the news.
Sunday, November 1, 2009
Monday, October 26, 2009
Talking Points 6: Tim Wise/Brown vs. Board of Education
Tim Wise is telling the world that just because we have elected a black president for the first time, it does not mean the racism struggle has gotten any easier. Many people feel as though people are much less racist because Obama has been elected. However, Obama's speaking style, dress, and entire presentation of himself is very much "white". He has gone to reputable colleges and is very intelligent. In fact, some whites consider Obama to be different than "normal" people of color. Wise explains that there are many other intelligent people of color in the United States that may not be taken serious by whites because of the way they do their hair or the way they dress. The life for normal people of color is still a struggle. Wise states the unfairness that it is easier for a mediocre white person to receive a high ended job such as president than it is for an extremely intelligent African American. During, the Brown vs. Board of Education case, people argued that people of color were not treated unequally, they were just separated from whites. Although today people of color are not segregated by having to go to different schools, use different bathrooms, or ride different buses than whites, they are seperated by the perceptions that whites have of them. They are seperated by the way they speak, dress, etc., and are categorized by whites as good or bad, depending how they have adapted to white culture. For example, if a white saw a person of color wearing baggy jeans, with his hair in cornrows approaching them carrying a baseball bat they would be terrified. On the other hand, if the boy was white and carrying a baseball bat they would probably assume he was going to play baseball with his friends. Where is the equality in this?
The polls that were given during the Brown vs. Board of Education era are very similar to recently given polls. The basis of them is that the majority of white people think that black people are treated equally. The conclusion made from these polls is that the unfairness colored people face is completely oblivious to whites. They either have no clue because they are so used to being the culture of power that they only worry about themselves, or they are in complete denial because they feel guilty for wanting to remain the culture of power. Other polls revealed that whites consider blacks as less intelligent, less patriotic, less hardworking, and more criminalized. Wise is saying that the treatment of colored people has come quite a ways, but there is still a long ways to go. He believes that the relevance of the presidential election is nearly as important as the Brown vs. Board of Education case. Is the election of Obama really a step towards the progression of a non-racial world? According to Wise, if anything, it is just a baby step.
The polls that were given during the Brown vs. Board of Education era are very similar to recently given polls. The basis of them is that the majority of white people think that black people are treated equally. The conclusion made from these polls is that the unfairness colored people face is completely oblivious to whites. They either have no clue because they are so used to being the culture of power that they only worry about themselves, or they are in complete denial because they feel guilty for wanting to remain the culture of power. Other polls revealed that whites consider blacks as less intelligent, less patriotic, less hardworking, and more criminalized. Wise is saying that the treatment of colored people has come quite a ways, but there is still a long ways to go. He believes that the relevance of the presidential election is nearly as important as the Brown vs. Board of Education case. Is the election of Obama really a step towards the progression of a non-racial world? According to Wise, if anything, it is just a baby step.
Tuesday, October 20, 2009
Talking Points 5: In the Service of What?
1. "For Dewey, this ideal was the essence of democratic education. He argued for the creation of 'miniature communities' in which students could work together to identify and respoind to problems they confronted. The value of this approach extended far beyond the service students might provide for the elderly or the ways they might clean up the environment. It lay in the analytic and academic skills, the moral acuity, and the social sensitivity they would develop as they learned to assess critically and respond collectively to authentic problems."
I liked this quote because it gave other benefits of taking part in a service learning project. Not only does this project allow students to help out others in need, but the learning benefits are crucial. Usually people volunteer only to help those in need. Most have no idea that they are sharpening their analytic and academic skills, moral acuity, and social sensitivity. However, I partly feel that people should not be volunteering for this reason, but because they want to help out others. These are just added benefits and even if people do not know that they are getting them, they will begin to change. I agree that this makes service learning projects all the more beneficial to students.
2. "Just as the difference between change and charity may provide an important conceptual distinction for those analyzing service learning curricula, it is helpful to distinguish the moral, political, and intellectual goals that movitivate those who support service learning."
I liked the table of service learning goals that was beneath this quote. It made it much easier for me to understand the difference between change and charity. Those who take part in a service learning project learn morally, politically, and intellectually. These goals are important in noting what the person got out of doing this project. I found this quote interesting because I never realized that there was a big difference between charity and change. I feel that the majority of people fall under the category of charity, and more should strive toward change.
3. "... has led some such as John Brisco, a leader in the field, to label service learning 'the Trojan horse of school reform'. The service component may help us get the support needed for implementation, he argues, but its real impact is seen in its ability to promote powerful learning environments."
Service learning projects have become noted as worthy of schools to participate in because of the "service component". Those who are involved with making the choice to make a school active in service learning decided to go ahead with it because it would be helpful to the surrounding environment, students would be "making a difference". However, John Brisco argues that the most important part of service learning is deeper than that. He believes that students can learn a great deal from taking part in these projects. The only reason service learning projects have been able to get their foot in the door is because of the service itself, not because of the benefits of learning. I loved the metaphor of "the Trojan hourse of school reform". It really helps people to understand that many are tending to overlook the importance of true learning.
This article stressed the importance of service learning projects in school curriculums. It gave a case study of two particular service learning projects. It gave reasons for taking part in service learning projects and explained the differences of what people consider the most important part of service learning. Although this wasn't my favorite article I didn't mind reading it. I liked that I could relate to it because I am in the process of taking part in a service learning project. The article gave me insight to the added benefits that I was unaware of besides helping the students and teacher and learning how to act in the classroom. One of my favorite parts of the article was the part describing the difference between charity and change. From personal experiences, I feel that many people volunteer or give money is for charity. It is almost like they feel guilty if they do not help out those in need. Until recently I never realized how much I enjoy volunteering and how it helps me to grow as a person. I don't think this article relates directly to any of the other articles that we have read, but if I had to choose one in particular I would choose Johnson. However, I feel that it relates in some way to all of the articles we have read and to everything we have been studying up to this point in class. The other articles will help us learn to respect others and to deal with situations while taking part in service learning projects.
I liked this quote because it gave other benefits of taking part in a service learning project. Not only does this project allow students to help out others in need, but the learning benefits are crucial. Usually people volunteer only to help those in need. Most have no idea that they are sharpening their analytic and academic skills, moral acuity, and social sensitivity. However, I partly feel that people should not be volunteering for this reason, but because they want to help out others. These are just added benefits and even if people do not know that they are getting them, they will begin to change. I agree that this makes service learning projects all the more beneficial to students.
2. "Just as the difference between change and charity may provide an important conceptual distinction for those analyzing service learning curricula, it is helpful to distinguish the moral, political, and intellectual goals that movitivate those who support service learning."
I liked the table of service learning goals that was beneath this quote. It made it much easier for me to understand the difference between change and charity. Those who take part in a service learning project learn morally, politically, and intellectually. These goals are important in noting what the person got out of doing this project. I found this quote interesting because I never realized that there was a big difference between charity and change. I feel that the majority of people fall under the category of charity, and more should strive toward change.
3. "... has led some such as John Brisco, a leader in the field, to label service learning 'the Trojan horse of school reform'. The service component may help us get the support needed for implementation, he argues, but its real impact is seen in its ability to promote powerful learning environments."
Service learning projects have become noted as worthy of schools to participate in because of the "service component". Those who are involved with making the choice to make a school active in service learning decided to go ahead with it because it would be helpful to the surrounding environment, students would be "making a difference". However, John Brisco argues that the most important part of service learning is deeper than that. He believes that students can learn a great deal from taking part in these projects. The only reason service learning projects have been able to get their foot in the door is because of the service itself, not because of the benefits of learning. I loved the metaphor of "the Trojan hourse of school reform". It really helps people to understand that many are tending to overlook the importance of true learning.
This article stressed the importance of service learning projects in school curriculums. It gave a case study of two particular service learning projects. It gave reasons for taking part in service learning projects and explained the differences of what people consider the most important part of service learning. Although this wasn't my favorite article I didn't mind reading it. I liked that I could relate to it because I am in the process of taking part in a service learning project. The article gave me insight to the added benefits that I was unaware of besides helping the students and teacher and learning how to act in the classroom. One of my favorite parts of the article was the part describing the difference between charity and change. From personal experiences, I feel that many people volunteer or give money is for charity. It is almost like they feel guilty if they do not help out those in need. Until recently I never realized how much I enjoy volunteering and how it helps me to grow as a person. I don't think this article relates directly to any of the other articles that we have read, but if I had to choose one in particular I would choose Johnson. However, I feel that it relates in some way to all of the articles we have read and to everything we have been studying up to this point in class. The other articles will help us learn to respect others and to deal with situations while taking part in service learning projects.
Sunday, October 11, 2009
Talking Points 4: Unlearning the Myths that Bind Us
1. Children's cartoons, movies, and literature are perhaps the most influential genre "read". Young people, unprotected by any intellectual armor, hear or watch these stories again and again, often from the warmth of their mother's or father's lap.
Children are extremely affected by the media. At a very young age they begin watching cartoons or they are read books that have meanings behind them. These cartoons and books shape the way these children portray themselves and others. When children are young they also tend to watch movies or read books over and over again, drilling the concepts they see into their heads. What I found most interesting was that they hear and watch these stories "from the warmth of their mother's or father's lap". This is ironic, because parents often are weary of the media their children are around, yet here the children are sitting on their laps losing the ability to have a mind of their own. In fact, these parents are probably so caught up in the unfairness between cultures, sexes, etc., that they do not even realize the messages behind cartoons and other forms of media.
2. "We are not only taught certain styles of violence, the latest fashions, and sex roles by TV, movies, magazines, and comic strips; we are also taught how to succeed, how to love, how to buy, how to conquer, how to forget the past and suppress the future. We are taught, more than anything else, how not to rebel."
This quote is explaining how great the effects of the media are on us. They teach us everything that we know. They teach us concrete ideas such as fashion and violence, as well as abstract theories like how to love, conquer, forget, etc. The media has the power to mold the world. This also means that the views will be that of the people controlling the media. These people are usually white, middle class, heterosexual men (SCWAAMP). This is relative to Johnson's idea of the culture of power, because this culture of power is dominating by the use of media. The last sentence is important. "We are taught, more than anything else, how not to rebel" actually means that we are taught that the ideas that the media portrays is the way things should be. Anyone who does "rebel" will be looked at strangely.
3. "After filling in a few charts, collectively and on their own, students write about the generalizations children might take away from these tales. From experience, I've discovered that I needc to keep my mouth shut for a while. If I'm the one pointing out the stereotypes, it's the kiss of death to the exercise."
Christensen gives the key to how people will learn about the true effects of the media. People must learn it on their own, not through the words of others. He calls it the kiss of death, because if he were to explain it then it would be just like what the media is trying to do. Children need to be able to think on their own. They subconsciously learn most of what they do through the portrayals of others. It is important, as a teacher, to get children to understand the importance of being individuals and "unlearning the myths that bind us".
This was my favorite article that we read so far. It was very intriguing and kept me interested. I could relate to everything that was being said. Like others, I was shocked to discover the impact that simple cartoons like Popeye and Disney movies have on children. When taking the time to think about it, I was unable to think of any movie that did not include some type of stereotype having to do with the culture of power. The text related entirely to Johnson and his idea of the culture of power and how people strive to fit in. As teachers and parents we must first learn to deconstruct the concepts the media portrays in order to teach it to our children. Children need to learn to analyze movies and books at a young age in order to understand that the ideas the media portrays do not need to be followed.
Children are extremely affected by the media. At a very young age they begin watching cartoons or they are read books that have meanings behind them. These cartoons and books shape the way these children portray themselves and others. When children are young they also tend to watch movies or read books over and over again, drilling the concepts they see into their heads. What I found most interesting was that they hear and watch these stories "from the warmth of their mother's or father's lap". This is ironic, because parents often are weary of the media their children are around, yet here the children are sitting on their laps losing the ability to have a mind of their own. In fact, these parents are probably so caught up in the unfairness between cultures, sexes, etc., that they do not even realize the messages behind cartoons and other forms of media.
2. "We are not only taught certain styles of violence, the latest fashions, and sex roles by TV, movies, magazines, and comic strips; we are also taught how to succeed, how to love, how to buy, how to conquer, how to forget the past and suppress the future. We are taught, more than anything else, how not to rebel."
This quote is explaining how great the effects of the media are on us. They teach us everything that we know. They teach us concrete ideas such as fashion and violence, as well as abstract theories like how to love, conquer, forget, etc. The media has the power to mold the world. This also means that the views will be that of the people controlling the media. These people are usually white, middle class, heterosexual men (SCWAAMP). This is relative to Johnson's idea of the culture of power, because this culture of power is dominating by the use of media. The last sentence is important. "We are taught, more than anything else, how not to rebel" actually means that we are taught that the ideas that the media portrays is the way things should be. Anyone who does "rebel" will be looked at strangely.
3. "After filling in a few charts, collectively and on their own, students write about the generalizations children might take away from these tales. From experience, I've discovered that I needc to keep my mouth shut for a while. If I'm the one pointing out the stereotypes, it's the kiss of death to the exercise."
Christensen gives the key to how people will learn about the true effects of the media. People must learn it on their own, not through the words of others. He calls it the kiss of death, because if he were to explain it then it would be just like what the media is trying to do. Children need to be able to think on their own. They subconsciously learn most of what they do through the portrayals of others. It is important, as a teacher, to get children to understand the importance of being individuals and "unlearning the myths that bind us".
This was my favorite article that we read so far. It was very intriguing and kept me interested. I could relate to everything that was being said. Like others, I was shocked to discover the impact that simple cartoons like Popeye and Disney movies have on children. When taking the time to think about it, I was unable to think of any movie that did not include some type of stereotype having to do with the culture of power. The text related entirely to Johnson and his idea of the culture of power and how people strive to fit in. As teachers and parents we must first learn to deconstruct the concepts the media portrays in order to teach it to our children. Children need to learn to analyze movies and books at a young age in order to understand that the ideas the media portrays do not need to be followed.
Monday, October 5, 2009
Talking Points 3: Gayness, Multicultural Education, and Community
1. "Within normalizing communities, some individuals and subject positions get priveleged and represented as 'normal' (i.e. white, middle class, male, heterosexual, etc.) while other individuals and subject positions (i.e. black, working class, female, homosexual, etc.) are disempowered and represented as deviant, sick, neurotic, criminal, lazy, lacking in intelligence, and in other ways 'abnormal'."
When I read this quote, it made me very angry. What made this quote horrifying was the terms inside of the parentheses. Had these not been included the sentence would not have gave me such a shock. This passage is explaining the different views that people have of individuals who are not "normal". As a women, I cannot imagine being considered any of those terms, and it makes me angry to know that some people really do regard people as these terms not because they committed a crime, but because of things that they cannot control.
2. "However, as those marginalized within this normalizing discourse on community have begun to 'speak out' and challenge their marginalization, and have also begun to develop collective movements and communities of support, the modernist idea of homogenous, normalizing community is being more seriously disrupted than ever before.
In our century people have begun to show their individualism and fight for their rights more than ever. This quote is stating that the "normal" community is being disrupted because of this. The author sees this disruption as a good thing. Later on in the passage it describes visible gay icone that are being used including the rainbow flag, the quilt of the "Names Project", and a pink triangle. This is an example of the ways that homosexuals have begun to speak out and fight for equality in society.
3. "One of the most powerful of these symbols, featuring a pink triangle under which is written the slogan "Silence=Death", is associated the most militant and itself marginalized group in the movement, ACT UP. The call then, is to speak out and be seen."
This quote is saying that in order to be listened to, gays need to speak out. The pink triangle with the slogan "Silence=Death" can be related to Delpit's article. Delpit argues that people should not be silent and need to talk about issues in order to solve them. Later on in the text Carlson writes a quote from Mohr, "For the more they talk about things gay, the more the taboo collapses." This all relates back to the topic that is being discussed: the importance of educating children in public schools about gays. If we keep silent and do not teach them, then the harrassment and unfair treatment of innocent people will continue.
This article argues that the idea of gayness and homosexuality needs to be better incorporated in the education programs of public schools. The author, Carlson, states that the reason for this is not to teach students what different multicultural groups are considered in terms of political correctness, but instead to "clarify differences and agreements." Students must be educated correctly on these topics, or they will continue to have the white, middle class, mindset.
When I read this quote, it made me very angry. What made this quote horrifying was the terms inside of the parentheses. Had these not been included the sentence would not have gave me such a shock. This passage is explaining the different views that people have of individuals who are not "normal". As a women, I cannot imagine being considered any of those terms, and it makes me angry to know that some people really do regard people as these terms not because they committed a crime, but because of things that they cannot control.
2. "However, as those marginalized within this normalizing discourse on community have begun to 'speak out' and challenge their marginalization, and have also begun to develop collective movements and communities of support, the modernist idea of homogenous, normalizing community is being more seriously disrupted than ever before.
In our century people have begun to show their individualism and fight for their rights more than ever. This quote is stating that the "normal" community is being disrupted because of this. The author sees this disruption as a good thing. Later on in the passage it describes visible gay icone that are being used including the rainbow flag, the quilt of the "Names Project", and a pink triangle. This is an example of the ways that homosexuals have begun to speak out and fight for equality in society.
3. "One of the most powerful of these symbols, featuring a pink triangle under which is written the slogan "Silence=Death", is associated the most militant and itself marginalized group in the movement, ACT UP. The call then, is to speak out and be seen."
This quote is saying that in order to be listened to, gays need to speak out. The pink triangle with the slogan "Silence=Death" can be related to Delpit's article. Delpit argues that people should not be silent and need to talk about issues in order to solve them. Later on in the text Carlson writes a quote from Mohr, "For the more they talk about things gay, the more the taboo collapses." This all relates back to the topic that is being discussed: the importance of educating children in public schools about gays. If we keep silent and do not teach them, then the harrassment and unfair treatment of innocent people will continue.
This article argues that the idea of gayness and homosexuality needs to be better incorporated in the education programs of public schools. The author, Carlson, states that the reason for this is not to teach students what different multicultural groups are considered in terms of political correctness, but instead to "clarify differences and agreements." Students must be educated correctly on these topics, or they will continue to have the white, middle class, mindset.
Monday, September 28, 2009
Talking Points 2: Teaching Multilingual Children
1. "People untrained in linguistics, particularly politicians, tend to believe that if limited English proficient students can converse with their monolingual English-speaking peers, then these English-language learners can compete with them on an equal footing."
This quote is a perfect example of the miscommunication between people on different social and cultural levels. Politicians are often the ideal model of people in power; they are usually white, heterosexual, men. These men have no idea how many difficulties and challenges English language learners face. They assume that just because a person can speak with others that all of their basic skills are on the same level. However, this is not true. Instead, they must think about it as if they were an immigrant and how they would feel having to compete against their peers when their skills are nowhere near as proficient.
2. "English and all other 'spoken languages are constantly in a process of change,' and that they 'change when they come in contact with other languages'. So when children come to class with their non-standard varieties of English and home language, teachers must look at the benefits of having multipls ways of talking in the classroom."
This quote is trying to get teachers to understand that they must encourage different varieties of English. Although they will teach them the correct version, children who speak incorrectly or in different dialects must not be reprimanded. As a teacher, I would try to incorporate the different varieties to help students learn from one another. I think that this quote is important because a teacher must know that this situation would be beneficial.
3. "Teaching is complicated, but it is also rewarding in ways that many other jobs can never be. You have the chance to interact daily with live, growing, maturing human beings, and that time is special, despite the complications of managing a bureaucratized, overcrowded classroom of overtested, underchallenged students"
Although this quote does not relate to the idea of multilingual children that we are reading about, this quote stuck out to me. It gave me reason to want to continue my career path as a teacher. It demonstrates the importance of teachers and how they themselves can grow from working with children. The quote explains that although it may be difficult at times, it is all worth it. This sums up exactly how I feel about teaching; it is rewarding.
Teaching Multilingual Children explains to anyone working in a school setting how to work with children learning English as their second language. It gives well thought out reasons, some having to do with respect for other cultures. A person who can teach English to someone of a different language needs to be able to step out of the box that they are in. They need to think outside of their culture. This can prove to be very difficult since most of what we know was taught to us by others of the same basic culture and social class for the most part. These teachers must take the time to learn about how to teach these children, which is exactly what this reading does.
This reading was much different than the others we have been doing in class. I found it to be a little more difficult. At times I felt myself getting lost in repetition and having to reread in order to understand. However, Virginia Collier was able to get her points across very clearly. This text can relate to Lisa Delpit's The Silenced Dialogue. Collier wrote that people teaching second language students should think about the speech that mothers and fathers use with their children: caregiver talk. Delpit explains that different cultures communicate differently so there are many misunderstandings between cultures. Also, Collier emphasizes the importance of regarding the child's first language as important. Instead of eliminating it, the teacher should work with it, such as if the child was learning literacy skills they should learn it in their first language before in English. Many people don't understand the importance of this, and this especially pertains to the culture of power, which of course relates back to Johnston.
This quote is a perfect example of the miscommunication between people on different social and cultural levels. Politicians are often the ideal model of people in power; they are usually white, heterosexual, men. These men have no idea how many difficulties and challenges English language learners face. They assume that just because a person can speak with others that all of their basic skills are on the same level. However, this is not true. Instead, they must think about it as if they were an immigrant and how they would feel having to compete against their peers when their skills are nowhere near as proficient.
2. "English and all other 'spoken languages are constantly in a process of change,' and that they 'change when they come in contact with other languages'. So when children come to class with their non-standard varieties of English and home language, teachers must look at the benefits of having multipls ways of talking in the classroom."
This quote is trying to get teachers to understand that they must encourage different varieties of English. Although they will teach them the correct version, children who speak incorrectly or in different dialects must not be reprimanded. As a teacher, I would try to incorporate the different varieties to help students learn from one another. I think that this quote is important because a teacher must know that this situation would be beneficial.
3. "Teaching is complicated, but it is also rewarding in ways that many other jobs can never be. You have the chance to interact daily with live, growing, maturing human beings, and that time is special, despite the complications of managing a bureaucratized, overcrowded classroom of overtested, underchallenged students"
Although this quote does not relate to the idea of multilingual children that we are reading about, this quote stuck out to me. It gave me reason to want to continue my career path as a teacher. It demonstrates the importance of teachers and how they themselves can grow from working with children. The quote explains that although it may be difficult at times, it is all worth it. This sums up exactly how I feel about teaching; it is rewarding.
Teaching Multilingual Children explains to anyone working in a school setting how to work with children learning English as their second language. It gives well thought out reasons, some having to do with respect for other cultures. A person who can teach English to someone of a different language needs to be able to step out of the box that they are in. They need to think outside of their culture. This can prove to be very difficult since most of what we know was taught to us by others of the same basic culture and social class for the most part. These teachers must take the time to learn about how to teach these children, which is exactly what this reading does.
This reading was much different than the others we have been doing in class. I found it to be a little more difficult. At times I felt myself getting lost in repetition and having to reread in order to understand. However, Virginia Collier was able to get her points across very clearly. This text can relate to Lisa Delpit's The Silenced Dialogue. Collier wrote that people teaching second language students should think about the speech that mothers and fathers use with their children: caregiver talk. Delpit explains that different cultures communicate differently so there are many misunderstandings between cultures. Also, Collier emphasizes the importance of regarding the child's first language as important. Instead of eliminating it, the teacher should work with it, such as if the child was learning literacy skills they should learn it in their first language before in English. Many people don't understand the importance of this, and this especially pertains to the culture of power, which of course relates back to Johnston.
Friday, September 25, 2009
Monday, September 21, 2009
Talking Point 1: Amazing Grace
The reading Amazing Grace by Jonathon Kozol struck me the hardest. I found it to be the most interesting reading yet. I would like to share some of the quotes that caught my eye.
1. "'I saw a boy shot in the head right over there,' he says a moment later, in a voice that does not sound particularly sad, then looks up at me and asks politely, 'Would you like a chocolate chip cookie?'"
I think this is the most important quote in the reading. The way the little boy goes from talking about someone getting shot to talking about chocolate chip cookies really gives a picture of the society he is living. He has grown up in a neighborhood where getting shot happens often. In our society, if a person saw another person get shot, they would react differently. They would probably be extremely upset and not want to talk about it. The way the little boy brings it into the conversation out of nowhere demonstrates that he knows what goes on in the real world and it almost seems as though he is not afraid.
2. "These are almost the only things she says that have an edge of indignation; even here, it is more sadness than real indignation. She seems resigned ot things the way they are. 'That's how it is. What can I say?' she often asks."
The entire time the author is speaking with the mother of the little boy, the mother does not have an angry tone. She understands the impact that her standard of living has on her son. She feels guilty because she loves him very much. The way she speaks about it also gave me the notion that she feels as though thats just the way things are and nothing can be done to make it better. She has become accustomed to the life she lives and feels stuck. I feel as though most people in her situation have the same way of thinking.
3. "'Evil exists,' he says, not flinching at the word. 'I believe that what the rich have done to the poor people in this city is something that a preacher could call evil. Somebody has power.
Pretending that they don't so they don't need to use it to help people-that is my idea of evil."
This stresses the fact that the people that have the power don't want to accept it. It is said that the people who have the most power are white, heterosexual, males. I don't believe that people don't accept that they have power. I think that people of the white culture are brought up to worry about themselves. Children are never brought up to worry about others that have different skin color or a different sexual orientation. Therefore, it is not that people don't want to use their power, they just don't know how.
I enjoyed reading Amazing Grace by Jonathon Kozol. His writing was not only informative, but picturesque. He informed us on the struggles of people through telling actual experiences. I found this to be very helpful. It made me feel like I knew the people he was speaking with. I felt emotions for them. I felt sorry that they had to live life in such a poor neighborhood and I felt angry that good people must suffer in such a way. Reading this made me realize that normal people living decent lives don't ever think about how much worse off they could be. For example, my parents often complain about the neighborhood we live in. In fact, they sold my house last week. My neighborhood is not terrible, it has just become worse over the sixteen years we have lived here. I agree with them that I would like to move to a higher class neighborhood. However, after reading this I am happy to have grown up in my neighborhood. The people that live in the slums of New York would probably give anything to live where I do. It is crazy how people tend to take things for granted.
I found this reading to be much easier than the past readings we have done of Johnson and Delpit. It also relates to both of these texts. There are ideas in Amazing Grace behind the stories that are being told of peoples lives. These ideas are the basic ideas of Johnson's Privilege, Power, and Difference. Such ideas are the fact that people are not willing to accept their power because they don't want to have to deal with others. Another example is that the colored people that live in the slums of New York city seem to accept that they are not as worthy as people of the higher class New York. When trying to relate this text to Delpit's Silent Dialogue, I had more trouble. I feel as though it partly worked against what Delpit was saying because the people in the reading were not afraid to share their experiences or their culture with Kozol. On the other hand, the reading shows the differences in the way people understand one another, or the miscommunication between cultures. For example, the little boy tells Kozol that he once saw a person get shot as though it was a normal thing. This would not be considered the norm in other societies. Overall I think the text was extremely helpful in learning about other places that people live and the way they live. It made me want to reach out and use my "power" to help these people find a way out.
1. "'I saw a boy shot in the head right over there,' he says a moment later, in a voice that does not sound particularly sad, then looks up at me and asks politely, 'Would you like a chocolate chip cookie?'"
I think this is the most important quote in the reading. The way the little boy goes from talking about someone getting shot to talking about chocolate chip cookies really gives a picture of the society he is living. He has grown up in a neighborhood where getting shot happens often. In our society, if a person saw another person get shot, they would react differently. They would probably be extremely upset and not want to talk about it. The way the little boy brings it into the conversation out of nowhere demonstrates that he knows what goes on in the real world and it almost seems as though he is not afraid.
2. "These are almost the only things she says that have an edge of indignation; even here, it is more sadness than real indignation. She seems resigned ot things the way they are. 'That's how it is. What can I say?' she often asks."
The entire time the author is speaking with the mother of the little boy, the mother does not have an angry tone. She understands the impact that her standard of living has on her son. She feels guilty because she loves him very much. The way she speaks about it also gave me the notion that she feels as though thats just the way things are and nothing can be done to make it better. She has become accustomed to the life she lives and feels stuck. I feel as though most people in her situation have the same way of thinking.
3. "'Evil exists,' he says, not flinching at the word. 'I believe that what the rich have done to the poor people in this city is something that a preacher could call evil. Somebody has power.
Pretending that they don't so they don't need to use it to help people-that is my idea of evil."
This stresses the fact that the people that have the power don't want to accept it. It is said that the people who have the most power are white, heterosexual, males. I don't believe that people don't accept that they have power. I think that people of the white culture are brought up to worry about themselves. Children are never brought up to worry about others that have different skin color or a different sexual orientation. Therefore, it is not that people don't want to use their power, they just don't know how.
I enjoyed reading Amazing Grace by Jonathon Kozol. His writing was not only informative, but picturesque. He informed us on the struggles of people through telling actual experiences. I found this to be very helpful. It made me feel like I knew the people he was speaking with. I felt emotions for them. I felt sorry that they had to live life in such a poor neighborhood and I felt angry that good people must suffer in such a way. Reading this made me realize that normal people living decent lives don't ever think about how much worse off they could be. For example, my parents often complain about the neighborhood we live in. In fact, they sold my house last week. My neighborhood is not terrible, it has just become worse over the sixteen years we have lived here. I agree with them that I would like to move to a higher class neighborhood. However, after reading this I am happy to have grown up in my neighborhood. The people that live in the slums of New York would probably give anything to live where I do. It is crazy how people tend to take things for granted.
I found this reading to be much easier than the past readings we have done of Johnson and Delpit. It also relates to both of these texts. There are ideas in Amazing Grace behind the stories that are being told of peoples lives. These ideas are the basic ideas of Johnson's Privilege, Power, and Difference. Such ideas are the fact that people are not willing to accept their power because they don't want to have to deal with others. Another example is that the colored people that live in the slums of New York city seem to accept that they are not as worthy as people of the higher class New York. When trying to relate this text to Delpit's Silent Dialogue, I had more trouble. I feel as though it partly worked against what Delpit was saying because the people in the reading were not afraid to share their experiences or their culture with Kozol. On the other hand, the reading shows the differences in the way people understand one another, or the miscommunication between cultures. For example, the little boy tells Kozol that he once saw a person get shot as though it was a normal thing. This would not be considered the norm in other societies. Overall I think the text was extremely helpful in learning about other places that people live and the way they live. It made me want to reach out and use my "power" to help these people find a way out.
Tuesday, September 8, 2009
About me
Hello everyone. As you know my name is Brianna. I'm a sophomore, but I transferred from URI. Even though we've only been in school for a week I can already tell I'm going to enjoy being at RIC much more. While at URI I changed my major about three times but have now settled for elementary education. I have wanted to be a teacher since I was little so I think I'm going to love it. When I'm not at school you can usually find me at the gym working out or running. I am a certified personal trainer and hope to make a career out of this as well. Other than that I spend most of my time hanging around with my boyfriend and my friends. =)
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