I have mixed feelings on this article. I found myself going back and forth as far as agreeing and disagreeing. I took a look at the first quote of the article "I remember the first time that a grading rubric was attached to a piece of my writing...Suddenly all the joy was taken away. I was writing for a grade..I was no longer exploring for me. I want to get that back. Will I ever get that back?" (a student in Olson 2006). What I find today is that students today only look at the grade at the grade at top of the paper very rarely will they read the comments to see what they did right or where they went wrong. I agree that rubrics take all the creativity and imagination out of writing or doing any assignment. The author also suggests that rubrics think for the students that over time they come to rely on a rubric and can't figure out for themselves what is needed to succeed at the assignment. "Unable to function unless every required item is spelled out for them in a grid and assigned a point value." Rubrics make everyone the same, to write the same and think the same. That's not what school is all about. We're supposed to foster free thinkers, to instill confidence, and create an atmosphere that is challenging and rewarding. A rubric does just the opposite. The article suggests that students become less engaged with what they're doing and more focused on how they're doing. But I'm not sure how my students would react to no grades. I'm fairly confident that many who are now struggling would think it a great idea while my honores students might feel cheated or that they did the assignment for no reason. If you tell students this assignment will not be graded will they put less effort into it? Will they research for the sake of knowledge? I can hear my 7th grades voices in my head as I was reading this "why do we have to do this?", "this is so boring". Or when I tell them an assignment will be counted as class work which is only 10% of their grade, then they hand in junk and complete it with very little effort or concern.
" Just as standardized assessment for teachers may compromise the quality of teaching, so standardizing assessment for learners may compromise the learning. Standardized assessments are black and white no gray area is allowed or given credit for self expression and independent ideas. There isn't just one form of writing or one way in which to do an assignment to reach a conclusion. Also, doesn't this contridict what we're all gearing up for- The Common Core? Yet students are led to believe there is only one way to achieve success and only one way to achieve success. Classrooms will become filled with robotic Stepford Wives. This way of teaching and nongrading will take time, but everyone has to be on board; Districts, schools, teachers, parents, and students. We have for so long placed a value on letter or number grades and being labeled and put into categories that it would take a completely different mindset to understand the benefits of this and come to the understanding that rubrics and standards based assessments are detrimental to the learing process.
Friday, November 25, 2011
Sunday, November 20, 2011
Kliewer- Citizenship in School:Reconceptualizing Down Syndrome
I'm sorry I missed Seth and Tinas presentation. I heard it was very good. Its been a very crazy 3 weeks; Ireland has been sick, babysitter took another vacation last minute forcing me to take several days off and one of my nieces cracked my computer screen. I hoping to tread water until the holidays so I can catch up. Thanks for reading.
I found this poem by Digby Wolfe entitled Kids Who Are Different.
Here's to the kids who are different,
The kids who don't always get A's
The kids who have ears twice the size of their peers,
And noses that go on for days...
Here's to the kids who are different,
The kids they call crazy or dumb,
The kids who don't fit, with the guts and the grit,
Who dance to a different drum...
Here's to the kids who are different,
The kids with the mischievous streak,
For when they have grown, as history's shown,
It's their differences that makes them unique.
I thought that was a great poem and truly epitomized some of the facts within the article. I found the article by Kliewer to be very enlightening and disturbing. One of the points I took issue with are the words used to describe these remarkable children/people. Defective , Devalued, Abnormal, Uneducable. I thought since the Americans with Disabilities Act, these archaic and oppressive terms were no longer used. However I did agree with the connection between child and community. A feeling of connectedness and self worth. Why shouldn't every child have the opportunity to have this feeling and become a part of something. "Valued participation within the community is really a challenge of recognition posed to those who seek to exclude him". How can society begin to erase the negative views and stereotypes of people with disabilities? As long as the Culture of Power exists I'm not sure it can. Most educated adults know the value of each person and can logically conclude that the majority of people within a society can contribute, one way or another. "Those who appear to lack the potential to accrue privileges, are systematically devalued as less than full citizens-charged as they are with having the differences that matter" Why don't we just refer to them as "less than human? Less than full citizens. I hope I never come across an individual who would refer to people with this disability as less than full citizens. All people are capable, if they wish, of adding to society and from reading this article and being introduced to Mia, Shayne's students and John, its clear they have a lot to offer.
One of the pieces within the article that I agree with completely is the seven patterns for learning. I think most teachers know that not all kids learn the same way or at the same speed. Gardner suggests there are seven and possibly eight different forms of learning that exist and that students with this disability may fall into one of the categories. " He has transformed the school notion of intellect from a rigid, intrinsic commodity to a cultural construction widely shared by individuals traditionally devalued in the educational arena. Hence he has made it that much harder for segregationists to support their logic of banishment when a child struggles in a rigid curriculum". We as teachers have know for years that students possess many different forms of intelligence, now if society would catch on and learn to appreciate these different forms and acknowledge that just being book smart does not a great society make then we can begin the process of equality and move away form the thinking and acting that there are "defective" citizens.
What struck me while reading this article is how the students were treated. They were essentially being denied an education. Mia was denied the classes she wanted and was forced to take special education classes that made her want to cry. And Anne, who had been left out of her high school transition planning conference and was told her committee had decided that Anne would become a preschool aide. Decided for her? Sounds like a communist form of doing things. What struck me as ironic was that they(transition team) did not think she could function or do well working in the video rental store but they were going to have her become a teachers aide, helping to educate the future. She can help foster the minds of preschool children but she cannot stock video shelves. Everyone has dreams and aspirations, some are attainable and some are not, but let the individual choose their path and try it before you condemn them to a life of frustration and incompleteness.
A sense of belonging and feelings of contribution are a reoccurring theme with the author. There needs to be feelings and actions of connectedness to your surroundings for one, especially one with a disability as mentioned in the article to feel like he or she belongs and has meaning. Take that away and they will become less than full citzens.
I found this poem by Digby Wolfe entitled Kids Who Are Different.
Here's to the kids who are different,
The kids who don't always get A's
The kids who have ears twice the size of their peers,
And noses that go on for days...
Here's to the kids who are different,
The kids they call crazy or dumb,
The kids who don't fit, with the guts and the grit,
Who dance to a different drum...
Here's to the kids who are different,
The kids with the mischievous streak,
For when they have grown, as history's shown,
It's their differences that makes them unique.
I thought that was a great poem and truly epitomized some of the facts within the article. I found the article by Kliewer to be very enlightening and disturbing. One of the points I took issue with are the words used to describe these remarkable children/people. Defective , Devalued, Abnormal, Uneducable. I thought since the Americans with Disabilities Act, these archaic and oppressive terms were no longer used. However I did agree with the connection between child and community. A feeling of connectedness and self worth. Why shouldn't every child have the opportunity to have this feeling and become a part of something. "Valued participation within the community is really a challenge of recognition posed to those who seek to exclude him". How can society begin to erase the negative views and stereotypes of people with disabilities? As long as the Culture of Power exists I'm not sure it can. Most educated adults know the value of each person and can logically conclude that the majority of people within a society can contribute, one way or another. "Those who appear to lack the potential to accrue privileges, are systematically devalued as less than full citizens-charged as they are with having the differences that matter" Why don't we just refer to them as "less than human? Less than full citizens. I hope I never come across an individual who would refer to people with this disability as less than full citizens. All people are capable, if they wish, of adding to society and from reading this article and being introduced to Mia, Shayne's students and John, its clear they have a lot to offer.
One of the pieces within the article that I agree with completely is the seven patterns for learning. I think most teachers know that not all kids learn the same way or at the same speed. Gardner suggests there are seven and possibly eight different forms of learning that exist and that students with this disability may fall into one of the categories. " He has transformed the school notion of intellect from a rigid, intrinsic commodity to a cultural construction widely shared by individuals traditionally devalued in the educational arena. Hence he has made it that much harder for segregationists to support their logic of banishment when a child struggles in a rigid curriculum". We as teachers have know for years that students possess many different forms of intelligence, now if society would catch on and learn to appreciate these different forms and acknowledge that just being book smart does not a great society make then we can begin the process of equality and move away form the thinking and acting that there are "defective" citizens.
What struck me while reading this article is how the students were treated. They were essentially being denied an education. Mia was denied the classes she wanted and was forced to take special education classes that made her want to cry. And Anne, who had been left out of her high school transition planning conference and was told her committee had decided that Anne would become a preschool aide. Decided for her? Sounds like a communist form of doing things. What struck me as ironic was that they(transition team) did not think she could function or do well working in the video rental store but they were going to have her become a teachers aide, helping to educate the future. She can help foster the minds of preschool children but she cannot stock video shelves. Everyone has dreams and aspirations, some are attainable and some are not, but let the individual choose their path and try it before you condemn them to a life of frustration and incompleteness.
A sense of belonging and feelings of contribution are a reoccurring theme with the author. There needs to be feelings and actions of connectedness to your surroundings for one, especially one with a disability as mentioned in the article to feel like he or she belongs and has meaning. Take that away and they will become less than full citzens.
Thursday, November 10, 2011
Promising Practices
I have to say I wasn't too sure how I would feel about going to a conference on a Saturday morning, especially being up all night with Ireland who was sick. But I did enjoy it and surprisingly learned some strategies to bring into my classroom. It was also good to have some adult conversations.
Workshop 1- Analyzing the Inclusivity of the School Environment with Photos
Very interesting. Our presenters had taken pictures of areas around the RIC campus and asked us to interpret what we were viewing and how it made us feel. I think this is a great activity for junior high students. It gets them involved and they have a chance to hear and see others people perspective on things. This can work with anyone of the cultures I teach. Presenting visuals of people, places and things and ask my students what they represent and how they would interpret it. I enjoyed this seminar and have every intention of instituting it into my classroom.
Workshop 2 - Building Confidence in Islamic Students.
I was hoping I would be able to attend this seminar since one of the cultures I teach is the Middle East. I've noticed throughout the years that the students have so my misconceptions and biased thoughts about Muslims and Islam. This workshop introduced to us how Islam and Muslim culture is interwoven into our everyday society; from religion, to medicine, science, math and art. This is a great method, showing visuals to my classes to help them see the positive side of the people and the religion and how all cultures have benefited from it. To help them learn more about the culture and have a better appreciation for it, instead of forming negative opinions about the people and religion based on what they hear on TV or from their parents. This is a definite for the classroom.
My day concluded with listening to the 3 teens of Teen Empowerment and learning how the group had helped them to stay on the straight and narrow and focus on what they truely wanted. It was fascinating to be introduced to 3 people who had, basically on their own, decided that they wanted more for themselves and wanted more out of life and pulled themselves out of the negative situations they were in. I did find it interesting that one of the teens stated that it would be better for students who live in poor neighborhoods and attend schools that are struggling to have teachers who have been through what they were going through. They understand more and can emphathize with them. My only thought was, you will not have many teachers who have come from your neighborhood or similar neighborhoods to teach you, so you'll have to learn to adjust and do well despite that factor. If you want an education and you want a better life, deal with what is presented to you and learn to accept who is trying to help you.
All in all a good experience.
Workshop 1- Analyzing the Inclusivity of the School Environment with Photos
Very interesting. Our presenters had taken pictures of areas around the RIC campus and asked us to interpret what we were viewing and how it made us feel. I think this is a great activity for junior high students. It gets them involved and they have a chance to hear and see others people perspective on things. This can work with anyone of the cultures I teach. Presenting visuals of people, places and things and ask my students what they represent and how they would interpret it. I enjoyed this seminar and have every intention of instituting it into my classroom.
Workshop 2 - Building Confidence in Islamic Students.
I was hoping I would be able to attend this seminar since one of the cultures I teach is the Middle East. I've noticed throughout the years that the students have so my misconceptions and biased thoughts about Muslims and Islam. This workshop introduced to us how Islam and Muslim culture is interwoven into our everyday society; from religion, to medicine, science, math and art. This is a great method, showing visuals to my classes to help them see the positive side of the people and the religion and how all cultures have benefited from it. To help them learn more about the culture and have a better appreciation for it, instead of forming negative opinions about the people and religion based on what they hear on TV or from their parents. This is a definite for the classroom.
My day concluded with listening to the 3 teens of Teen Empowerment and learning how the group had helped them to stay on the straight and narrow and focus on what they truely wanted. It was fascinating to be introduced to 3 people who had, basically on their own, decided that they wanted more for themselves and wanted more out of life and pulled themselves out of the negative situations they were in. I did find it interesting that one of the teens stated that it would be better for students who live in poor neighborhoods and attend schools that are struggling to have teachers who have been through what they were going through. They understand more and can emphathize with them. My only thought was, you will not have many teachers who have come from your neighborhood or similar neighborhoods to teach you, so you'll have to learn to adjust and do well despite that factor. If you want an education and you want a better life, deal with what is presented to you and learn to accept who is trying to help you.
All in all a good experience.
Tuesday, November 1, 2011
Gender Harassment:Understanding teachers' (non)interventions
Appalling, disheartening, stomach turning, vile. These are feelings that I felt when reading this article by Elizabeth Meyer. We all know it happens, but to know that it is an accepted part of secondary education is mind numbing. (Page 1) "sexual and homophobic harassment are accepted parts of school culture where faculty and staff rarely or never intervene to stop this harassment. Students report that teachers stand by and allow biased and hurtful behaviors to go unchallenged". I can't believe in this day and age that teachers, or adults would allow this to go on. Have we become so jaded or immune to empathy that we can't recognize pain and injustice? Are our views so skewed that we no longer can determine what is right or wrong? I do not allow any bullying, be it physical, verbal, emotional or sexual in my classroom. I have zero tolerance for bullies; they're excuses or reasons. Trying to teach empathy and open mindedness to junior high students is trying enough, add on tolerance and appreciation for differences and it becomes an impossible task.
I have first hand knowledge how this gender harassment can affect a student. My cousins 17yr old daughter hung herself after being bullied and sexually harassed for most of her senior year. It was only later that my cousin found out that the school, including guidance, teachers and administration knew what was going on but didn't feel that it warrented a parent notification. Schools have dropped the ball on this issue. I agree with certain assertions within the piece that state teachers are not thoroughly trained to handle these situations nor is administration up to taking on this task. I feel my schools biggest issue is consistency and administration apathy. The article suggested that some teachers have different views about the issue and tend to discipline differently or sometimes not at all "teachers are less likely to intervene in cases of sexual, homophobic and transphobic harassment than other forms of bullying and harassment in schools" (pg.2) Why is this? Isn't the outcome the same as verbal or physical bullying, feelings of isolation and fear? Even though a school states it has a Zero Tolerance Policy towards this issue, I find they are not always true to their word. Everything seems to be passed off or delegated to someone else and issues and violations fall through the cracks. Teachers do become overwhelmed with what we have to accomplish within the day. We are in charge of our classrooms, outside of our classrooms we need help. All too often administrators are overworked and overwhelmed with scheduling, paperwork, evaluations, ect... to deal with these issues. However, like the article suggests teachers need to feel that they are supported by their principal or vice principal to follow through and come down hard on violators. It must start from the top down. It doesn't matter how hard a teacher tries to institute a zero tolerance policy, if it is not followed through from the top then it's merely an inconsequential detention with no further repercussions. And the victims feelings of isolation, embarrassment, exclusion and fear will continue throughout their school career.
I have first hand knowledge how this gender harassment can affect a student. My cousins 17yr old daughter hung herself after being bullied and sexually harassed for most of her senior year. It was only later that my cousin found out that the school, including guidance, teachers and administration knew what was going on but didn't feel that it warrented a parent notification. Schools have dropped the ball on this issue. I agree with certain assertions within the piece that state teachers are not thoroughly trained to handle these situations nor is administration up to taking on this task. I feel my schools biggest issue is consistency and administration apathy. The article suggested that some teachers have different views about the issue and tend to discipline differently or sometimes not at all "teachers are less likely to intervene in cases of sexual, homophobic and transphobic harassment than other forms of bullying and harassment in schools" (pg.2) Why is this? Isn't the outcome the same as verbal or physical bullying, feelings of isolation and fear? Even though a school states it has a Zero Tolerance Policy towards this issue, I find they are not always true to their word. Everything seems to be passed off or delegated to someone else and issues and violations fall through the cracks. Teachers do become overwhelmed with what we have to accomplish within the day. We are in charge of our classrooms, outside of our classrooms we need help. All too often administrators are overworked and overwhelmed with scheduling, paperwork, evaluations, ect... to deal with these issues. However, like the article suggests teachers need to feel that they are supported by their principal or vice principal to follow through and come down hard on violators. It must start from the top down. It doesn't matter how hard a teacher tries to institute a zero tolerance policy, if it is not followed through from the top then it's merely an inconsequential detention with no further repercussions. And the victims feelings of isolation, embarrassment, exclusion and fear will continue throughout their school career.
Sunday, October 23, 2011
The Crisis of Significance vs. How about doing it because its required!!
Well, where should I begin? Are you serious? Kids can't learn or don't want to learn if we can't relate the message or details to them. This is the problem with kids today. They whine, what about me?, how does this affect me?, why should I do this?....Me Me Me Me. Guess what, I'm teaching this lesson, I've assigned this material, so do it. I am so sick and tired of hearing this argument, that kids can't identify with materials so they don't see any need to learn it. I loved this line "Students-our most important critics-are struggling to find meaning and significance in their education". How about learning for the sake of learning? How about having knowledge in many areas? If you study and learn it, maybe you'll find out that it does pertain to you. Put in the effort. That's the problem with this generation, they're looking for instant satisfaction and they'll only do things once they find out "whats in it for them". Mr. Wesch, a college professor, took a survey of his students and found out that less than half did the assigned readings and only 26% of the students perceived the readings to be relevant to their lives. This seems to me, more like lack of responsibility versus lack of significance. Their parents must be paying for their education.
The author states that one issue that is a significant problem and is permeating our everyday lives is the notion that "some students are just not cut out for school". I'm not sure I agree that this is a crisis. He changes the word "school" with "learning" for the wow factor. I do believe not all kids are school material. The traditional means of school with the 4 main core subjects and notes and projects, and papers. Some are more suited for craft learning. Trades vs Books. I do believe all students can learn just not what a traditional classroom offers. I don't find this to be a crisis at all. "If our students are not cut out for school, perhaps we have made the mold too narrow or inflexible, or more likely, just not meaningful enough to inspire a student to fit in." Not every child is a round peg fitting into a round hole. Not every child is school material. And guess what, life will present them with many situations that are not inspiring, or they may find boring; get over it, deal with it, what are they going to do, bury their head in the sand. I become so annoyed with my students when I'm trying to teach them something and all they have to add to the lesson is, this is boring, why do we have to learn this stuff? I know that being a teacher we have many hats to wear. We are mothers, fathers, guidance counselors, police officers, peace makers, salesmen, nurses, psychiatrists, psychotherapists and entertainers. But It's not my job to make sure every day that you're entertained.
I do agree with helping them develop into critical thinkers, to ask insightful questions that would foster an desire for more knowledge. And I agree with this statement "education has become a relatively meaningless game of grades rather than an important and meaningful exploration of the world in which we live and co-create. Thanks to our Education Commissioner, grades are very important. The students grades and progress will affect a teachers pay and evaluation. I would love to have the time to do a little more exploration with my students, but at the junior high level and high school level there are certain things that must be covered and not enough time to get it accomplished. I'm sure at the college level there is a bit more wiggle room to play with. And that's another thing, do you know how difficult it is for a 12-13yr old to see the global impact of anything. They live in a mirrored world, where its all about them. "The best learning almost always occurs in the absence of a teacher, for it is then that learners are free to pursue with great passion the questions that are meaningful and relevant to their own lives". Really? Sounds like an acid trip, "hippie" speak. Maybe OK for college students, but junior high kids need a lot of guidance.
I know there are many problems within the eduction system today, we're bombarded with it almost every day. But I'm not sure lack of significance is one of them. Lets teach the kids to open their minds to all knowledge whether it relates to them or not. I think that's the greater lessen, the sooner they learn that life isn't all about them the more successful they will be.
The author states that one issue that is a significant problem and is permeating our everyday lives is the notion that "some students are just not cut out for school". I'm not sure I agree that this is a crisis. He changes the word "school" with "learning" for the wow factor. I do believe not all kids are school material. The traditional means of school with the 4 main core subjects and notes and projects, and papers. Some are more suited for craft learning. Trades vs Books. I do believe all students can learn just not what a traditional classroom offers. I don't find this to be a crisis at all. "If our students are not cut out for school, perhaps we have made the mold too narrow or inflexible, or more likely, just not meaningful enough to inspire a student to fit in." Not every child is a round peg fitting into a round hole. Not every child is school material. And guess what, life will present them with many situations that are not inspiring, or they may find boring; get over it, deal with it, what are they going to do, bury their head in the sand. I become so annoyed with my students when I'm trying to teach them something and all they have to add to the lesson is, this is boring, why do we have to learn this stuff? I know that being a teacher we have many hats to wear. We are mothers, fathers, guidance counselors, police officers, peace makers, salesmen, nurses, psychiatrists, psychotherapists and entertainers. But It's not my job to make sure every day that you're entertained.
I do agree with helping them develop into critical thinkers, to ask insightful questions that would foster an desire for more knowledge. And I agree with this statement "education has become a relatively meaningless game of grades rather than an important and meaningful exploration of the world in which we live and co-create. Thanks to our Education Commissioner, grades are very important. The students grades and progress will affect a teachers pay and evaluation. I would love to have the time to do a little more exploration with my students, but at the junior high level and high school level there are certain things that must be covered and not enough time to get it accomplished. I'm sure at the college level there is a bit more wiggle room to play with. And that's another thing, do you know how difficult it is for a 12-13yr old to see the global impact of anything. They live in a mirrored world, where its all about them. "The best learning almost always occurs in the absence of a teacher, for it is then that learners are free to pursue with great passion the questions that are meaningful and relevant to their own lives". Really? Sounds like an acid trip, "hippie" speak. Maybe OK for college students, but junior high kids need a lot of guidance.
I know there are many problems within the eduction system today, we're bombarded with it almost every day. But I'm not sure lack of significance is one of them. Lets teach the kids to open their minds to all knowledge whether it relates to them or not. I think that's the greater lessen, the sooner they learn that life isn't all about them the more successful they will be.
Monday, October 17, 2011
Keepin it Real vs. Acting Real
To start off I have to say that I enjoyed this article, not only because I've witnessed this behavior in and out of the classroom but because it sheds light on something that many people don't understand, acting white vs. being black. I am one of those people. I'm not always open minded on certain subjects, even though I try. But this one I don't understand. Why would anyone choose, and it is a deliberate choice, to speak, at times, incoherently and alienate themselves from mainstream society, causing them to become, in essence, an outcast. Who wants to be labeled a thug or dumb or unacceptable?
The author writes about Delpits research "All of these teachers were able to teach in classrooms the rules for dominant Discourse, allowing students to succeed in mainstream America who were not only born outside of the realms of power and status, but who had no access to status institutions"(pg.48) This was in reference to Black teachers teaching in majority black schools. Whats wrong with this? Why wouldn't a teacher give his or her students the necessary keys to success? The job of a teacher is to make sure their students have the fundamentals in order to, not only succeed in mainstream America but also be perceived in a positive light as an upstanding citizen. These tools that are taught go a long way towards accomplishments within the power of culture.
One of the phrases that stood out to me is on pg.50 "Dominant cultural capital provides students with access to certain attitudes, styles, preferences, and tastes that enable their entry into high status social groups, organizations, or institutions. It armors students with awareness". Every culture has their dominant capital and the goal is or should be the same. To be a functioning and contributing member of society. Why is it that many black people don't see this? I see and hear how the entertainment personalities reach today's youth. Saggy pants, large medallions around their neck, and improper English. But guess what, their success is limited to less than 1% of the African American population. That act won't work for everyone. In the meantime learn how to speak,act and dress properly.
I do understand that many kids feel that in order to get along with their peers in the neighborhood they must act like the culture around them. But when did speaking appropriately and in complete sentences become a symbol of white supremacy? "Acting white refers to their refusal to adhere to the cultural default setting in US society, to what is seen as normative or "natural" (pg.53) Why is this? Is it that many African Americans don't like white people so they prefer to be as opposite of them as possible?
I grew up watching The Cosby Show and Benson, which portrayed African American men, women and children as educated, successful and well spoken. Where they "acting white"? I don't think so. I would find it insulting as a person of color if anyone suggested the way I dress, act, speak or my hobbies was against who I really was and that I was betraying my culture. I find it demeaning and derogatory to label anyone of color who dresses appropriately, listens to anything but rap or hip hop and who is cultured as a traitor to their race or a counterfiet African American. If one wants to act this way in their neighborhood and among their family and friends, so be it. But in the real world it doesn't cut it. I wouldn't hire anyone who came into an interview and spoke they way some of the individuals in the article spoke or dressed. It's not racist or close mindedness, its common sense. If people who want to buck the norm and go so opposite of it then expect to be labeled regardless of your intelligence, because America is an establishment built on judging a book by its cover. Its wrong to do so, but you must learn the lingo.
The author writes about Delpits research "All of these teachers were able to teach in classrooms the rules for dominant Discourse, allowing students to succeed in mainstream America who were not only born outside of the realms of power and status, but who had no access to status institutions"(pg.48) This was in reference to Black teachers teaching in majority black schools. Whats wrong with this? Why wouldn't a teacher give his or her students the necessary keys to success? The job of a teacher is to make sure their students have the fundamentals in order to, not only succeed in mainstream America but also be perceived in a positive light as an upstanding citizen. These tools that are taught go a long way towards accomplishments within the power of culture.
One of the phrases that stood out to me is on pg.50 "Dominant cultural capital provides students with access to certain attitudes, styles, preferences, and tastes that enable their entry into high status social groups, organizations, or institutions. It armors students with awareness". Every culture has their dominant capital and the goal is or should be the same. To be a functioning and contributing member of society. Why is it that many black people don't see this? I see and hear how the entertainment personalities reach today's youth. Saggy pants, large medallions around their neck, and improper English. But guess what, their success is limited to less than 1% of the African American population. That act won't work for everyone. In the meantime learn how to speak,act and dress properly.
I do understand that many kids feel that in order to get along with their peers in the neighborhood they must act like the culture around them. But when did speaking appropriately and in complete sentences become a symbol of white supremacy? "Acting white refers to their refusal to adhere to the cultural default setting in US society, to what is seen as normative or "natural" (pg.53) Why is this? Is it that many African Americans don't like white people so they prefer to be as opposite of them as possible?
I grew up watching The Cosby Show and Benson, which portrayed African American men, women and children as educated, successful and well spoken. Where they "acting white"? I don't think so. I would find it insulting as a person of color if anyone suggested the way I dress, act, speak or my hobbies was against who I really was and that I was betraying my culture. I find it demeaning and derogatory to label anyone of color who dresses appropriately, listens to anything but rap or hip hop and who is cultured as a traitor to their race or a counterfiet African American. If one wants to act this way in their neighborhood and among their family and friends, so be it. But in the real world it doesn't cut it. I wouldn't hire anyone who came into an interview and spoke they way some of the individuals in the article spoke or dressed. It's not racist or close mindedness, its common sense. If people who want to buck the norm and go so opposite of it then expect to be labeled regardless of your intelligence, because America is an establishment built on judging a book by its cover. Its wrong to do so, but you must learn the lingo.
Sunday, October 9, 2011
August, Making Room for One Another
Like some of you have posted, I too found the first chapter a bit difficult to follow. I had to read it a couple of times to get the full meaning. Having said that, this reading by Gerri August, is the assignment Sarah and I will be teaching for Tuesdays class, so I'm going to be brief with my blog. Hopefully Sarah and I are on the same page as August.
"And as members of a dominant social structure, children from nuclear family constellations, who see themselves reflected in the explicit and implicit curriculum, add their particular chapters to the written and verbal chronicle of family with little or no fear of social penalty". I feel that this is what August wants to get away from. One group that dominates every situation; confident and in control with little regard or at times respect for others who have not traveled the road of least resistence. She isn't saying she wants these dominant social cultures to lose thmesleves or their perspective on issues, she just wants other voices other opinions to shine through with as much confidence and bravado as the dominates.
August writes about creating as Zeke did, a democratic classroom, where students of all constellations feel confident and safe to express and talk about all issues. While I believe most teachers strive for this, I find it increasingly difficult at the Middle School level. I've tried dynamic dialogical moments in my classroom, only to have it fall on deaf ears. Middle School kids, many and not all, are very apathetic and self centered. They find it difficult to see anyone elses side of an issue especially if it's not their side. I'm wondering how well Zeke would do with 7th and 8th graders. I do admire his skill and perseverence but feel things would not work out so well in different grade levels.
Monological vs. Dialogical. This is what Sarah and I hope to illustrate on Tuesday. I believe August, when describing a monological lesson is suggesting that it is the status quo, where the thought, lessons and opinions of the dominate group are the only things being spoken or learned, everything is about uniformity "monologicality pulls all voices toward the normative socio-political center, promoting uniformity among utterances". It represents the culture of power, which pervades every aspect of our culture. Dialogicality "pushes voices out from the normative socio-political center, promoting diversity among utterances". Every democratic classroom should strive for that, but like I stated earlier, it's very difficult at the junior high level for anyone to utter or think something that is not the norm, and forget about saying aloud, Otherization will take over causing a student to feel powerless and alienated.
"Education in a democracy cannot earn its ethical grade"until we define the kind of society we have in mind"(Dewey, 1966) But who decides? The status quo, the cultural norm, the power of culutre? Isn't this what we've been talking about this semester, trying to figure out how to solve the problems? August writes that children need to be made aware that there are differences around them and that they must be taught how to respect and accept that there are differences among them. This is a collective effort but it becomes difficult when dealing with children who are so over confident and who have been taught and believe that their way is the only way. I'll bet most families are monological families and that is a difficult mold to break.
"And as members of a dominant social structure, children from nuclear family constellations, who see themselves reflected in the explicit and implicit curriculum, add their particular chapters to the written and verbal chronicle of family with little or no fear of social penalty". I feel that this is what August wants to get away from. One group that dominates every situation; confident and in control with little regard or at times respect for others who have not traveled the road of least resistence. She isn't saying she wants these dominant social cultures to lose thmesleves or their perspective on issues, she just wants other voices other opinions to shine through with as much confidence and bravado as the dominates.
August writes about creating as Zeke did, a democratic classroom, where students of all constellations feel confident and safe to express and talk about all issues. While I believe most teachers strive for this, I find it increasingly difficult at the Middle School level. I've tried dynamic dialogical moments in my classroom, only to have it fall on deaf ears. Middle School kids, many and not all, are very apathetic and self centered. They find it difficult to see anyone elses side of an issue especially if it's not their side. I'm wondering how well Zeke would do with 7th and 8th graders. I do admire his skill and perseverence but feel things would not work out so well in different grade levels.
Monological vs. Dialogical. This is what Sarah and I hope to illustrate on Tuesday. I believe August, when describing a monological lesson is suggesting that it is the status quo, where the thought, lessons and opinions of the dominate group are the only things being spoken or learned, everything is about uniformity "monologicality pulls all voices toward the normative socio-political center, promoting uniformity among utterances". It represents the culture of power, which pervades every aspect of our culture. Dialogicality "pushes voices out from the normative socio-political center, promoting diversity among utterances". Every democratic classroom should strive for that, but like I stated earlier, it's very difficult at the junior high level for anyone to utter or think something that is not the norm, and forget about saying aloud, Otherization will take over causing a student to feel powerless and alienated.
"Education in a democracy cannot earn its ethical grade"until we define the kind of society we have in mind"(Dewey, 1966) But who decides? The status quo, the cultural norm, the power of culutre? Isn't this what we've been talking about this semester, trying to figure out how to solve the problems? August writes that children need to be made aware that there are differences around them and that they must be taught how to respect and accept that there are differences among them. This is a collective effort but it becomes difficult when dealing with children who are so over confident and who have been taught and believe that their way is the only way. I'll bet most families are monological families and that is a difficult mold to break.
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