The Academic and Social Value of Ethnic Studies

September 28

The Academic and Social Value of Ethnic Studies by Christine E. Sleeter

I strongly connected this reading to our recent watch of "Precious Knowledge" as well as our understanding of S.C.W.A.A.M.P.

In "The Academic and Social Value of Ethnic Studies," Carlos did not enjoy school and had no motivation to continue with it, however, once he participated in a Chicano studies class he was intrigued. Learning about something you really care about and can identify with can completely change your outlook on education and schooling. Because Carlos could relate to these classes, he became hooked and went on to complete a BA degree in Spanish and continue to teach. This can relate to the situations in "Precious Knowledge" because ethnic classes benefited students in that video as well. This impact is similar to that of the ethnic studies program at Tucson because many students taking these classes explained how they had never really cared about school before because they did not have classes they could relate too. Ethnic studies classes were often the only thing keeping some students in school, interested in school, and finding a passion.

This reading and specifically this quote reminded me of the S.C.W.A.A.M.P concept, "Whites continue to receive the most attention and appear in the widest variety of roles, dominating story lines and lists of accomplishments. African Americans, the next most represented racial group, appear in a more limited range of roles and usually receive only a sketchy account historically, being featured mainly in relationship to slavery. Asian Americans and Latinos appear mainly as figures on the landscape with virtually no history or contemporary ethnic experience. Native Americans appear mainly in the past, but also occasionally in contemporary stories in reading books. Immigration is represented as a distinct historical period that happened mainly in the Northeast, rather than as an ongoing phenomenon (Vecchio 2004)." The W in S.C.W.A.A.M.P stands for white, and how those who identify with that label are more privileged and idealized in our society. They get more attention, representation, freedom, acceptance, etc. 

Overall, I think its crucial we acknowledge ethnic studies programs as positive aspects in our society and not in the "we shouldn't see color" aspect that some may argue when that is truly something we should not ignore.

The 4 I's of Oression

 September 21

The Four I's of Oppression

To be able to change the way some of us think and feel, it is crucial to identify WHY we feel that way and what causes those beliefs. Identifying what type of oppression someone may be experiencing can help them figure out where it came from, where it is rooted, and possibly how it can be changed. The text states, "Oppression manifests itself in four overlapping and interdependent ways; individually as internalized oppression; socially as interpersonal oppression; it is reinforced through institutional oppression; and perpetuates across time and space as ideological oppression." These are "the four I's of oppression" and how they come to be and last. They can be learned from one's environment, past knowledge, or even what we think we "should" believe ourselves.

Out of these four types of oppression I think I can identify with and reflect on two the most. Personally, I can relate to ideological oppression, being constantly aware of the possible stereotypes against me because of my gender. Having to make sure I don't show negative emotions publicly, making sure I'm never seen as "overreacting". If I show the slightest bit of anger or sadness, "she must be on her period" or "there she goes again being all emotional.

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I can also relate to experiencing internalized oppression, especially in my late elementary and middle school years. I remember being younger and absolutely hating the color pink because it was seen as "girly" and I didn't want to fit into the stereotypes that came along with that. I didn't want to wear dresses or skirts or have more feminine hobbies. I would often try to follow what my brother would do. Growing up with a sibling in general you have phases of picking on each other, however growing up with a brother, especially around elementary and early middle school you hear, "don't be such a girl" and a lot of other sexist comments. A lot of these stereotypes lead me to almost be embarrassed of being a girl and being associated with certain things. I didn't want to be seen as weak or emotional so I was constantly trying to prove myself to others, and I think this is a common experience for many other women. 

Others People Children: The Silenced Dialogue

 September 12

Lisa Delpit's "Others Peoples Children

We can relate "Others Peoples Children" to our recent read of Alan Johnson's, "Privilege, Power and Differences" by mentioning the "culture of power" in our society and how usually those who fit into the S.C.W.A.A.M.P category will also fit into the category of those more powerful in the "culture of power".  Like the example given on page 25, "children from middle-class homes tend to do better in school than those from non middle-class homes, because the culture of the school is based on the culture of the upper and middle class - of those in power". The most prominent cultures are those most represented and supported.

On the first page, Delpit uses a quote from a black female teacher explaining how white people often don't really hear black voices,"No, they listen, they just don't hear - you know how your mama used to say you listen to the radio but you hear your mother? Well they don't hear me." This can be related to the S.C.W.A.A.M.P concept we just learned about and how many more privileged people automatically also have the privilege of being heard. She also touches on the concept that those with power are least aware or least accepting of it which Alan Johnson also agrees with. Delpit continues to focus on the effect of this, specifically in the classroom. How even if white teachers are not racist or have no ill intent with their teaching, they still teach differently than black teachers and in a way that they subconsciously cater towards those who already have cultural power. "Several black teachers have said to me recently that as much as they'd like to believe otherwise, they cannot help but conclude that many of the 'progressive' educational strategies imposed by liberals upon black and poor children could only be based on a desire to ensure that the liberals' children get sole access to the dwindling pool of American jobs"(29).

Personally, I found it important to have read these two most recent readings that touch on similar topics but are written from completely different points of view. Having one author who fits the S.C.W.A.A.M.P criteria and one who doesn't, one who has constant experience with privilege and one who faces everyday disadvantages is really insightful.

Attached below is a video of Lisa Delpit speaking further on similar topics involving education.

https://www.youtube.com/watch?v=yzBbZRtPuUs

Alan Johnson & S.C.W.A.A.M.P

 September 1

Alan Johnsons "Privilege, Power and Differences" & S.C.W.A.A.M.P

The idea of S.C.W.A.A.M.P and the reading, "Privilege, Power and Differences" by Alan Johnson recognize what groups in our culture are idealized and most accepted. Johnson explains how it's important to acknowledge if you identify with a more privileged group and how we need to use that to lift the less privileged up. It's necessary to join together instead of trying to fight each other. S.C.W.A.A.M.P is a list of the most common privileged groups in our society.

An interesting point mentioned in this reading is how guilt and self-blame from those more privileged causes defensiveness and prevents them from taking steps forward in becoming a solution. I had never really thought about how those who are privileged simply reacting in a defensive manner negatively impacts the movement of progress, but it does make a lot of sense. Instead of accepting it and trying to use that privilege to help others, many simply deny it or argue. This only leads to more arguments over the topic preventing more positive movements coming from the realization.

To summarize, as Johnson explains, if we don't acknowledge ourselves as the problem, we cannot become the solution.

Relating what we learned from S.C.W.A.A.M.P into this, we can identify the main privileged groups and why they are considered more valued in our culture. Straightness, Christianity, Whiteness, Able-bodiedness, Americanness, Maleness, and Property-ownership are all normalized and most commonly understood. These being the more privileged and accepted groups, they need to be the ones to push the movement for equality and bring up the less privileged since they cannot successfully do it without that support.

Overall, I think this reading and S.C.W.A.A.M.P are important concepts for people to understand, especially those more privileged so that we can move forward as a community to create more equality.