Aria

 October 27

Aria by Richard Rodriguez

I really enjoyed the piece "Aria" by Richard Rodriguez and the perspective he offers to enlighten readers. Rodriguez writes about his experience as a young student being told to speak English and facing the struggles of being bilingual. Speaking Spanish at home felt more private, warm, and individual for him. When his teachers asked his parents to speak English to him more, he no longer felt as connected to his family. The safe familiarity behind those words spoken in his fist language was no longer there. Richard felt like his individuality was being held against him and taken away through language. While there are obviously disadvantages to not learning English in the US, families like Richards should still feel comfortable speaking their first language and still having that option of individuality at home and where they choose.

(Richard Rodriguez)

In Asa Messer Elementary where I have my placement, many students are bilingual. I am placed in a Pre-K classroom where there are students who only speak English and two who seem to only speak Spanish. The teacher is fluent in both, and addresses students in English first. Instructions and directions are given in English first and most of the children seem to understand. Often when talking individually to a student the teacher will repeat instructions or directions in Spanish if needed. I'm not sure if the two students who seem to not speak English yet can understand it or if they just follow how the other students act when lining up, cleaning up, etc. but whatever the case, they are able to follow directions. Based on my observations, the teacher doesn't pressure or ask the students to speak a certain language and will just adjust based on the student.

Literacy With an Attitude

 October 20

Literacy With an Attitude by Patrick Finn

In chapter 2 of Literacy With an Attitude, I am reminded of Delpits views towards education as well as Shalabys. Fifth grade classes in five public elementary schools were studied by Jean Anyon. They all were located in the same state, had very similar state requirements, the same textbooks, but there were many differences in the way students were taught. The two working-class schools had teachers who simply shut down students' creativity or ideas to complete assignments in different ways or faster than the teacher instructed. Shalaby talks about how it's crucial to not do this and to listen and encourage creativity instead. Students are simply told "do it this way or its wrong" in these schools which can have an extremely negative impact on their learning and their relationship with school and teachers.

(Carla Shalaby)

Delpit explains, "Educators must recognize and adapt to the diverse cultural needs of their students to foster an inclusive and effective learning environment". This reading shows exactly why we need to do this, students from the working-class schools are overlooked and ignored. The majority of the teachers lived in the same city of the school but lived in the better parts. Therefore, many students are lacking a true understanding from their educators. I am reminded of Delpit again from this quote from "Literacy With an Attitude", "The status quo is the status quo because people who have the power to make changes are comfortable with the way things are. It takes energy to make changes, and the energy must come from the people who will benefit from the change."

(Lisa Delpit)

What to Look for in a Classroom

 What to Look for in a Classroom by Alfie Kohn & Introduction to Culturally Relevant Pedagogy 

October 13

Looking through the "What to Look for in a Classroom" chart by Alfie Kohn, I am reminded of some key  points from "Troublemakers" by Shalaby. Shalaby writes about how school feels like jail for many students based on the rules and setup. She suggests we need to listen instead of punishing those who stick out or are loud. Isolating them and making them feel bad for creativity or personality traits will only hurt them in the long run. The video "Introduction to Culturally Relevant Pedagogy" explains how teachers have to take students' cultural experiences and make connections with examples and how schools need to adapt to the students. Shalaby repeats this again and again about adjusting our teaching and rules to the children.

Kohn's chart says teachers shouldn't be easy to find or just standing/sitting in the front of the room. They should be moving around and interacting with the students. The class should be decorated with student work and display all different types, not just the "best" or "most correct" pieces. Different family representations should be displayed though posters as well. The teacher's voice should be warm and genuine, which can help prevent students from feeling ashamed or embarrassed when spoken to. This tactic would definitely be approved of by Shalaby since she is against harsh punishment and negative tones when speaking to children. We need to keep a warm welcoming environment and tone to have students actually benefit from our strategies instead of fearing them.

Both of these authors favor an interactive teacher and a collaborative environment to make students feel comfortable and not scared of school or worried about getting in trouble for being themselves. All three sources make a point about adjusting to the students needs, not making the students adjust to us or the school system.

Troublemakers

 October 6

Troublemakers

Throughout the preface and introduction of "Troublemakers", points are brought up about how schools do not teach freedom but rather promote confinement and capitalism. We are being taught that only some lives matter and to prioritize some over others when we need to be taught all lives are valuable. We need to teach love and learn freedom. We shouldn't treat children like animals by giving them time-outs every time they speak when told to be quiet. 

"Troublemakers" focuses on four students who are seen as the "troublemakers" by their teachers and how we should listen to them to see what they can teach us instead of punishing them. Teachers are taught to punish and hush loud students who are seen as disruptive. I can relate this to a lot of my earlier education. I have always been a "quite kid" in school and for the most part I believe this was because I was taught that that was the ideal student in a classroom. While I also have anxiety and typically don't like talking in front of groups, I would find myself nervous to speak at all, specifically to a teacher. After reading this, I started thinking a lot of that nervousness and fear was because we are taught to never disobey or speak up to a teacher and have been shown the repercussions. Over the years and in high school especially, I've had a few teachers who encouraged individuality and problem solving even if it did not fit their typical lesson plans or curriculums. This began to help me to see it can be beneficial to speak my mind instead of keeping silent and that not all teachers react the same way or have the same mindset. I think it's crucial that we do better as teachers to not instill fear in our students.

 It is clear that the point of this text is to argue how we need to listen to the children who stand out and who cause disturbances by not following rules instead of punishing them, but I am curious how specifically we are supposed to handle it. How do we successfully help children feel heard without disrupting other children and without them feeling isolated or punished? I'm interested in what the rest of this text offers as solutions. 

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.

"

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