Tim Wise
"Between Barack and a Hard Place" and Brown vs. The Board of Education
I really liked watching these videos. I agreed with a lot of what Tim Wise said about the issue of racism in America. He said that it is an issue that has been present for a very, very, very long time, and it still exists no matter how many white folks deny it.
I especially liked what he said about asking the people who are directly effected how they feel about it. In the statistics he shared, he told how white people were the ones who were polled about how they perceived racism and how they perceived black people. White people have the privellege, just like we have learned through almost every reading we have done so far. When someone has the upper hand, they rarely notice, or choose to overlook, the downsides that the other party has. That is why when these people, white people, were polled on this issue of course they said that they thought that whites and blacks had equal opportunities.
I feel like we are only a little above the place we were in back during the time of Brown vs. The Board of Education. I also belive that we are only in this place because of the fight people put up from Brown vs. The Board of Education. We have removed segregation, but the opportunities are not equal between people of color and white people. Like Wise said, people of color have to be exceptional and extraordinary for them to be approved of or accepted into higher power roles such as Obama.
We are a lonnnnnng way from finding an end to racism. I might sound like a pessimist, but I feel like it will be an on going issue for as long as people walk the Earth. However, I do wish that people had the strength, patience, understanding, and care in their hearts to put this issue behind us.
I was so intrigued by this interview, I really want to read Wise's book!
Monday, October 26, 2009
Monday, October 19, 2009
Talking Points #5
Joseph Kahne and Joel Westheimer
"In The Service of What? The Politics of Service Learning"
1. "In addition to helping those they serve, such service learning activities seek to promote students' self-esteem, to develop higher-order thinking skills, to make use of multiple abilities, and to provide authentic learning experiences--all goals of current curriculum reform efforts."
- I think that when a person does any act, small or large, to help someone else less fortunate, it always boosts their confidence. Doing good feels good. Also, by having students choose what they want to do as a service learning project, they get to explore their interests and decide if that what they want to possibly do in their future. I think that service learning is important for enriching the student's education and personality.
2. "Mr. Johnson explained, students would interact with those less fortunate than themselves and would experience the excitement and joy of learning while using the community as a classroom."
- This made me think of my own experience with service learning. Ever since I was little I knew I wanted to teach. Now that I finally have a chance to be in a classroom trying out what I've always wanted to do, I am so excited. Also, I like watching how the teachers I work with teach and how the children respond to what and how they are being taught. I feel like watching gives me the knowledge and experience that I need so that I can decide for myself how to run my classroom when I am in the field.
3. "For example, a music director at a middle school we studied wanted her suburban, upper-middle-class students to perform at a nearby elementary school in a poor neighborhood. Some of the middle school parents objected, saying that they were concerned for their children's safety."
...
"After they returned, the students' perspectives on these elementary school children changed"
- This directly reminds me of how I was feeling when I found out that we were going to be volunteering in Providence public schools. I already had a judgment build up in my mind. This is because I have spent most if not all of my life in middle class schools. I was very ashamed at my judgements when I actually started going to my tutoring sessions. I was wrong to assume and we all know what assuming does...
I did not really enjoy this article. It was one of those readings that I find myself drifting off into thought while I continue scanning down the page. Then I have to go back and reread, the cycle then repeats itself and I have to reread the same page over and over again. I did understand much of what the authors were trying to say however, the way it was presented was boring. I prefer stories over data and research.
"In The Service of What? The Politics of Service Learning"
1. "In addition to helping those they serve, such service learning activities seek to promote students' self-esteem, to develop higher-order thinking skills, to make use of multiple abilities, and to provide authentic learning experiences--all goals of current curriculum reform efforts."
- I think that when a person does any act, small or large, to help someone else less fortunate, it always boosts their confidence. Doing good feels good. Also, by having students choose what they want to do as a service learning project, they get to explore their interests and decide if that what they want to possibly do in their future. I think that service learning is important for enriching the student's education and personality.
2. "Mr. Johnson explained, students would interact with those less fortunate than themselves and would experience the excitement and joy of learning while using the community as a classroom."
- This made me think of my own experience with service learning. Ever since I was little I knew I wanted to teach. Now that I finally have a chance to be in a classroom trying out what I've always wanted to do, I am so excited. Also, I like watching how the teachers I work with teach and how the children respond to what and how they are being taught. I feel like watching gives me the knowledge and experience that I need so that I can decide for myself how to run my classroom when I am in the field.
3. "For example, a music director at a middle school we studied wanted her suburban, upper-middle-class students to perform at a nearby elementary school in a poor neighborhood. Some of the middle school parents objected, saying that they were concerned for their children's safety."
...
"After they returned, the students' perspectives on these elementary school children changed"
- This directly reminds me of how I was feeling when I found out that we were going to be volunteering in Providence public schools. I already had a judgment build up in my mind. This is because I have spent most if not all of my life in middle class schools. I was very ashamed at my judgements when I actually started going to my tutoring sessions. I was wrong to assume and we all know what assuming does...
I did not really enjoy this article. It was one of those readings that I find myself drifting off into thought while I continue scanning down the page. Then I have to go back and reread, the cycle then repeats itself and I have to reread the same page over and over again. I did understand much of what the authors were trying to say however, the way it was presented was boring. I prefer stories over data and research.
Monday, October 12, 2009
Talking Points #4
Linda Christensen
"Unlearning the Myths That Blind Us"
1. "When we read children's books, we aren't just reading cute little stories, we are discovering the tools with which a young society is manipulated."
- When I first started reading this document, I was in awe that I had never realized the impact of Disney movies or childhood cartoons on my life. I never thought about how those movies or shows reflected the society we live in. When you are young, you do not know how to be critical of these things because you don't notice them nor are you taught about them. I cannot think of how many times my cousins or little sister and I used to play "princesses." We would pretend to be the damsel in distress because that's what we saw in the movies. We would dress up and pretend to put make up on because if we wanted our knight in shining armor to come and save us, we had to be the "most beautiful one in the land." It is amazing how once your eyes are open to these things how you tend to see it in everything.
2. "Brazilian educator Paulo Freire wrote that instead of wrestling wit the words and ideas, too often students "walk on the words." If I want my students to wrestle wit the social text of novels, news, or history books, they need the tools to critique media that encourage or legitimate social inequality."
- This quote reminds me of Johnston. We need to name things in order to face the problems. If students are too afraid and try to tip toe around saying something "politically incorrect," then what needs to be said in order to fix things are not expressed. Its like when someone represses their emotions. If a person does this to a major extent it can potentially affect their health. So many people end up with ulcers this way. This is a good metaphor for what happens if people don't name the words for the problems in this world. The repressed feelings become backed up and then come back and kick us in the behinds. The ulcer is left behind in its place and the problem continues and becomes worse.
3. "They can't escape, and now that they've started analyzing cartoons, they can't stop analyzing the rest of the world."
- This reminds me of this class. Every time we read or discuss something in class, I am more aware of it. I see diversity and its injustices everywhere I look now. This course really opened my eyes to these issues that we try to pretend aren't there. I like being aware of these things. It makes me better understand the nature of people and it makes me think of possible solutions.
I really really liked this article. I was able to zoom right through it. I liked how it linked with so many of the other things we have learned so far in the semester. It goes right along with how we are taught to be blind to privilege. It is interesting how so much of our childhood is ruled by this "secret education." I really like this area of study, analyzing the motives behind certain things. I can't wait to discuss this article in class!!
"Unlearning the Myths That Blind Us"
1. "When we read children's books, we aren't just reading cute little stories, we are discovering the tools with which a young society is manipulated."
- When I first started reading this document, I was in awe that I had never realized the impact of Disney movies or childhood cartoons on my life. I never thought about how those movies or shows reflected the society we live in. When you are young, you do not know how to be critical of these things because you don't notice them nor are you taught about them. I cannot think of how many times my cousins or little sister and I used to play "princesses." We would pretend to be the damsel in distress because that's what we saw in the movies. We would dress up and pretend to put make up on because if we wanted our knight in shining armor to come and save us, we had to be the "most beautiful one in the land." It is amazing how once your eyes are open to these things how you tend to see it in everything.
2. "Brazilian educator Paulo Freire wrote that instead of wrestling wit the words and ideas, too often students "walk on the words." If I want my students to wrestle wit the social text of novels, news, or history books, they need the tools to critique media that encourage or legitimate social inequality."
- This quote reminds me of Johnston. We need to name things in order to face the problems. If students are too afraid and try to tip toe around saying something "politically incorrect," then what needs to be said in order to fix things are not expressed. Its like when someone represses their emotions. If a person does this to a major extent it can potentially affect their health. So many people end up with ulcers this way. This is a good metaphor for what happens if people don't name the words for the problems in this world. The repressed feelings become backed up and then come back and kick us in the behinds. The ulcer is left behind in its place and the problem continues and becomes worse.
3. "They can't escape, and now that they've started analyzing cartoons, they can't stop analyzing the rest of the world."
- This reminds me of this class. Every time we read or discuss something in class, I am more aware of it. I see diversity and its injustices everywhere I look now. This course really opened my eyes to these issues that we try to pretend aren't there. I like being aware of these things. It makes me better understand the nature of people and it makes me think of possible solutions.
I really really liked this article. I was able to zoom right through it. I liked how it linked with so many of the other things we have learned so far in the semester. It goes right along with how we are taught to be blind to privilege. It is interesting how so much of our childhood is ruled by this "secret education." I really like this area of study, analyzing the motives behind certain things. I can't wait to discuss this article in class!!
Monday, October 5, 2009
Talking Points #3
Dennis Carlson
"Gayness, Multicultural Education, and Community"
1. "The abuses get tolerated because gay teachers and students operate in an environment where they feel afraid to stand up for themselves, and because any discussion of gay people continues to be absent in the curriculum so that homophobia is not interrogated. All of this also takes a considerable toll. It no doubt drives many good teachers out of the profession, and it furthers the alienation of gay youth who remain in schools."
- It bothers me that all of this alienation makes gay teachers feel so uncomfortable that they quit. It is not fair that because of something out of their control will control their job status. But also, why don't they try to stand up for themselves more? Why not try to change that submissive attitude toward the abuses? Also, as Carlson said, it does directly effect students who are gay. These students lose a potential mentor or even just an adult that has common ground with them that they could vent to.
2. "Thus, I am not merely a gay person, but rather a gay, white, male with a particular working class background and middle-class status and occupation. As an individual, my identity is multifaceted and this means that I am freer to "make myself" as a unique subjectivity."
- I chose this quote because it reminded me of Johnson. The fact that Carlson said his identity is multifaceted reminded me of Johnson's diversity wheel. Also, I liked how Carlson sad that he is freer to make himself unique. I think that it is important to establish your own identity using all of those predestined factors such as age, gender, orientation, etc. and then to make the rest of your life what you want it to be.
3. "Finally a democratic multicultural education must become a dialogue in which all "voices" are heard and all "truths" are understood as partial and positioned."
- This quote reminded me of Lisa Delpit. Carlson talks about a dialogue where all voices need to be heard. This directly reminds me of Delpit and her argument about the silenced dialogue. If the controversial issues surrounding gayness in multicultural education are not voiced, nothing can or will be done to try to change things. Also, this links to Johnson as well. Johnson says we need to name the issues in order to face them.
I really liked all of the connections I was able to make between Carlson's document and all of the different documents we have already read in class. I must say I did not really enjoy this reading though. First I was daunted by how large it was. Then as I read it it was not as interesting to me. I thought that the content was informational, but the way it was presented was boring and tedious. Also, I noticed the reference pages at the end which make it seem more like a research paper to me.
"Gayness, Multicultural Education, and Community"
1. "The abuses get tolerated because gay teachers and students operate in an environment where they feel afraid to stand up for themselves, and because any discussion of gay people continues to be absent in the curriculum so that homophobia is not interrogated. All of this also takes a considerable toll. It no doubt drives many good teachers out of the profession, and it furthers the alienation of gay youth who remain in schools."
- It bothers me that all of this alienation makes gay teachers feel so uncomfortable that they quit. It is not fair that because of something out of their control will control their job status. But also, why don't they try to stand up for themselves more? Why not try to change that submissive attitude toward the abuses? Also, as Carlson said, it does directly effect students who are gay. These students lose a potential mentor or even just an adult that has common ground with them that they could vent to.
2. "Thus, I am not merely a gay person, but rather a gay, white, male with a particular working class background and middle-class status and occupation. As an individual, my identity is multifaceted and this means that I am freer to "make myself" as a unique subjectivity."
- I chose this quote because it reminded me of Johnson. The fact that Carlson said his identity is multifaceted reminded me of Johnson's diversity wheel. Also, I liked how Carlson sad that he is freer to make himself unique. I think that it is important to establish your own identity using all of those predestined factors such as age, gender, orientation, etc. and then to make the rest of your life what you want it to be.
3. "Finally a democratic multicultural education must become a dialogue in which all "voices" are heard and all "truths" are understood as partial and positioned."
- This quote reminded me of Lisa Delpit. Carlson talks about a dialogue where all voices need to be heard. This directly reminds me of Delpit and her argument about the silenced dialogue. If the controversial issues surrounding gayness in multicultural education are not voiced, nothing can or will be done to try to change things. Also, this links to Johnson as well. Johnson says we need to name the issues in order to face them.
I really liked all of the connections I was able to make between Carlson's document and all of the different documents we have already read in class. I must say I did not really enjoy this reading though. First I was daunted by how large it was. Then as I read it it was not as interesting to me. I thought that the content was informational, but the way it was presented was boring and tedious. Also, I noticed the reference pages at the end which make it seem more like a research paper to me.
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