What Can We Do? Becoming Part of the Solution

The article I will be commenting on in this blog is named What Can We Do? Becoming Part of the Solution from the book Privilege, Power, and Difference by Allan G. Johnson. I feel that Johnson says alot about this article in the title "Becoming Part of the Solution" and states what he feels are solid behavioral changes in the power and privilege group that can reverse the oppression that minorities feel. Johnson states " the challenge we face is to change patterns of exclusion, rejection, privilege, harassment, discrimination, and violence that are everywhere in this society and have existed for hundreds of years." To change these behaviors will take work from our society and this author gives specific details on how such change could be possible. There are several quotes from this article that I could use to explain Johnson's ideas about change but I have narrowed them down to a few. The first quote I analyzed was on page 145 and it stated: " To shake off the paralyzing myth that we cannot, individually, be effective, we have to alter how we see ourselves in relation to a long term, complex process of change. This begins by altering how we relate to time." I feel the author is saying we need to change in a large group over a long period of time for the the oppressed to be freed. Change does not happen in days, weeks , or months , but years of progressive learning and acting in a manner that all society be equal. The second quote I will use for this piece is found on page 154 and states: "Understanding how privilege and oppression operate and how you participate in them is where the work for change begins. It's easy to have opinions, but it takes work to know what you're talking about. The simplest way to begin is by reading, and making reading about privilege part of your life." Jonhson is saying for us as a society to expel the privileged class and oppresive groups we need to educate people on these issues. Reading and talking is away from the "path of least resistance" and if people are tired of the oppresion, these are two simple forms of every day life that can be progressive for a positive change. The last quote I will use from this article can be found on page 158 and states: " Make noise, be seen. Stand up, volunteer, speak out, write letters, sign petitions, show up. Every oppressive system feeds on silence." If people are truly commited into making a change, they have to get involved in the process of change. The "elephant in the middle of the room" needs to be discussed and have explicit communication about privilege and oppression for change to occur. For me, this class has been an eye opener for white privilge and the culture of power. I agree with Johnson when he says education is a key to making a change and eliminating oppressive behaviors by whites. As a teacher, I feel that collaboration and teamwork on the issues Johnson puts forward can be brought to light and hopefully in future generations these behaviors will be a thing of the past.

Blog # 11

Blog # 11 was titled "Citizenship in School: Reconceptualizing Down Syndrome" by Christopher Kliewer. I found the article a little more challenging because of the author's vernacular but I feel that I captured his argument. Kliewer is arguing for people with down syndrome and their real abilities as opposed to the public misinformed opinion that people with down syndrome cannot function in a society or be a valued part of a community. The author gave great stories of teachers that show the school and social success about people with this unfortunate condition. A few passages from the article that helped make sense of it all for me were as follows:
1)" The movement to merge the education of children with and without disabilities is based on the belief that to enter the dialogue of citizenship does not require spoken, or indeed outspoken, language. Rather, communication is built on one's ability to listen deeply to others." I think this would have a great impact on learning and teaching for all in this country. We are such a diverse society, not only in race and gender, but with disabilities and learning trouble. The key to communication, in my opinion, is effective listening and if people "listened deeply" I believe our cultures and differences would gel wonderfully.
2) The next passage I highlighted was a statement by Douglas Biklen who said: "society itself is hurt when schools act as cultural sorting machines and discriminate on the basis of ability, gender, ethnicity and race." This passage is a telling quote about class separation and its effect on our society. For us to succeed in life we have to have an " ability to form relationships with others that make up the web of the community." I will quote Rodney King "Cant we all just get along", is the main theme of this statement.
3) The last quote I want to share from this article came on page 80 and it says: "To value another is to recognize diversity as the norm. It establishes the equal worth of all schoolchildren, a sense that we all benefit from each other, and the fundamental right of every student to belong." As a person studying to be a teacher, I feel this is an important statement and should be carried with me throughout my life in every area. I feel this article shows solid evidence on people with disabilities and how they can overcome some of the stereotypes. The teachers in this piece are inspirational and they really show that no matter how diverse a community or classroom is, everyone can play a vital role in their own special way. If I were an administrator or politician I would make sure everyone read and understood this piece, it is remarkable how people refuse to let disabilities deter them from their dreams.

Blog 10

The name of the author for blog 10 is Jean Anyon and the article's name is Social Class and the Hidden Curriculum of Work which is a chapter from the book Learning Power. Anyon is arguing in this text that social classes in our society are teaching different curriculum based on the population and economic information about their community. Anyon believes that teaching pedagogy in these communities will keep the kids status quo and most likely keep them in the community that they grew up in with little chance of reaching a higher class. The contrast in the teaching styles were truly amazing and eye opening for a person who thought we were all learning the same way. A couple of the passages that really stood out to me in this article were on page 4 when a teacher from a working class school retorted "Simple punctuation is all they'll ever use." The disbelief I felt when I read that statement was intense, I simply could not believe a teacher would not try to get the best out of all children in a profession so important to molding young minds. This teacher was teaching them just enough to get by for the working class community instead of trying to get the best out of the students and basically telling them this is all that they will amount too. Another troubling quote from the working class part of the article was the way teachers communicated with the students, for example on page 5 "the teachers continually gave orders to the children " and when the teachers heard a student talking they would tell the student to "shut up, shut your mouth." How in the world can a child learn when treated and communicated to like this, it is very disturbing. In contrast to the working class, I found interesting differences in the way the executive elite school kids were educated. The first example is how students are viewed: "These children's opinions are important-it's important that they learn to reason things through." The opinion of the teacher in the elite school has glaring differences from that of the working class school. Kids are treated with care and viewed as important in the elite class, where the working class kids are told to shut up and listen and have little or no input on their education. It is my opinion that all children in every class be afforded the type of education using sound logic and having their voice heard. I think if the pedagogy of the working class teachers would reflect that of the elite class, you would find a meshing of more kids from different classes and kids in lower classes ready to challenge for spots in higher education that were firmly gripped by the elite class. This piece is good evidence about white privilege and how it is entrenched in different social classes.

Blog #9

The name of the articles for this blog is: "One More River to Cross" Recognizing the Real Injury in Brown: A Prerequisite to shaping New Remedies by Charles Lawrence and Whites Swim in Racial Preference by Tim Wise. In my opinion, Lawrence is arguing that segregation laws that were passed only applied to the school setting and that blacks were still very much segregated from whites and privilege in larger society. Brown v. Board of Education case was intended to level the field of education and opportunity between whites and blacks but as Lawrence states "If one views the Brown case narrowly, as a case intended to desegregate the nation's schools, history has proven it a clear failure." I don' t agree with every part of this statement because it sounds like Lawrence feels as if the judges decision really almost did nothing about solving the problem of racial divide, I don't have the perfect remedy for abolishing "white privilege" but I think this case provided blacks some great opportunities in a bias white society. Another quote from this text that I found interesting was on page 283 when the Warren Court said "to separate negro children from others of similar age and qualifications solely because of their race generates a feeling of inferiority as to their status in the community in ways unlikely ever to be undone. This inferiority has a tendency to retard the educational and mental development of negro children." This statement does show that the judges recognize a serious issue in blacks getting a solid education and that by segregating schools you create a inferior complex within the black community. I agree that more should have been done for trying to equalize the races other than just desegregating schools and that blacks needed more intervention from a white society but I believe the judges intentions were meant in a positive way towards blacks. One more quote I would like to use in blogging for this article was on page 289 when Lawrence states "In 1954 we believed that school integration would break down racist attitudes by bringing white and black children together." I think this is true in our society in 2008, Kozol, Johnson and Lawrence have showed there are still parts of his society that treat blacks as inferior but as a country we are on the verge of electing a black president and a man that I will vote for. I think what happened in the Brown v. Board of Education has opened more doors for blacks than this author thinks and hopefully progress continues in the war against white power and privilege. In the article by Wise he shows some very glaring insights into the huge disparity of races in our society. One of the comments that was eye opening was the quote " A full time black male worker in 2003 makes less in real dollar terms than similar white men were earning in 1967." Wow! It is disgusting to think that human beings in our society would try to hold back another person's earning power because of skin color, this country is doomed if that mentality continues. Another quote in this article was taken from President Bush, who thankfully is almost done as our leader, when he attacks minorities on the case of affirmative action. The President attacked the points given out to minorities at a college university as excessive and unfair to whites when in reality whites have the opportunity to receive more credit for this college and be accepted more easily than minorities. This is typical propaganda from a person who used it to sell a war to the American people. I think the President is using his influence to support and keep alive the " white privilege and white power."

Barney Frank defending Gay Rights

Gayness, Multicultural Education, and Community by Dennis Carlson

Carlson is tackling a very serious issue in writing this article and it creates emotion on all people involved. Carlson is trying to make the point in this article that being "gay or lesbian" has not been accepted in the standard American culture and schools are a main factor in keeping a gay person from the same protections and opportunities as non-gays. There were several awesome quotes in this article that solidly supports Carlson's argument. I would like to start with one of the three perspectives that Carlson discusses on page 234 it states: "The notion of a community of difference and diversity-what I will call a democratic multicultural community." This quote is saying that communities can be defined by a large group of people from different backgrounds and different relationships. Being gay in our society does not mean you can not be an outstanding contributor to a community. Another quote that was really prejudiced towards the gay community was on page 237 it stated "Throughout this century, one of the primary means of ensuring that gayness was an invisible presence in the school was through the dismissal of teachers who were found out to be homosexuals." This type of discrimination is disturbing, no person should have to hide who they are to keep a professional occupation such as a teacher. There are many gay people in this world who are successful and should be celebrated for their accomplishments not harassed for what goes on in their bedroom. One final quote about the suppression of being gay was on page 238 when Carlson explains" to keep gayness in its place in the school community, verbal and physical intimidation of gay students and teachers has been sanctioned." For students, parents and school leaders to condone and promote the practices that Carlson mentions in this article is tough for me process. I could never judge a person on their sexual preference, I really think what goes on in some one's personal life is their business. If someone felt they needed to share that information with me it would not result in me verbally and physically assaulting them.

Blog 7:Aria by Rodriguez and Teaching Multilingual Children by Collier

This blog assignment is on the readings of Aria by Richard Rodriguez and Teaching Multilingual Children by Virginia Collier. Rodriguez tells a compelling story of learning the language of English as a child and his own personal anxiety with the language of "Los gringos." While attending school as a boy, the nuns that taught him in school went to confront his parents at home and encourage the family to speak English outside of the school. Rodriguez parents immediately conform to the teachers request and he makes it sound like it had an incredible impact on him. Rodriguez states " In an instant, they agreed to give up the language that had revealed and accentuated our family's closeness." It is obvious that at this young age the author had a great family connection with the speaking of his formal language and it sounds like he was desensitized to his family when English became the language used in his home. Another quote that illustrates what this American school had done to this author's family by requiring English be spoken in the home "There was a new quiet at home. The family's quiet was partly due to the fact that, as we children learned more and more English, we shared fewer and fewer words with our parents." Depending on how many ESL students felt like this, it could be assumed that Hispanics were having trouble at school with English and trouble at home learning English. It was affecting relationships with teachers and relationships with parents. Rodriguez goes on to talk about assimilation(developing one's culture) and how it could strip one of it's individuality. This is a quote that shows the trouble with not recognizing another culture in classrooms: "After English became my primary language, I no longer knew what words to use in addressing my parents." I could not imagine not knowing how to communicate with my parents, it sounds like a hurtful experience and one I would not wish on anybody. I feel that if this is the majority of feeling towards teaching in our classrooms, then systems should be changed. Schooling should not tear families apart while adjusting to a new culture, this sounds like an American nightmare. The Collier piece was a little more optimistic in teaching kids a different language. Reading Collier brought me back to the Rodriquez piece and how his life learning experience could have changed had those nuns stayed away from his house that day and they incorporated some of her advice. Collier argues in her article about teaching kids ESL " The key is the true appreciation of the different linguistic and cultural values that students bring into the classroom." Teachers need to recognize a person of a different culture in our society and celebrate it, not try to brainwash this individual from who they are or where there from. Cultural diversity in what makes us a great nation, if everyone thinks the same, no one is thinking very much. Collier also gives 7 guidelines on how to teach ESL students and have a greater impact to better their lives. One of the guidelines I found would be helpful in erasing what happened to Rodriguez is guideline 3 which stated: "Don't teach a second language in any way that challenges or seeks to eliminate the first language." I found this to be interesting in teaching children who are learning English as a second language. It may eliminate all the problems that Richard Rodriguez had and give kids like him a good life in our culture and keep a strong family relationship at home with parents who might not speak the language. In reading the rest of the article by Collier,found it a bit difficult to keep up with the "code switching patterns" but the guidelines I found very useful. I think Collier's article sheds light on the problems of Richard Rodriguez's schooling as a ESL student. It was damaging to his family to have teachers dictate his home life and Collier gives solid guidelines on how to keep these students happy in both the classroom with the teacher and at home with their parents.