Ira Shor – Empowering Education
1. “All forms of education are political because they can enable or inhibit the questioning habits of students, thus developing or disabling their critical relation to knowledge, schooling and society. Education can socialize students into critical thought or into dependence on authority…” (p 13)
This reminded me of our readings a couple weeks ago, Anyon and Oakes. If you have the education that inhibits questioning and disables the critical relation to knowledge etc…you become dependant on authority. If you have an education that enables questioning and develops critical thinking and knowledge you will be socialized. Delpit is alive and well in this reading also. Presenting the benefits of a democratic, student centered, multicultural classroom. Which I believe Delpit would want over needing to teach the codes of power because society dictates it.
2. “Politics reside not only in subject matter but in the discourse of the classroom; in the way teachers and students speak to each other. The rules for talking are a key mechanism for empowering or disempowering students. How much open discussion is there in class? How much one-way “teacher-talk?” (p 14)
I understand the classroom they are presenting in this reading and it sounds wonderful and I can see many of the recommendations working. I personally would have had trouble in grade school in disagreeing with my teacher as it states in this article. It’s a matter of respect and confidence at that age no matter how much “empowering” I was given. I have difficulty with it now. There are also people that are more competitive or assertive than others and those that just don’t care to participate as much. The management of the classroom in elementary school seems odd to me and this reading provided plenty of examples.
3. “Education is more than facts and skills. It is a socializing experience that helps make the people who make society.” (p 15)
I certainly agree with this statement. Students are certainly in school to gain knowledge but more importantly with that knowledge comes the learning of social skills. Students are learning to work together with others. This reading certainly goes much further to state that it is the schools responsibility to provide students an education that develops them into “critical citizens who can think, challenge, take risks, and believe that their actions will make a difference in the larger society”
This reading reminded me a lot of Anyon and Oakes in comparing curriculums and discussing teacher directed / lecture style classrooms to the student-teacher centered style of Empowerment and participation and critical thinking classrooms. It was very long and gave more than enough examples of problem-posting - I get it already. I agree with the whole concept and many of the ideas in this reading. Participation is important to knowledge and encourages achievement, creating positive relationships between feelings and thoughts increases learning, problem posting presents subject matter as questions to be discussed and analyzed not knowledge to be memorized. It sounds good. I just can’t imagine the time in elementary or grade school that this type of teaching would take. I found a cool student democratic web-site you can check out, includes lots of info - great quotes.
Monday, April 26, 2010
Tuesday, April 20, 2010
Social Justice Event – The Vagina Monologues
On February 12th I went to see the Vagina Monologues for my Social Justice Event here at RIC. It is a play that was written by Eve Ensler and originally starred her alone running in an off-Broadway production in 1996. Three celebrities replaced Eve when she left the play and since that time it has been on HBO, there has been a book written and there is now a “V-Day”. V-Day is a non-profit stop the violence against women global group that has risen over $50 million for women’s anti-violence groups through benefits raised from The Vagina Monologues and other benefits that take place around the world to increase awareness and raise money to help end violence against women. The performance of The Vagina Monologues is performed on many stages throughout the world in February and March to now celebrate V-Day, which is also Valentines Day, as it was here on the RIC campus by talented, fun, inspiring, and brave young women.
The play
The Vagina Monologues is just that – monologues…but they are not ordinary! I come in and pick my seat; I choose to come alone to pay attention to my assignment and not be distracted by friends or family and later realized they could have come. The audience is mainly women but there are quite a few men, probably 1:20 and still today I’m surprised. I would advise against it men…it’s just my opinion (but after researching on the web it is a shared one) but this is definite woman bonding at it’s best and unless you want to come experience that and appreciate it, and don’t get me wrong men need to appreciate it, but this performance is anti-men. In the 90 minutes there is one monologue that describes a good experience with a man and the majority of the audience laughs when the performer makes that comment.
Otherwise, the monologues, which are all performed by different women who rotate from their seats, at RIC approximately 12 range from the hilariously funny My Angry Vagina – when the performer is ranting and raving about all the injustice brought about her vagina such as: dry tampons, cleaning products, cold tools at the ob/gyn’s office to a story titled My Vagina Was My Village(Not so happy vagina fact) in which the performers read off testimonies of women from rape camps in Bosnia.
To relate this experience to our readings I automatically think of Johnson, Carlson and the researching on Gender and Education. Johnson stands out because of the words used through out the whole play. There was a monologue called Reclaiming C--- and describing how it is a lovely word and lists several words starting with each “c”, “u”, “n”, and “t” to prove it. Talk about a Johnson moment and reclaiming words. But it was also true of more serious monologues and more serious words, such as: rape, incest, genital mutilation and sexual slavery, which were used in monologues and “not so happy fact” statements shared with the audience throughout the play regarding violence toward women. Words Johnson would claim need to be used to aide in stopping the violence along with all the great work V-Day is doing.
Carlson is seen often but certainly in They Beat the Girl out of my Boy. This monologue is performed by several of the women on stage presenting themselves as little boys at first and telling stories of being picked on or beaten for dressing or acting in a certain “girlish” way and so they hide (marginalize). They act boyish – they grow a beard, join the military, talk like a man. (They were marginalized) Until there comes a day when they can be themselves and have a sex change …or so they think…people still think they are “different”, and a boyfriend gets killed – because others are terrified of their kind of love.
Every monologue was compelling. During the My Short Skirt monologue the performer is very sassy and has this attitude telling everyone (men) that her short skirt is: not and invitation, not begging for it, not asking for rape, and has nothing to do with you! She made you want to just stand up and say “YAH!” It was a “proud to be a woman” moment for all in the theatre. I can relate this monologue and the My Angry Vagina and Reclaiming C--- monologues I mentioned earlier to Gender and Education. I view these three monologues as the more “I am woman, hear me roar” monologues. I’m relating them to Carlson to just say it is more of what I hope we see in girls attitudes in education. Why title nine is there and why we need teachers that view men and women, girls and boys as equal. Why woman need to stand up for themselves and tell people what they want and what they mean. Girls need to be taught to be confident. Girls need to know that their opinions are as valid as any Boys. They need to know when they say no…its no, it not let’s negotiate…it NO! Just like when a man says no.
I enjoyed all the monologues… Except for one…
At RIC, there was one performance for me that disturbed me. The performance by the young women was good, great even, but the end of the story didn’t sit well with me. It was The Little Coochie Snorcher That Could. It’s based on a true story, as are all the monologues, and was kept as the true story is told. It’s a set of memories a young girl has of her vagina that are awful: 5years old – mother tells her to stop scratching her vagina, 7 y/o boy punchers her vagina, 9 y/o bouncing on bed hurt vagina on bedpost and needs stitches, 10 y/o raped at parents house party by fathers best friend , father shoots friend, doesn’t see father for 7 years, 13 y/o vagina is a “red”, she calls it a“bad luck zone”, 16 y/o (this story is true but in the original version she is 13 in later versions she is 16??) meets a gorgeous 24 y/o women that lives down the street. The woman invites her into her car, ask her if she likes boys and she tells her no. The woman kisses her and sticks her tongue in her mouth and tells her to relax and feel it. Woman asks her Mother if she can have a sleep over and she can because the woman is young and successful and beautiful. It goes on to describe how the woman gives her alcohol, gives her a nightgown and seduces her for the night. For many this is finally a positive experience for this girl and her vagina. For me it’s an adult seducing and raping a child. How would this story play out for everyone if the woman was an attractive man? Would it be different? It’s all the same only a man did this to her…took her home, gave her alcohol, a nightgown, and had sex with her…how do you feel about it? It’s against the law people! You feel for this little girl and her bad experiences but there are other ways to make her feel better about herself and her vagina, there are other stories that could be shared. I thought about my daughter and if this happened to her - positive experience or not – she is 13 or 16 the person is 24 basically a stranger – a one night stand – they’re going to jail! I researched this monologue on line after and I was happy to find others that feel the same - I have support.
This blog is getting way too long and there are many other monologues so take a look at this link if you’re reading this and have an interest.
V-Day has been created through the interest in the Vagina Monologues and there are tremendous amounts of money raised to support the ending of violence against women. I happen to DVR and watch a segment on Oprah last week regarding violence against woman that I feel really talks to this topic. The guest on the show was Gavin de Becker and he has written a book titled The Gift of Fear. Oprah’s website has a lot of information from the show that is amazing for anyone that may need this information to aide them in identifying if they are in a relationship with someone that is possibly violent.
Gavin de Becker talked a lot about signs to look out for that maybe weren’t obvious ones for some women because your boyfriend, fiancé or husband may not hit them, but really fall under intuition and instinct. For example: a man being persistent, blaming others, symbolic violence – rips pictures, gets rid of things from your past relationships. Women are victims of violence every 4 minutes in the United States - please don’t be one of them or let someone you know be one of them. This mosaic is a list of questions that will help you or someone you know determine if they are in a potential abusive relationship – please link to it if you need to or want to learn more. You can’t do it alone – get help.
I enjoyed my night at the Vagina Monologues and watching those young, confident and brave women perform on stage. I really enjoyed reaching this online and learning all the work V-Day does for the fight against violence against women. What a fight we all still have.
On February 12th I went to see the Vagina Monologues for my Social Justice Event here at RIC. It is a play that was written by Eve Ensler and originally starred her alone running in an off-Broadway production in 1996. Three celebrities replaced Eve when she left the play and since that time it has been on HBO, there has been a book written and there is now a “V-Day”. V-Day is a non-profit stop the violence against women global group that has risen over $50 million for women’s anti-violence groups through benefits raised from The Vagina Monologues and other benefits that take place around the world to increase awareness and raise money to help end violence against women. The performance of The Vagina Monologues is performed on many stages throughout the world in February and March to now celebrate V-Day, which is also Valentines Day, as it was here on the RIC campus by talented, fun, inspiring, and brave young women.
The play
The Vagina Monologues is just that – monologues…but they are not ordinary! I come in and pick my seat; I choose to come alone to pay attention to my assignment and not be distracted by friends or family and later realized they could have come. The audience is mainly women but there are quite a few men, probably 1:20 and still today I’m surprised. I would advise against it men…it’s just my opinion (but after researching on the web it is a shared one) but this is definite woman bonding at it’s best and unless you want to come experience that and appreciate it, and don’t get me wrong men need to appreciate it, but this performance is anti-men. In the 90 minutes there is one monologue that describes a good experience with a man and the majority of the audience laughs when the performer makes that comment.
Otherwise, the monologues, which are all performed by different women who rotate from their seats, at RIC approximately 12 range from the hilariously funny My Angry Vagina – when the performer is ranting and raving about all the injustice brought about her vagina such as: dry tampons, cleaning products, cold tools at the ob/gyn’s office to a story titled My Vagina Was My Village(Not so happy vagina fact) in which the performers read off testimonies of women from rape camps in Bosnia.
To relate this experience to our readings I automatically think of Johnson, Carlson and the researching on Gender and Education. Johnson stands out because of the words used through out the whole play. There was a monologue called Reclaiming C--- and describing how it is a lovely word and lists several words starting with each “c”, “u”, “n”, and “t” to prove it. Talk about a Johnson moment and reclaiming words. But it was also true of more serious monologues and more serious words, such as: rape, incest, genital mutilation and sexual slavery, which were used in monologues and “not so happy fact” statements shared with the audience throughout the play regarding violence toward women. Words Johnson would claim need to be used to aide in stopping the violence along with all the great work V-Day is doing.
Carlson is seen often but certainly in They Beat the Girl out of my Boy. This monologue is performed by several of the women on stage presenting themselves as little boys at first and telling stories of being picked on or beaten for dressing or acting in a certain “girlish” way and so they hide (marginalize). They act boyish – they grow a beard, join the military, talk like a man. (They were marginalized) Until there comes a day when they can be themselves and have a sex change …or so they think…people still think they are “different”, and a boyfriend gets killed – because others are terrified of their kind of love.
Every monologue was compelling. During the My Short Skirt monologue the performer is very sassy and has this attitude telling everyone (men) that her short skirt is: not and invitation, not begging for it, not asking for rape, and has nothing to do with you! She made you want to just stand up and say “YAH!” It was a “proud to be a woman” moment for all in the theatre. I can relate this monologue and the My Angry Vagina and Reclaiming C--- monologues I mentioned earlier to Gender and Education. I view these three monologues as the more “I am woman, hear me roar” monologues. I’m relating them to Carlson to just say it is more of what I hope we see in girls attitudes in education. Why title nine is there and why we need teachers that view men and women, girls and boys as equal. Why woman need to stand up for themselves and tell people what they want and what they mean. Girls need to be taught to be confident. Girls need to know that their opinions are as valid as any Boys. They need to know when they say no…its no, it not let’s negotiate…it NO! Just like when a man says no.
I enjoyed all the monologues… Except for one…
At RIC, there was one performance for me that disturbed me. The performance by the young women was good, great even, but the end of the story didn’t sit well with me. It was The Little Coochie Snorcher That Could. It’s based on a true story, as are all the monologues, and was kept as the true story is told. It’s a set of memories a young girl has of her vagina that are awful: 5years old – mother tells her to stop scratching her vagina, 7 y/o boy punchers her vagina, 9 y/o bouncing on bed hurt vagina on bedpost and needs stitches, 10 y/o raped at parents house party by fathers best friend , father shoots friend, doesn’t see father for 7 years, 13 y/o vagina is a “red”, she calls it a“bad luck zone”, 16 y/o (this story is true but in the original version she is 13 in later versions she is 16??) meets a gorgeous 24 y/o women that lives down the street. The woman invites her into her car, ask her if she likes boys and she tells her no. The woman kisses her and sticks her tongue in her mouth and tells her to relax and feel it. Woman asks her Mother if she can have a sleep over and she can because the woman is young and successful and beautiful. It goes on to describe how the woman gives her alcohol, gives her a nightgown and seduces her for the night. For many this is finally a positive experience for this girl and her vagina. For me it’s an adult seducing and raping a child. How would this story play out for everyone if the woman was an attractive man? Would it be different? It’s all the same only a man did this to her…took her home, gave her alcohol, a nightgown, and had sex with her…how do you feel about it? It’s against the law people! You feel for this little girl and her bad experiences but there are other ways to make her feel better about herself and her vagina, there are other stories that could be shared. I thought about my daughter and if this happened to her - positive experience or not – she is 13 or 16 the person is 24 basically a stranger – a one night stand – they’re going to jail! I researched this monologue on line after and I was happy to find others that feel the same - I have support.
This blog is getting way too long and there are many other monologues so take a look at this link if you’re reading this and have an interest.
V-Day has been created through the interest in the Vagina Monologues and there are tremendous amounts of money raised to support the ending of violence against women. I happen to DVR and watch a segment on Oprah last week regarding violence against woman that I feel really talks to this topic. The guest on the show was Gavin de Becker and he has written a book titled The Gift of Fear. Oprah’s website has a lot of information from the show that is amazing for anyone that may need this information to aide them in identifying if they are in a relationship with someone that is possibly violent.
Gavin de Becker talked a lot about signs to look out for that maybe weren’t obvious ones for some women because your boyfriend, fiancé or husband may not hit them, but really fall under intuition and instinct. For example: a man being persistent, blaming others, symbolic violence – rips pictures, gets rid of things from your past relationships. Women are victims of violence every 4 minutes in the United States - please don’t be one of them or let someone you know be one of them. This mosaic is a list of questions that will help you or someone you know determine if they are in a potential abusive relationship – please link to it if you need to or want to learn more. You can’t do it alone – get help.
I enjoyed my night at the Vagina Monologues and watching those young, confident and brave women perform on stage. I really enjoyed reaching this online and learning all the work V-Day does for the fight against violence against women. What a fight we all still have.
Friday, April 16, 2010
Misc. post 1
I’ve been away from this environment for a long time but this feeling is back again. The end of the semester, and all this knowledge and experience from the courses buzzing around in your mind is now trying to come out on paper and in presentations and exams.
I’m re-reading Delpit and Rodriguez for our service learning project and then the readings this past week; Anyon and Oakes. They all apply so well to the experience I’m having in my service learning time at Asa Messer Elementary Annex and for some reason it still surprises and upsets me. And am I suppose to feel this way?
The Jean Anyon article really got me mad. And if you think about it – She begins at Working class - can we think that there should be a class below that? What kind of education are those children receiving and how is it being delivered? I feel really naïve about a lot in a profession I am excited about entering.
Realizing we didn’t spend a lot of time on Anyon and Oakes in class and I feel my comments always seem to be against the grain or not fully explained - In our class I talk quite a bit but my comments don’t fully express my values, beliefs and ideals and I’m not certain how they are perceived at times. I wanted to post.
From Anyon’s article I had a Middle Class School experience at a public school in Cumberland, RI. It was typical of her description which really kind of proved to me that if she has that pegged so well she can’t be so off base with the others. The quote “the research proves…” we’ve been hearing a lot in class lately. I don’t always want to agree with what the research proves. If I did I wouldn’t have a daughter for one, or a niece or nephew. My grandmother would have died two times by now and my 2nd cousin would have died approximately 1 year after her birth and she is now 7. I could bore you with many more personal examples but I won’t…So much for research.
But… again my experience at Asa Messer has really been a great one for me in the way of culture, privilege, and power in how it relates to the readings of Delpit, Anyon and Rodriguez.
I have only experienced morning lessons in this class for 9 mornings and it is always the same lesson. There is obviously a routine that is followed everyday and a structure that is followed. I know I have no real stance to comment other than to say when I read Anyon’s research findings that apply to the working class schools it was exactly what I was experiencing each and every morning at Asa Messer. Direct Instruction by the teacher. No asking of questions to check for understanding and no questions from the students either. They were given steps and procedures. They were passed out materials they needed only. When they sat at they groups at tables it was obviously by ability. Certain tables sat quietly together and were doing their work. Other tables needed assistance with everything they did. I was directed to assist with two tables and they were the same two table and same students every week.
Anyon hit it right on the nose…I’m very sorry to say.
I’ve been away from this environment for a long time but this feeling is back again. The end of the semester, and all this knowledge and experience from the courses buzzing around in your mind is now trying to come out on paper and in presentations and exams.
I’m re-reading Delpit and Rodriguez for our service learning project and then the readings this past week; Anyon and Oakes. They all apply so well to the experience I’m having in my service learning time at Asa Messer Elementary Annex and for some reason it still surprises and upsets me. And am I suppose to feel this way?
The Jean Anyon article really got me mad. And if you think about it – She begins at Working class - can we think that there should be a class below that? What kind of education are those children receiving and how is it being delivered? I feel really naïve about a lot in a profession I am excited about entering.
Realizing we didn’t spend a lot of time on Anyon and Oakes in class and I feel my comments always seem to be against the grain or not fully explained - In our class I talk quite a bit but my comments don’t fully express my values, beliefs and ideals and I’m not certain how they are perceived at times. I wanted to post.
From Anyon’s article I had a Middle Class School experience at a public school in Cumberland, RI. It was typical of her description which really kind of proved to me that if she has that pegged so well she can’t be so off base with the others. The quote “the research proves…” we’ve been hearing a lot in class lately. I don’t always want to agree with what the research proves. If I did I wouldn’t have a daughter for one, or a niece or nephew. My grandmother would have died two times by now and my 2nd cousin would have died approximately 1 year after her birth and she is now 7. I could bore you with many more personal examples but I won’t…So much for research.
But… again my experience at Asa Messer has really been a great one for me in the way of culture, privilege, and power in how it relates to the readings of Delpit, Anyon and Rodriguez.
I have only experienced morning lessons in this class for 9 mornings and it is always the same lesson. There is obviously a routine that is followed everyday and a structure that is followed. I know I have no real stance to comment other than to say when I read Anyon’s research findings that apply to the working class schools it was exactly what I was experiencing each and every morning at Asa Messer. Direct Instruction by the teacher. No asking of questions to check for understanding and no questions from the students either. They were given steps and procedures. They were passed out materials they needed only. When they sat at they groups at tables it was obviously by ability. Certain tables sat quietly together and were doing their work. Other tables needed assistance with everything they did. I was directed to assist with two tables and they were the same two table and same students every week.
Anyon hit it right on the nose…I’m very sorry to say.
Christopher Kliewer – Citizenship in School: Reconceptualizing Down Syndrome
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. It is an act through which each of our lives comes to be defined by those around us as “precious and irreplaceable”…the dialogic of democracy is ultimately a set of values based on respect, humility and creative listening” (p. 73)
This quote although in this reading is applied to those with down syndrome reminds me of our conversation in class last week while discussing Anyon and Oakes and the topics of tracking and ability grouping and the reasons against those choices. Having children together learning is beneficial. We are all different. We all look, talk, walk, think, eat, and sleep, on, and on, and on….different. I understand the concept and arguments presented and agree with them. But… there are also times you can understand the concepts and arguments for the other side too. I don’t mean to marginalize or segregate others but for individualized learning for the student or special schools like Meeting Street. If you connect to the link and watch the parent testimonial video on Sammie you will learn about my 2nd cousin. She doesn’t have Down Syndrome. She has a syndrome that hasn’t been identified yet. She is a special case study for Doctors throughout the country. Her parents moved to Seekonk from Cranston because the support to families and the way the children are selected for this school is based partially on where you live. They credit this school with much of her progress and accomplishments and don’t feel a public school would have ever come close to meeting the needs and making the progress she has to date even with inclusion.
2. “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.” (p 79)
I like this quote and I think it applies to all. Just as I stated above…we are all different. On some it is more apparent upon looking at them due to a disability or handicap or some other reason but if people see that first and stereotype, just as it talks about later in this reading when referring to the young boy “Lee” They see Down syndrome they don’t see Lee. That can apply to anyone about any diversity or quirkiness or anything else somebody wants to see to point them out as different and not belonging. That isn't something wrong with the individual with the disability or quirkiness...that is a problem with the person who see that one aspect of the person and judges based on it. The other problem of course if the affect it can have on the other individual.
3. “Only getting to know a person in all his or her multifaceted individuality can cause the “huge” disability (spread) to magically shrink and assume its real proportion – only one small facet of a person. Only then will we find ourselves able to see and receive the variety and richness of possible gifts.” (p 87)
I think this is the same message as the previous quote but that is the message of this whole reading along with inclusion of children with down syndrome or I believe any disability can only add to the classroom by enriching and adding a new dimension to the learning of all that participate in the “community’ of that class.
Some parts of this reading dragged on forever…or I am just extremely tired. Overall it was of interest to me. Between this class and my Childhood Psychology class this semester there has been so much to think about in the way of teaching methods and theories my mind is spinning and overly confused. What is best for these children? How can we make the changes? What is going on now in my child’s class?
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. It is an act through which each of our lives comes to be defined by those around us as “precious and irreplaceable”…the dialogic of democracy is ultimately a set of values based on respect, humility and creative listening” (p. 73)
This quote although in this reading is applied to those with down syndrome reminds me of our conversation in class last week while discussing Anyon and Oakes and the topics of tracking and ability grouping and the reasons against those choices. Having children together learning is beneficial. We are all different. We all look, talk, walk, think, eat, and sleep, on, and on, and on….different. I understand the concept and arguments presented and agree with them. But… there are also times you can understand the concepts and arguments for the other side too. I don’t mean to marginalize or segregate others but for individualized learning for the student or special schools like Meeting Street. If you connect to the link and watch the parent testimonial video on Sammie you will learn about my 2nd cousin. She doesn’t have Down Syndrome. She has a syndrome that hasn’t been identified yet. She is a special case study for Doctors throughout the country. Her parents moved to Seekonk from Cranston because the support to families and the way the children are selected for this school is based partially on where you live. They credit this school with much of her progress and accomplishments and don’t feel a public school would have ever come close to meeting the needs and making the progress she has to date even with inclusion.
2. “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.” (p 79)
I like this quote and I think it applies to all. Just as I stated above…we are all different. On some it is more apparent upon looking at them due to a disability or handicap or some other reason but if people see that first and stereotype, just as it talks about later in this reading when referring to the young boy “Lee” They see Down syndrome they don’t see Lee. That can apply to anyone about any diversity or quirkiness or anything else somebody wants to see to point them out as different and not belonging. That isn't something wrong with the individual with the disability or quirkiness...that is a problem with the person who see that one aspect of the person and judges based on it. The other problem of course if the affect it can have on the other individual.
3. “Only getting to know a person in all his or her multifaceted individuality can cause the “huge” disability (spread) to magically shrink and assume its real proportion – only one small facet of a person. Only then will we find ourselves able to see and receive the variety and richness of possible gifts.” (p 87)
I think this is the same message as the previous quote but that is the message of this whole reading along with inclusion of children with down syndrome or I believe any disability can only add to the classroom by enriching and adding a new dimension to the learning of all that participate in the “community’ of that class.
Some parts of this reading dragged on forever…or I am just extremely tired. Overall it was of interest to me. Between this class and my Childhood Psychology class this semester there has been so much to think about in the way of teaching methods and theories my mind is spinning and overly confused. What is best for these children? How can we make the changes? What is going on now in my child’s class?
Friday, April 9, 2010
Jean Anyon – Social Class and the Hidden Curriculum of Work
1.“In the working class schools…The procedure is usually mechanical, involving rote behavior and very little decision making or choice. The teachers rarely explain why the work is being assigned, how it might connect to other assignments, or what the idea is that lies behind the procedure or gives it coherence and perhaps meaning or significance.” (p. 3)
These are the beginning sentences of the working class schools results of their study and the whole section really disappointed, no really sickened me. I read this one section and said…these are bad teachers. Then you read on and start to think…is it bad teachers?, bad attitudes?, low expectations?….I don’t know. I witness this at my service learning every week. I have a new author for my service learning project!
2. “In the middle class schools…If one accumulates enough right answers, one gets a good grade. One must follow the directions in order to get the right answers, but the directions often call for some figuring, some choice, some decision making. (p. 5)
This seems like the average American school or maybe it seems that way to me because it seems like my school experience and I should say this seems like my average American school experience. I went to school, studied what I was taught to pass the test. Wasn’t really sure at this time how it all applied to my life, didn’t care was too busy having fun with my friends and caring about my social life and my parents were fine with my grades and didn’t seem to concerned about making more of a connection for me.
3. “ Differing curricular, pedagogical, and pupil evaluation practices emphasize different cognitive and behavioral skills in each social setting and thus contribute to the development in the children of certain potential relationships to physical and symbolic capital, to authority, and to the process of work.” (p. 11)
The information gathered during this study certainly supports this statement. If most of the learning in one school is by direct instruction only and the children are continually given orders and behavior is enforced through punishment compared to another school where learning is handled through a combination of cooperative, integrative, inquiry and concept based child directed approaches, and behavior is controlled through reminders of consequences of your own actions….sign my child up for school number 2. Who wouldn’t want that?
She doesn’t share if these schools are public or private. My guess is the first three are public and the other two are private. No one should be experiencing the first example described in the working class schools. The low expectations expressed in the comments from teachers are appalling. Direct Instruction is one way to talk to a student but rude is another and the quotes they include are rude talking, not teaching. The middle class school I think is a typical representation of a public school today. If the others are private as I’m assuming…you certainly can get what you pay for at times.
This is a video I found that applies and I thought made a good point for this reading.
1.“In the working class schools…The procedure is usually mechanical, involving rote behavior and very little decision making or choice. The teachers rarely explain why the work is being assigned, how it might connect to other assignments, or what the idea is that lies behind the procedure or gives it coherence and perhaps meaning or significance.” (p. 3)
These are the beginning sentences of the working class schools results of their study and the whole section really disappointed, no really sickened me. I read this one section and said…these are bad teachers. Then you read on and start to think…is it bad teachers?, bad attitudes?, low expectations?….I don’t know. I witness this at my service learning every week. I have a new author for my service learning project!
2. “In the middle class schools…If one accumulates enough right answers, one gets a good grade. One must follow the directions in order to get the right answers, but the directions often call for some figuring, some choice, some decision making. (p. 5)
This seems like the average American school or maybe it seems that way to me because it seems like my school experience and I should say this seems like my average American school experience. I went to school, studied what I was taught to pass the test. Wasn’t really sure at this time how it all applied to my life, didn’t care was too busy having fun with my friends and caring about my social life and my parents were fine with my grades and didn’t seem to concerned about making more of a connection for me.
3. “ Differing curricular, pedagogical, and pupil evaluation practices emphasize different cognitive and behavioral skills in each social setting and thus contribute to the development in the children of certain potential relationships to physical and symbolic capital, to authority, and to the process of work.” (p. 11)
The information gathered during this study certainly supports this statement. If most of the learning in one school is by direct instruction only and the children are continually given orders and behavior is enforced through punishment compared to another school where learning is handled through a combination of cooperative, integrative, inquiry and concept based child directed approaches, and behavior is controlled through reminders of consequences of your own actions….sign my child up for school number 2. Who wouldn’t want that?
She doesn’t share if these schools are public or private. My guess is the first three are public and the other two are private. No one should be experiencing the first example described in the working class schools. The low expectations expressed in the comments from teachers are appalling. Direct Instruction is one way to talk to a student but rude is another and the quotes they include are rude talking, not teaching. The middle class school I think is a typical representation of a public school today. If the others are private as I’m assuming…you certainly can get what you pay for at times.
This is a video I found that applies and I thought made a good point for this reading.
Thursday, April 1, 2010
Gender and Education
It was interesting to research Gender and Education and find what is current in regard to equity in 2010. Most of the current information was related to college level in the way of statistics. There were a number of sights to assist teachers with gender equity and books related to the matter. I found one current article from last week that reached national news regarding a wrestling coach that views Title IX as discriminate against men. (huh?)
In the Associated Press on March 23rd there was an article regarding a wrestling coach that viewed Title IX as being discriminate against men….explaining it’s a numbers game. Explaining the biggest problem with meeting gender equity is Football in College. At Vanderbilt they have 330 varsity athletes, 110 are on the football team, if it needs to be 50-50 that means 55 men other than football can be in other varsity sports. Otherwise they are forced to downgrade the sport to club level to participate and make cuts in funding.
The wrestling coach argued what he called “unintended consequences of men loosing teams at schools trying to meet Title IX” also stating that a law intending to not discriminate based on sex is doing so by cutting men’s programs to make things equal which isn’t true equality. This article goes on to discuss money deals with ESPN and the fact that Vanderbilt is a Division 1 school for Football and Men’s basketball and gets Millions of dollars for that so…????? Who knows how that factors?
Anyway, The American Council on Education with regard to higher education stated the gender gap has reached a plateau and females still hold the majority at 57-43 in colleges. There is a decline in the percentage of Hispanic male graduates from 45% in 1999-200 to 42% in 2007-2008. They also have the lowest Bachelor’s degree attainment at 10%. This is attributed to immigration, only 51% of Hispanic young adults born outside the US complete High School, compared to 81% of US born Hispanics. Hispanic woman born in the US are at the same rate as African American woman 18% obtain bachelor’s degrees.
"Despite progress by African Americans of both genders and Hispanic woman, the gaps in bachelor’s degree attainment rates between these groups and whites are larger today than they were in the 1960’s and 70’s." (American Council on Education Jan. 26, 2010)
I watched this video that I found interesting and is more relevant to gender bias in K-12. This web-site from the University of Virginia Teaching Resource Center has a lot of information that can be helpful related to gender equity in teaching.
There were other interesting articles regarding the possibility of a Men’s Studies Department at Wagner College in New York and the NCAA Gender Equity Planning Best Practices which I included here to take a look at.
It was interesting to research Gender and Education and find what is current in regard to equity in 2010. Most of the current information was related to college level in the way of statistics. There were a number of sights to assist teachers with gender equity and books related to the matter. I found one current article from last week that reached national news regarding a wrestling coach that views Title IX as discriminate against men. (huh?)
In the Associated Press on March 23rd there was an article regarding a wrestling coach that viewed Title IX as being discriminate against men….explaining it’s a numbers game. Explaining the biggest problem with meeting gender equity is Football in College. At Vanderbilt they have 330 varsity athletes, 110 are on the football team, if it needs to be 50-50 that means 55 men other than football can be in other varsity sports. Otherwise they are forced to downgrade the sport to club level to participate and make cuts in funding.
The wrestling coach argued what he called “unintended consequences of men loosing teams at schools trying to meet Title IX” also stating that a law intending to not discriminate based on sex is doing so by cutting men’s programs to make things equal which isn’t true equality. This article goes on to discuss money deals with ESPN and the fact that Vanderbilt is a Division 1 school for Football and Men’s basketball and gets Millions of dollars for that so…????? Who knows how that factors?
Anyway, The American Council on Education with regard to higher education stated the gender gap has reached a plateau and females still hold the majority at 57-43 in colleges. There is a decline in the percentage of Hispanic male graduates from 45% in 1999-200 to 42% in 2007-2008. They also have the lowest Bachelor’s degree attainment at 10%. This is attributed to immigration, only 51% of Hispanic young adults born outside the US complete High School, compared to 81% of US born Hispanics. Hispanic woman born in the US are at the same rate as African American woman 18% obtain bachelor’s degrees.
"Despite progress by African Americans of both genders and Hispanic woman, the gaps in bachelor’s degree attainment rates between these groups and whites are larger today than they were in the 1960’s and 70’s." (American Council on Education Jan. 26, 2010)
I watched this video that I found interesting and is more relevant to gender bias in K-12. This web-site from the University of Virginia Teaching Resource Center has a lot of information that can be helpful related to gender equity in teaching.
There were other interesting articles regarding the possibility of a Men’s Studies Department at Wagner College in New York and the NCAA Gender Equity Planning Best Practices which I included here to take a look at.
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