The article Education in a Multicultural Society: Our Future’s Greatest Challenge by Lisa Delpit was a very interesting and useful article for a future educator. As I read the article, I took note of things that I found interesting.
While reading the article, I never realized that African American children are more likely to obey the first directive and ignore the second implied directive. This recognition of the importance of teacher intent is crucial in order for teachers to be effective. Also, I never realized that African American boys start interactions with peers in the classroom in performing assigned tasks, so it is important for a teacher to allow for greater movement and interaction in the classroom. I found it interesting that differences in cultural language patterns make inappropriate assessments ordinary, such as the fact that often Latino girls have difficulty speaking out in a gender-mixed setting, and the prohibition against speaking for someone else in Native American communities.
I also found the stereotyping section of the article to be interesting, such as the stereotype that African American girls are excellent nurturers, and the “nonverbal Indian child.”
I can use one part of this article in my annotated bibliography because it involves a critique of the book White Teacher. Delpit disagrees with the statement that Vivian Paley makes, “I don’t see color, I only see children.” Delpit suggests that if one does not see color, then one does not really see children. She states that children made invisible find it hard to see themselves worthy of notice.
Monday, March 26, 2007
Thursday, March 8, 2007
WebLog 6
Crossing Over To Canaan- Chapters 3-5
I believe that when a teacher is trying to ensure that all of students are learning, it is important to relate the curriculum to real life. The book includes some great examples, such as the recycling unit and the AIDS unit. When I am teacher, I hope to tie my curriculum to real life in order to engage and motivate all of my students.
Cultural competence includes the ability of students to grow in understanding of their own cultures. In the book, it mentions that students of color are often alienated if they are academically successful. As a result, many of them struggle to be “cool,” not smart. In the first grade classroom that I am currently observing, the teacher pointed out a few students of color and said that those children are already trying to be “cool” by rejecting their academics. I was surprised that children are trying to be “cool” at such a young age.
In order for cultural competence to occur in classrooms, it is important for teachers to understand culture and its role in education. I believe it is important for teachers to recognize their own cultural perspectives and biases, and I am hoping that this class (ED 350) will help me to do so.
The third part of culturally relevant teaching is sociopolitical consciousness. I think that it is important for teachers to know about the social and political issues in which they live. Also, I believe it is important for teachers to plan and have experiences that connect students to the larger social context. During my grade school and high school years, I didn’t have many academic experiences that connected me to the larger social context. When I am a teacher, I want to be able to give my students this opportunity because it is very important.
I believe that when a teacher is trying to ensure that all of students are learning, it is important to relate the curriculum to real life. The book includes some great examples, such as the recycling unit and the AIDS unit. When I am teacher, I hope to tie my curriculum to real life in order to engage and motivate all of my students.
Cultural competence includes the ability of students to grow in understanding of their own cultures. In the book, it mentions that students of color are often alienated if they are academically successful. As a result, many of them struggle to be “cool,” not smart. In the first grade classroom that I am currently observing, the teacher pointed out a few students of color and said that those children are already trying to be “cool” by rejecting their academics. I was surprised that children are trying to be “cool” at such a young age.
In order for cultural competence to occur in classrooms, it is important for teachers to understand culture and its role in education. I believe it is important for teachers to recognize their own cultural perspectives and biases, and I am hoping that this class (ED 350) will help me to do so.
The third part of culturally relevant teaching is sociopolitical consciousness. I think that it is important for teachers to know about the social and political issues in which they live. Also, I believe it is important for teachers to plan and have experiences that connect students to the larger social context. During my grade school and high school years, I didn’t have many academic experiences that connected me to the larger social context. When I am a teacher, I want to be able to give my students this opportunity because it is very important.
Monday, February 26, 2007
WebLog 5
WebLog 5- Crossing Over to Canaan- Chapters 1 and 2
1. Why is there such a high turnover rate among new teachers?
There is a high turnover among new teachers because beginning teachers are given very challenging assignments, and they are given little or no professional support. They are isolated and independent from other teachers. Also, new teachers are many times put in the schools that serve the poorest students and those students who have failed to benefit from schooling. Students who have many educational needs are being taught by teachers who are the least prepared to teach them. New teachers do not have the expertise about the basics of teaching, and their classroom becomes at a disadvantage. So, beginning teachers are often unsuccessful, and they gain a sense of failure and no longer want to be in the classroom. This vicious cycle repeats itself as more new teachers are hired.
2. What was the biggest lesson that Tara, a TFD student, learned while teaching “Terrance,” an African American student? Also, what did Tara learn from working as an aide with physically abused preteens?
Tara learned that it is important to step back and allow children some autonomy. With “Terrance,” she began to give him more opportunities to work without a teaching by his side. She was able to acknowledge his sense of personhood. While Tara worked as an aide, she realized that the school as an institution can create a barrier between people, and it could destroy one’s sense of personhood. She then began to take her students to different settings, such as McDonald’s, where she could talk one-to-one in small groups. She was able to be herself- she told stories about herself and the students were able to get to know her better.
1. Why is there such a high turnover rate among new teachers?
There is a high turnover among new teachers because beginning teachers are given very challenging assignments, and they are given little or no professional support. They are isolated and independent from other teachers. Also, new teachers are many times put in the schools that serve the poorest students and those students who have failed to benefit from schooling. Students who have many educational needs are being taught by teachers who are the least prepared to teach them. New teachers do not have the expertise about the basics of teaching, and their classroom becomes at a disadvantage. So, beginning teachers are often unsuccessful, and they gain a sense of failure and no longer want to be in the classroom. This vicious cycle repeats itself as more new teachers are hired.
2. What was the biggest lesson that Tara, a TFD student, learned while teaching “Terrance,” an African American student? Also, what did Tara learn from working as an aide with physically abused preteens?
Tara learned that it is important to step back and allow children some autonomy. With “Terrance,” she began to give him more opportunities to work without a teaching by his side. She was able to acknowledge his sense of personhood. While Tara worked as an aide, she realized that the school as an institution can create a barrier between people, and it could destroy one’s sense of personhood. She then began to take her students to different settings, such as McDonald’s, where she could talk one-to-one in small groups. She was able to be herself- she told stories about herself and the students were able to get to know her better.
Sunday, February 11, 2007
WebLog 4
1. How did plantation owners deculturalize newly purchased slaves?
The first thing that owners did was to take away the enslaved Africans’ identities by giving them a new name. They would repeat the name until the slave realized that this name was their new identity. They also had the slaves live in barrack-like structures where they experienced linguistic isolation. They were not able to speak to their owner because they couldn’t speak English, and owners didn’t allow instruction in English. Also, they weren’t able to talk to other slaves because they didn’t share a common language. African Americans had to create a language that owners and other slaves would be able to understand. They also had to create new methods of interaction since they came from a variety of different cultures (Spring 50-51).
2. Booker T. Washington attended Hampton, which was established by General Armstrong. What was Hampton’s educational program like?
Armstrong believed that the main purpose of educating African Americans was the development of work habits and moral behavior. The curriculum at Hampton placed an emphasis on hard labor. Male students worked in a sawmill, on the farm, as dishwashers, busboys, waiters, etc. Female students sewed, cooked, scrubbed, and plowed on the farm. Armstrong believed that this occupational training reflected the subordinate roles that African Americans would play in the economic order. Also, by learning the moral values attached to performing these tasks, graduates would teach other African Americans the habits and values that would make these tasks lifelong professions (Spring 58).
The first thing that owners did was to take away the enslaved Africans’ identities by giving them a new name. They would repeat the name until the slave realized that this name was their new identity. They also had the slaves live in barrack-like structures where they experienced linguistic isolation. They were not able to speak to their owner because they couldn’t speak English, and owners didn’t allow instruction in English. Also, they weren’t able to talk to other slaves because they didn’t share a common language. African Americans had to create a language that owners and other slaves would be able to understand. They also had to create new methods of interaction since they came from a variety of different cultures (Spring 50-51).
2. Booker T. Washington attended Hampton, which was established by General Armstrong. What was Hampton’s educational program like?
Armstrong believed that the main purpose of educating African Americans was the development of work habits and moral behavior. The curriculum at Hampton placed an emphasis on hard labor. Male students worked in a sawmill, on the farm, as dishwashers, busboys, waiters, etc. Female students sewed, cooked, scrubbed, and plowed on the farm. Armstrong believed that this occupational training reflected the subordinate roles that African Americans would play in the economic order. Also, by learning the moral values attached to performing these tasks, graduates would teach other African Americans the habits and values that would make these tasks lifelong professions (Spring 58).
Thursday, February 1, 2007
WebLog III
WebLog III
Native American historiography is often written from the perspective of non-natives. It is often told from the viewpoint of governments, conquerors, diplomats, and leaders, as Zinn says in his article, and it’s as if these people represent the whole nation. The Guide for Teachers mentions how the Native American perspective is often ignored in the media, educational materials, and histories of the region, and this is why the Guide is written from the Native American perspective, specifically the Native Americans of the Chesapeake.
Zinn incorporates the idea of sentiment in his article. I believe he is saying that history shouldn’t only disclose the failures of the past, but it should include the times when people came together to resist a negative force. He says that our future should be based on these times of compassion and kindness rather than the times of war. The Guide for Teachers includes an example of people coming together to resist a negative force, and actually winning. That is, in the early 1900’s, Native Americans came together to fight against unjust laws and social practices. Eventually, many people and organizations came together to support social justice for Native Americans. As a result, laws were created that re-established civil rights, such as the 1924 American Indian Citizenship Act and the 1964 Civil Rights Act. The American Indian Citizenship Act made American Indians citizens of the U.S. and they were given the right to vote. The Civil Rights Act ended government authorized racial discrimination in the U.S. This is an example of a caring and considerate part of the past that should inspire our future.
Native American historiography is often written from the perspective of non-natives. It is often told from the viewpoint of governments, conquerors, diplomats, and leaders, as Zinn says in his article, and it’s as if these people represent the whole nation. The Guide for Teachers mentions how the Native American perspective is often ignored in the media, educational materials, and histories of the region, and this is why the Guide is written from the Native American perspective, specifically the Native Americans of the Chesapeake.
Zinn incorporates the idea of sentiment in his article. I believe he is saying that history shouldn’t only disclose the failures of the past, but it should include the times when people came together to resist a negative force. He says that our future should be based on these times of compassion and kindness rather than the times of war. The Guide for Teachers includes an example of people coming together to resist a negative force, and actually winning. That is, in the early 1900’s, Native Americans came together to fight against unjust laws and social practices. Eventually, many people and organizations came together to support social justice for Native Americans. As a result, laws were created that re-established civil rights, such as the 1924 American Indian Citizenship Act and the 1964 Civil Rights Act. The American Indian Citizenship Act made American Indians citizens of the U.S. and they were given the right to vote. The Civil Rights Act ended government authorized racial discrimination in the U.S. This is an example of a caring and considerate part of the past that should inspire our future.
Wednesday, January 24, 2007
WebLog 2
Dear Julie,
My name is Sequoyah, and I am a member of the Cherokee tribe. I would like to explain our perspectives, belief system, values, etc. to you. We have a lenient attitude when it comes to raising our children, and we let them do whatever they wish. The education of our children is incorporated into the community life of the tribe. We believe in the sharing of property, and we are always willing to help other tribal members in need (11).
We do not believe in a Christian concept of sin, so we seek and enjoy personal pleasure. Our tribes are organized into extended clans, and gender roles are divided by work. Women take care of domestic and agricultural work, and men hunt. Women are of high power, and often implement political power (11). We have many female leaders and female warriors, and the Cherokee women make very important decisions, such as deciding the fate of captives (12).
The U.S. government is trying to replace our language with English and destroy our Indian customs. This is why I developed a written Cherokee language- I want to preserve our Cherokee culture (25). My invention has definitely united my tribe. We feel that literacy is very important because we may be able to gain the tools to resist the U.S. government (27).
My name is Sequoyah, and I am a member of the Cherokee tribe. I would like to explain our perspectives, belief system, values, etc. to you. We have a lenient attitude when it comes to raising our children, and we let them do whatever they wish. The education of our children is incorporated into the community life of the tribe. We believe in the sharing of property, and we are always willing to help other tribal members in need (11).
We do not believe in a Christian concept of sin, so we seek and enjoy personal pleasure. Our tribes are organized into extended clans, and gender roles are divided by work. Women take care of domestic and agricultural work, and men hunt. Women are of high power, and often implement political power (11). We have many female leaders and female warriors, and the Cherokee women make very important decisions, such as deciding the fate of captives (12).
The U.S. government is trying to replace our language with English and destroy our Indian customs. This is why I developed a written Cherokee language- I want to preserve our Cherokee culture (25). My invention has definitely united my tribe. We feel that literacy is very important because we may be able to gain the tools to resist the U.S. government (27).
*Above is a picture of me and the written Cherokee language I created.
Tuesday, January 23, 2007
WebLog 1
I think that the examples that Nieo provides in the article from different teacher's essays were very inspiring. I realized the importance of "teaching outside the lines" in order for students to learn and think from different perspectives. I also realied the importance of social justice, and I was pleased with the example of the class that became actively involved in campaigning for the re-opening of their local public library. I am excited to teach students of diverse backgrounds and I hope to give coursework that really expands my student's minds and experiences. A goal for this course should be to become well educated on the different cultures, races, and ethnic groups and for each individeual to create their own set of attitudes and values for teaching.
I think that the examples that Nieo provides in the article from different teacher's essays were very inspiring. I realized the importance of "teaching outside the lines" in order for students to learn and think from different perspectives. I also realied the importance of social justice, and I was pleased with the example of the class that became actively involved in campaigning for the re-opening of their local public library. I am excited to teach students of diverse backgrounds and I hope to give coursework that really expands my student's minds and experiences. A goal for this course should be to become well educated on the different cultures, races, and ethnic groups and for each individeual to create their own set of attitudes and values for teaching.
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