Ambrosio
Discourses of truth interact with domains of practice to make objects of knowledge pertinent, valid, and socially accepted. (252)
Question: If students don't understand how to question the discourses of truth how till they know when things are moving or have moved in a direction they must and can change?
For Foucault, morality is not about conformity to prescriptive rules of conduct, but about our real behavior in relation to rules imposed on us, that is, the manner in which we obey or resist, respect or disregard, moral codes and values.(256)
I find this a little confusing. What if the rules imposed on us force us to behave in ways that harm others? Nazi soldiers who were working within the rules and moral codes of their time would now be considered amoral. Would Foucault consider morality our interpretation of the rules? How does the establishment of moral exist within a vacuum of prescribed beliefs and reasonings?
For Foucault, ethics is not concerned with abstract rules and universal principles, the discovery of virtues that enable a purposeful life, fostering certain self-conscious and habitual dispositions of character, or with relations of caring, but with the relation of the self to itself, with how we are constituted, and constitute ourselves, as ethical subjects in relation to systems of truth.(262)
Ironically I find that people who were raised in a moral bound religious home (mostly Jewish or Christians I know) decide that they don't want to "force" religion on their children. I understand the sentiment but I see so many of them lost in child raising because they cannot explain their reasoning and sometimes let their children act like unsocialized heathens and then lament why they aren't behaving! I can respect choices to do this but I wish they would think it through further than they do. Frankly I think that form of neglect is damaging as well as anger induced pankings.
BRE
Being labelled criminals, deviants, even "thugs" and "pests" as homeless people too often are, erases my humanity. (224)
I noted the use of pests here from the book I just read. Baker explained in many fashions that by calling something animalistic the implicit purpose is to erase the humanity.
Governments don't invite us to take part in discussion on issues that affect our lives (225)
This statement reminded me of British nobleman trying to understand the reason for the American Revolution. Their confused response was that most English citizens didn't have representation for their taxation either!
"criminalizing homeless people, rather than addressing root social and economic causes of homelessness, such as lack of affordable housing, availability of social service, and access to jobs with a living wage." (232)
Again I find it so interesting that facts of life we criminalize. Unfortunately I see the class warfare as well but I see that lately it's the actions and means and people who are wealthy that are being criminalized. If I hear again that the rich are complaining about tax increases I will scream. The poor can't complain about how much they pay in federal income taxes AS THEY DO NOT PAY A DIME. The discourse is so slanted to hate the wealthy and middle class who pay ALL THE TAXES that I think meaningful discourse will be shut down in this country.
"She suggests that "poor-bashing is when people who are poor are humiliated, stereotyped, discriminated against, shunned, despised, pitied, patronized, ignored, blamed and falsely accused of being lazy, drunk, stupid, uneducated, having large families, and not looking for work" (Swanson 200T: 2). (233)
This is horrible and should never be done. And can I say that my family would be appalled that having a large familky is a negative? LOL! We have rich and poor in my family and I have myself been both rich and poor and frankly I saw no shame and have no fear of having nothing again. I strongly attribute my 17 year marriage to the fact that my husband started with nothing. When you start with nothing and family is everything, stuff is just stuff.
Wednesday, April 21, 2010
Saturday, April 17, 2010
Film Journal 11
Frontrunners
One of my initial realizations while watching the movie was not only the need to concern one's self with race in a political race such as shown but the cognizance of these students that it is in fact an issue to be dealt with.
I was also struck with the intense desire to compete. Especially on the part of the boy who lost the first round but seemed to want to "win" even when he wasn't that interested in the prize. It was when he started to notice the competition that he really took charge to compete. His partner however seemed more driven from the start. This boy seemed to take the process of one from a typical high school that turns into a popularity contest. These students however seemed very interested in what the candidate could actually achieve. It made me realize that the identification and understanding of one's audience is a skill better learned early in life.
The last think I was very interested in was the representation of space in the film. Public transportation and distances and time seem so very different in that urban setting than in the suburban setting I live in. I would never dream of letting my son travel alone for hours on public transporation at odd hours of the day! Additionally, I noticed that space was "claimed" in the movie by the candidates when they were campaigning. Even though the entrance right into the school was an obvious best choice no other candidate was willing to encroach upon that space.
One of my initial realizations while watching the movie was not only the need to concern one's self with race in a political race such as shown but the cognizance of these students that it is in fact an issue to be dealt with.
I was also struck with the intense desire to compete. Especially on the part of the boy who lost the first round but seemed to want to "win" even when he wasn't that interested in the prize. It was when he started to notice the competition that he really took charge to compete. His partner however seemed more driven from the start. This boy seemed to take the process of one from a typical high school that turns into a popularity contest. These students however seemed very interested in what the candidate could actually achieve. It made me realize that the identification and understanding of one's audience is a skill better learned early in life.
The last think I was very interested in was the representation of space in the film. Public transportation and distances and time seem so very different in that urban setting than in the suburban setting I live in. I would never dream of letting my son travel alone for hours on public transporation at odd hours of the day! Additionally, I noticed that space was "claimed" in the movie by the candidates when they were campaigning. Even though the entrance right into the school was an obvious best choice no other candidate was willing to encroach upon that space.
Tuesday, April 6, 2010
Reading 10
Morgan
Schooling always involves power relationships and the privileging of certain forms of knowledge. (274)
Critical pedagogy involves recognising how existing curriculum, resources, and approaches to teaching offer students a perspective on the world that serves to marginalise certain voices and ways of life. (274)
The point here is that there is a whole set of social relationships (linked to capital, gender, ethnicity, sexuality, and nationality) that structure people's experience of involvement in the production of space. (279)
One of the lessons that children learn from an early age is that space is both enabling and constraining. (281)
I love the concept of critical pedagogy. Not only for questioning that which are social constructs for today but ALSO to analyze the changes that occurred based on past shifting social constructs. While I fully agree with the concept of questioning and analyzing situations from a variety of perspectives I don't think that people fully explore the ramifications of changes in social constructs. "Children have learned that space is both enabling and constraining," but they do so without really evaluating how and why places are enabling and constraining.
How do the implications of space with genders formulated early in life affect a student's interests in specific disciplines?
Inside is often the domain of boys while inside is the domain of girls. Similarly boys spend a lot of time hanging upside down and climbing and experiencing natural phenomenon that make math and science intuitive by the time they enter the classroom. I spent most of my childhood outside with a male cousin near my age and I often wonder if those experiencesw fostered understanding and interest in math and science for me.
How can students interpret space as a social text at different ages?
I remember at a young aget that this same cousin I played with was allowed to do things I was not because I was a girl. One of these was playing baseball. Baseball was the domain of boys even though I was better than Fred at most of the skills required. I believe that this is why I hate baseball even to this day :)
How do the experiences of youth in social situations affect them later in life?
Schooling always involves power relationships and the privileging of certain forms of knowledge. (274)
Critical pedagogy involves recognising how existing curriculum, resources, and approaches to teaching offer students a perspective on the world that serves to marginalise certain voices and ways of life. (274)
The point here is that there is a whole set of social relationships (linked to capital, gender, ethnicity, sexuality, and nationality) that structure people's experience of involvement in the production of space. (279)
One of the lessons that children learn from an early age is that space is both enabling and constraining. (281)
I love the concept of critical pedagogy. Not only for questioning that which are social constructs for today but ALSO to analyze the changes that occurred based on past shifting social constructs. While I fully agree with the concept of questioning and analyzing situations from a variety of perspectives I don't think that people fully explore the ramifications of changes in social constructs. "Children have learned that space is both enabling and constraining," but they do so without really evaluating how and why places are enabling and constraining.
How do the implications of space with genders formulated early in life affect a student's interests in specific disciplines?
Inside is often the domain of boys while inside is the domain of girls. Similarly boys spend a lot of time hanging upside down and climbing and experiencing natural phenomenon that make math and science intuitive by the time they enter the classroom. I spent most of my childhood outside with a male cousin near my age and I often wonder if those experiencesw fostered understanding and interest in math and science for me.
How can students interpret space as a social text at different ages?
I remember at a young aget that this same cousin I played with was allowed to do things I was not because I was a girl. One of these was playing baseball. Baseball was the domain of boys even though I was better than Fred at most of the skills required. I believe that this is why I hate baseball even to this day :)
How do the experiences of youth in social situations affect them later in life?
Friday, March 26, 2010
Reading 9
Brewer & Heitzeg
In this era of color-blind racism, there has been a corresponding shift from de jure racism codified explicitly into the law and legal systems to a de facto racism where people of color, especially African Americans, are subject to unequal protection of the laws, excessive surveillance, extreme segregation, and neo–slave labor via incarceration, all in the name of crime control.(626)
There is also no dispute that the poor and people of color, particularly African Americans, are dramatically overrepresented in these statistics at every phase of the criminal justice system. (628)
The legal entrenchment of color-blind racism allowed White supremacist political and economic advantage to be pursued—unchecked by either law or public discourse— under the guise of criminal justice. (635)
This is definitely one aspect of this course where I feel I have learned and grown the most. This article alone caused many dinner conversations among myself, my husband and my son. We had lively discussions about why certain laws carried certain stigmas and punishments while others were badges of honor. Why was Martha Stweart's actions for monetary gain (which were worth far more mind you than the minimum for a felony robbery) considered socially more acceptable than a young male who robs a convenience story? The punishment comparison is too laughable to even attempt.
Now the difference between the two is obvious, however what is different is NOT that I consider one better or worse nor do I advocate leniency based on perpetrator history. What I do feel is that systematic understanding of what we believe are crimes should be deeply considered. Additionally I think that punishments for most white collar crimes are far too lenient. So instead of letting minor crimes off easier I think the other crimes should face harsher punishments. Additionally I still do not fully agree with the concept of the individual and I personally find the concept as an excuse to behave in manners that are dangerous or aren't considered at this time socially acceptable.
Question: What crimes are really important to society? Should the victims and perpetrators color of crimes be taken into account when defining what is and isn't a crime?
My concern is that in the interest of social justice those that are most likely to be victimized by crimes will be MORE victimized in the aftermath of a social revolution. Much like the advocacy of abortion as a birth control for white middle and upper class women that trickled down to be used by black American women who are themselves victimized by the criminal system and the attack on the young black male (leaving many women to raise children alone).
Villenas
For example, women teachers of working-class backgrounds are expected to consume a body of literature that emanates from elite universities from which they are excluded, and that thus excludes them from the production of material used for the teaching profession and their own training. (714)
I also brought politics and subversion to the meetings at which I spoke for the community leaders. I did not say what they wanted to hear, stirring controversy at one meeting and causing some Whites to reacy defensively at another. (725)
I think that Villenas piece should be read by all teachers. First, it touches upon the academic hegemony that has a stranglehold on education. I was so pleased with the brilliant way Villenas described this issue. Secondly, Villenas's piece was a fantastic example of how to subvert the dominating class in peaceful, yet meaningful ways. Something as simple as choosing a new place to sit, or ensuring that the meetings were fully translated seem like simple common-sense approaches to rejecting practices of current education.
Questions: What methods and experiences can teachers take from Villenas to apply in their own schools?
How does the simple naming of classes show the racism and superiority of the dominating class? What other implied ways do these show in education?
In this era of color-blind racism, there has been a corresponding shift from de jure racism codified explicitly into the law and legal systems to a de facto racism where people of color, especially African Americans, are subject to unequal protection of the laws, excessive surveillance, extreme segregation, and neo–slave labor via incarceration, all in the name of crime control.(626)
There is also no dispute that the poor and people of color, particularly African Americans, are dramatically overrepresented in these statistics at every phase of the criminal justice system. (628)
The legal entrenchment of color-blind racism allowed White supremacist political and economic advantage to be pursued—unchecked by either law or public discourse— under the guise of criminal justice. (635)
This is definitely one aspect of this course where I feel I have learned and grown the most. This article alone caused many dinner conversations among myself, my husband and my son. We had lively discussions about why certain laws carried certain stigmas and punishments while others were badges of honor. Why was Martha Stweart's actions for monetary gain (which were worth far more mind you than the minimum for a felony robbery) considered socially more acceptable than a young male who robs a convenience story? The punishment comparison is too laughable to even attempt.
Now the difference between the two is obvious, however what is different is NOT that I consider one better or worse nor do I advocate leniency based on perpetrator history. What I do feel is that systematic understanding of what we believe are crimes should be deeply considered. Additionally I think that punishments for most white collar crimes are far too lenient. So instead of letting minor crimes off easier I think the other crimes should face harsher punishments. Additionally I still do not fully agree with the concept of the individual and I personally find the concept as an excuse to behave in manners that are dangerous or aren't considered at this time socially acceptable.
Question: What crimes are really important to society? Should the victims and perpetrators color of crimes be taken into account when defining what is and isn't a crime?
My concern is that in the interest of social justice those that are most likely to be victimized by crimes will be MORE victimized in the aftermath of a social revolution. Much like the advocacy of abortion as a birth control for white middle and upper class women that trickled down to be used by black American women who are themselves victimized by the criminal system and the attack on the young black male (leaving many women to raise children alone).
Villenas
For example, women teachers of working-class backgrounds are expected to consume a body of literature that emanates from elite universities from which they are excluded, and that thus excludes them from the production of material used for the teaching profession and their own training. (714)
I also brought politics and subversion to the meetings at which I spoke for the community leaders. I did not say what they wanted to hear, stirring controversy at one meeting and causing some Whites to reacy defensively at another. (725)
I think that Villenas piece should be read by all teachers. First, it touches upon the academic hegemony that has a stranglehold on education. I was so pleased with the brilliant way Villenas described this issue. Secondly, Villenas's piece was a fantastic example of how to subvert the dominating class in peaceful, yet meaningful ways. Something as simple as choosing a new place to sit, or ensuring that the meetings were fully translated seem like simple common-sense approaches to rejecting practices of current education.
Questions: What methods and experiences can teachers take from Villenas to apply in their own schools?
How does the simple naming of classes show the racism and superiority of the dominating class? What other implied ways do these show in education?
Saturday, March 20, 2010
Reading Journal 8
Barker Chapter 5
Consequently workers' identifications and identities shift from location in the sphere of production to that of consumption (152)
Consumer culture in which the creation of lifestyles is centered on consumption of aesthetic signs (153)
Cultural imperialisms stresses growth of "sameness" and a presumed loss of cultural autonomy (159)
I took these quotes from the text because I think they clearly define Barker's attempt of capitalistic construction. After reading this chapter I see that Barker is clearly concerned with the globalization of consumerism. I often see people using the terms consumerism as synonomous with capitalism when I don't find those the same at all. It's like saying that cars are defined by gasoline engines because MOSE cars are run by that. Or in fact the most noteworthy are run by that. Capitalism should not be defined by consumerism.
As a Christian, I have intense problems with the consumer culture as described above. It is wasteful and materialistic and counter to most of the teachings of the Bible. Unfortunately most of Western societies have chosen consumerism as their vehicle of capitalism and as greed and the love of money (which again from the Bible) is a problem THOUSANDS of YEARS old, the shift toward things creates problems in society. The method of recognizing and rewarding those who work harder to incentivize others to work hard (for a common purpose and the good of most...for all is impossible) is how I see capitalism.
Coca-cola representing global homogenization: I noticed while travelling that while the basic logo is the same the ingredients vary in each country. Primarily in the form of sweetener used. Because America has chosen to embrace the cheaper alternative of corn syrup the taste and texture of the sode is different than that of other countries. I hope that the other countries will hold on to their beliefs and maintain the use of the more expensive sweetener as the corn syrup alternative is showing signs of causing health issues. I was curious how much of this is pure economic decision for making the drink versus what the people of the other country would be willing to drink. Which in itself is an economic decision i suppose.
Question: How do cultures still maintain their identity while taking part in global consumerism?
Spring Chapter 9
Texas and California's textbook hearings are extremely important for publishers (229)
This chapter of the book most struck my attention with respect to the Society-School Nexus we discussed in class. Even more specifically the idea that two states listed here (when in my experience it is more like 11 states) determine through alteration of their standards what information, knowledge and skills are considered appropriate for the entire nation by default.
Question: How can teachers, parents and students themselves force their voices to be heard in the textbook selection process? Many of the people on the state board are eleceted officials who may have NO EDUCATION experience! Why are we accepting this???
Texas textbook selection is governed by state laws that require the promotion of democracy, patriotismm and free enterprise. (230)
In addition, knowledge is not politically neutral or agreed upon by all scholars (232)
Again this falls under the umbrella of the School-Society Nexus. Politics is used to guide standards, curriculum, and textbooks taught by teachers who are embedded in this nexus and perhaps afraid to push boundaries to create students who are not willing to or even able to question the use of and ideas presented by these politics.
Question: How much of the process are parents willing to be engaged in? And would the engagement of parents not misrepresent the many children with parent who cannot participate because of economic or language reasons?
Consequently workers' identifications and identities shift from location in the sphere of production to that of consumption (152)
Consumer culture in which the creation of lifestyles is centered on consumption of aesthetic signs (153)
Cultural imperialisms stresses growth of "sameness" and a presumed loss of cultural autonomy (159)
I took these quotes from the text because I think they clearly define Barker's attempt of capitalistic construction. After reading this chapter I see that Barker is clearly concerned with the globalization of consumerism. I often see people using the terms consumerism as synonomous with capitalism when I don't find those the same at all. It's like saying that cars are defined by gasoline engines because MOSE cars are run by that. Or in fact the most noteworthy are run by that. Capitalism should not be defined by consumerism.
As a Christian, I have intense problems with the consumer culture as described above. It is wasteful and materialistic and counter to most of the teachings of the Bible. Unfortunately most of Western societies have chosen consumerism as their vehicle of capitalism and as greed and the love of money (which again from the Bible) is a problem THOUSANDS of YEARS old, the shift toward things creates problems in society. The method of recognizing and rewarding those who work harder to incentivize others to work hard (for a common purpose and the good of most...for all is impossible) is how I see capitalism.
Coca-cola representing global homogenization: I noticed while travelling that while the basic logo is the same the ingredients vary in each country. Primarily in the form of sweetener used. Because America has chosen to embrace the cheaper alternative of corn syrup the taste and texture of the sode is different than that of other countries. I hope that the other countries will hold on to their beliefs and maintain the use of the more expensive sweetener as the corn syrup alternative is showing signs of causing health issues. I was curious how much of this is pure economic decision for making the drink versus what the people of the other country would be willing to drink. Which in itself is an economic decision i suppose.
Question: How do cultures still maintain their identity while taking part in global consumerism?
Spring Chapter 9
Texas and California's textbook hearings are extremely important for publishers (229)
This chapter of the book most struck my attention with respect to the Society-School Nexus we discussed in class. Even more specifically the idea that two states listed here (when in my experience it is more like 11 states) determine through alteration of their standards what information, knowledge and skills are considered appropriate for the entire nation by default.
Question: How can teachers, parents and students themselves force their voices to be heard in the textbook selection process? Many of the people on the state board are eleceted officials who may have NO EDUCATION experience! Why are we accepting this???
Texas textbook selection is governed by state laws that require the promotion of democracy, patriotismm and free enterprise. (230)
In addition, knowledge is not politically neutral or agreed upon by all scholars (232)
Again this falls under the umbrella of the School-Society Nexus. Politics is used to guide standards, curriculum, and textbooks taught by teachers who are embedded in this nexus and perhaps afraid to push boundaries to create students who are not willing to or even able to question the use of and ideas presented by these politics.
Question: How much of the process are parents willing to be engaged in? And would the engagement of parents not misrepresent the many children with parent who cannot participate because of economic or language reasons?
Wednesday, March 3, 2010
Reading 7
American Education by Joel Spring
Chapter 7 Power and Control at State and National Levels
There seems to be this large disconnect in my mind about the need for federal money. Considering the small percantage that schools get from federal money I can't understand why they are then willing to turn over so much of their control over education decisions to a distant federal government. Class discussion: what would schools be willing to give up to deny federal aid? Are people willing to accept the money for fear of the perceived beliefs of them if they would not? So if a state doesn't take money for Title IX would the schools and state be labelled misogynist? Regardless of reality? Has society created a false conciousness about the need for federal money and more importantly about the ACCEPTANCE of federal money??
I understand the reluctance to tie school and teacher income to student performance, HOWEVER our current economy is set to incentives and frankly there are few incentives for a teacher to move beyond what is required. Pay is based on experience alone and someone who comes in exactly on time and leaves and soon as the bell rings but worked 5 years longer can make $10,000 more per year than a teacher who puts in far more hours and dedication. This lack of incentive and lack of pay is one of the main reasons teachers have for job dissatisfaction and intent to quit. (This is what I wrote my paper on).
I woul dbe curious to find out what broad scope of education choices DOESN'T negatively affect minority students and low SES dispproportionately. There isn't a SINGLE thing listed in this book that covers what HELPS minority students and LOW SES. I think that Spring needs to spend more time giving alternatives than tearing down what is available. I don't find it productive and frankly possibly even more damaging. This is like tearing down a house with no plans for where to live next. After reading this book I find that Spring is constructing these students as beyond hope. The discourse he uses does more damage toward hope for these students than I believe he intends.
American Education by Joel Spring
Chapter 8 The Profession of Teaching
I'm not really sure how to respond to this chapter. Teachers are the most needy, narcissistic, boisterous occupation I know. What other job gives away Teacher of the Year awards (in every community in the nation), continually fighting suggestions to preofessionalize (continuing education like accountant...who don't make terribly more than teachers mind you) and refusing to fire and reprimand professionals who are not behaving appropriately (and this includes even teachers who have been foung with child pornography on their computers).
One wonders why I'm in the field of education I am sure. It is because I love learning. I love sharing that thirst for knowledge with others. I unfortunately find that TEACHERS are what holds the school-prison identity together and TEACHERS are the ones who are most likely to let go of that. I think many teachers want little docile prisoners and they create a social construct of the obedient citizen as their reasoning for they treatment of students.
What are teachers really willing to do to earn the salary they think they deserve? Matched hour for hour, tenure for tenure, benefit by benefit teachers are some of the best paid professionals in the nation.
I think one of the best things schools could do is be more transparent with applicants. (This is also based on the paper i just wrote). School Administrative pressures are the most sizeable predictor in our study for job dissatisfaction. Unfortunately, teachers do not know about how the adminsitrators deal with expectations until it is too late. I think a social network where teachers could rate administrators and their own schools would be invaluable.
Chapter 7 Power and Control at State and National Levels
There seems to be this large disconnect in my mind about the need for federal money. Considering the small percantage that schools get from federal money I can't understand why they are then willing to turn over so much of their control over education decisions to a distant federal government. Class discussion: what would schools be willing to give up to deny federal aid? Are people willing to accept the money for fear of the perceived beliefs of them if they would not? So if a state doesn't take money for Title IX would the schools and state be labelled misogynist? Regardless of reality? Has society created a false conciousness about the need for federal money and more importantly about the ACCEPTANCE of federal money??
I understand the reluctance to tie school and teacher income to student performance, HOWEVER our current economy is set to incentives and frankly there are few incentives for a teacher to move beyond what is required. Pay is based on experience alone and someone who comes in exactly on time and leaves and soon as the bell rings but worked 5 years longer can make $10,000 more per year than a teacher who puts in far more hours and dedication. This lack of incentive and lack of pay is one of the main reasons teachers have for job dissatisfaction and intent to quit. (This is what I wrote my paper on).
I woul dbe curious to find out what broad scope of education choices DOESN'T negatively affect minority students and low SES dispproportionately. There isn't a SINGLE thing listed in this book that covers what HELPS minority students and LOW SES. I think that Spring needs to spend more time giving alternatives than tearing down what is available. I don't find it productive and frankly possibly even more damaging. This is like tearing down a house with no plans for where to live next. After reading this book I find that Spring is constructing these students as beyond hope. The discourse he uses does more damage toward hope for these students than I believe he intends.
American Education by Joel Spring
Chapter 8 The Profession of Teaching
I'm not really sure how to respond to this chapter. Teachers are the most needy, narcissistic, boisterous occupation I know. What other job gives away Teacher of the Year awards (in every community in the nation), continually fighting suggestions to preofessionalize (continuing education like accountant...who don't make terribly more than teachers mind you) and refusing to fire and reprimand professionals who are not behaving appropriately (and this includes even teachers who have been foung with child pornography on their computers).
One wonders why I'm in the field of education I am sure. It is because I love learning. I love sharing that thirst for knowledge with others. I unfortunately find that TEACHERS are what holds the school-prison identity together and TEACHERS are the ones who are most likely to let go of that. I think many teachers want little docile prisoners and they create a social construct of the obedient citizen as their reasoning for they treatment of students.
What are teachers really willing to do to earn the salary they think they deserve? Matched hour for hour, tenure for tenure, benefit by benefit teachers are some of the best paid professionals in the nation.
I think one of the best things schools could do is be more transparent with applicants. (This is also based on the paper i just wrote). School Administrative pressures are the most sizeable predictor in our study for job dissatisfaction. Unfortunately, teachers do not know about how the adminsitrators deal with expectations until it is too late. I think a social network where teachers could rate administrators and their own schools would be invaluable.
Tuesday, February 23, 2010
Reading 6
Chapter 6: Enter Postmodernism
Barker
Wow. How interesting to see the nation-state and military power as a social construction. I had listed Germany in the first exam as also a form of hegemony. The whole idea of nation-state was forced on the people such that denial of the state became a crime. Even today the idea of country and nation is so entrenched in the beliefs of all people that I find it amusing that American citizens with Mexican ancestry cannot see the irony in the the celebration of supplanting one nation with another in the La Raza Unida and LULAC rallies.
I have some problems with the facts of modernism in individualization and urbanization. I find that in many ways these are at opposite ends of the spectrum. To me the rural ideology is more entrenched in individualism than the urban ideology. The ability to self-sustain is far more applicable in a rural environment than urban where the person is more required to depend on others for needs and goods. I think of an electoral map of the United States that shows the rural maps invariably vote for individual rights over beauracratic services and redistribution of wealth in a community based manner. How does Barker explain this seemingly disjointed belief?
Chapter 7: Issues of Subjectivity and Identity
Barker
The thing that is most at the forefront of my mind during this chapter is the identity of women in immigrant cultures. At what point in the interactions with new societies do women become willing to address themselves as individuals in a new permissive culture? Do women's rights apply to women who willingly choose to not partake in them? Does the willingness of a woman to exist as a subjugated culture mean they are choosing as their identity this role or is this something the new culture should enforce on immigrant women?
Disrupting decifit notions of difference: Counter-narratives of teachers and community in urban education
Milner
When I taught over a decade ago it was in a rural school in East Texas that was 45% black, 45% white, and 10% Mexican (and by this I mean Mexican nationals who were working fields of agriculture or oil). Most of the Mexican students had limited English proficiency. While the number of students in each class varied from an urban environment the diversity, cultural beliefs, and transience were similar to those mentioned in the article. What I noted as I taught was that students LOVED hearing about my life (both past and present). It was interesting for me to read the article to find the applicability to rural schools as well. To this day I have relationships with past students and really appreciated the power of story to effective teaching.
I think I identified most with "Mr. Hall." Every day I taught I tried to find a similarity to my life so that students could see that I was not "other." That I could empathiize with their lives in some way.
It was interesting to watch Milner deconstruct the idea of "urban student." For so many situations I wondered what made each of these teachers good teachers versus what made them good for an "urban" environment. Milner presented the situations in ways that tore down the walls about socio-economic standards and made the reader identify the students as just that "students" and children at that.
What is the implication of consistency with students across demographics? Is this more important to students who perhaps lack it in their lives, or is this a need that all students need in that age group? Or is this a need all children have, period?
Barker
Wow. How interesting to see the nation-state and military power as a social construction. I had listed Germany in the first exam as also a form of hegemony. The whole idea of nation-state was forced on the people such that denial of the state became a crime. Even today the idea of country and nation is so entrenched in the beliefs of all people that I find it amusing that American citizens with Mexican ancestry cannot see the irony in the the celebration of supplanting one nation with another in the La Raza Unida and LULAC rallies.
I have some problems with the facts of modernism in individualization and urbanization. I find that in many ways these are at opposite ends of the spectrum. To me the rural ideology is more entrenched in individualism than the urban ideology. The ability to self-sustain is far more applicable in a rural environment than urban where the person is more required to depend on others for needs and goods. I think of an electoral map of the United States that shows the rural maps invariably vote for individual rights over beauracratic services and redistribution of wealth in a community based manner. How does Barker explain this seemingly disjointed belief?
Chapter 7: Issues of Subjectivity and Identity
Barker
The thing that is most at the forefront of my mind during this chapter is the identity of women in immigrant cultures. At what point in the interactions with new societies do women become willing to address themselves as individuals in a new permissive culture? Do women's rights apply to women who willingly choose to not partake in them? Does the willingness of a woman to exist as a subjugated culture mean they are choosing as their identity this role or is this something the new culture should enforce on immigrant women?
Disrupting decifit notions of difference: Counter-narratives of teachers and community in urban education
Milner
When I taught over a decade ago it was in a rural school in East Texas that was 45% black, 45% white, and 10% Mexican (and by this I mean Mexican nationals who were working fields of agriculture or oil). Most of the Mexican students had limited English proficiency. While the number of students in each class varied from an urban environment the diversity, cultural beliefs, and transience were similar to those mentioned in the article. What I noted as I taught was that students LOVED hearing about my life (both past and present). It was interesting for me to read the article to find the applicability to rural schools as well. To this day I have relationships with past students and really appreciated the power of story to effective teaching.
I think I identified most with "Mr. Hall." Every day I taught I tried to find a similarity to my life so that students could see that I was not "other." That I could empathiize with their lives in some way.
It was interesting to watch Milner deconstruct the idea of "urban student." For so many situations I wondered what made each of these teachers good teachers versus what made them good for an "urban" environment. Milner presented the situations in ways that tore down the walls about socio-economic standards and made the reader identify the students as just that "students" and children at that.
What is the implication of consistency with students across demographics? Is this more important to students who perhaps lack it in their lives, or is this a need that all students need in that age group? Or is this a need all children have, period?
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