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?

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?

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.