Friday, June 18, 2010
Good News blog
In this edition of the blog, you are asked to post something positive and/or useful for your colleagues that relates to our course. For example, you could share a successful idea for implementation in teaching, a highlight moment from ED 508, a statement of praise regarding one of your classmates, a connection that you made between course material and your life experiences, or whatever else you wish. Let's celebrate and learn! (Please provide your initial post by Sunday and your responses by class time on Tuesdsy.)
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Part 1...
ReplyDeleteMy Good News Blog- we spoke in class about transformations - about how at times we may be like a tennis ball on a string traveling in a circular repetitive motion - when suddenly something interferes with our path and sends us on a new path with new experiences and understandings- and that we can never return to that original path in quite the same way.
I would like to share a story of two such transformations. The fact my husband and I are Muslims and the fact that he is an Iraqi became increasingly more difficult to deal with post 9/11. As the anniversary of 9/11 approached and America debated whether to go to war with Iraq , I found myself in the position of looking for a job. It is very common for people upon first meeting me to ask about the origins of my last name. Therefore as I went off to interviews I prepared myself with my stock answer - "the name is Arabic."
David, my interviewer, however did not ask about my name. Instead he asked if I was comfortable working in a blue collar environment. He explained that I would be handling the book keeping of his blue collar business and that although he graduated from college, he grew up surrounded by the cotton mills in South Carolina and was blue collar at heart. We hit it off perfectly as we took turns trading my coal mining stories with his cotton mill stories. He also told me a bit about his difficulty in reconciling his sincere like for his Latino employees with his strong political views that it was wrong to hire non-Americans and the prejudice that people in his home town (including him) had for all foreigners.
I really needed the job so I began working the next day. My desk was outside the door of his office which was usually open. David began having very loud telephone conversations about the impending war with Iraq, with Jim who is a lawyer. "I tell you we don't need to send any of our boys over there - we just need to blow up the whole ***country!....it doesn't matter about the women and children...we just need to wipe it off the map!....it doesn't matter if there are any good people there, its collateral damage....we have to do it J., we have to and we don't need to stop there....we need to wipe the whole *** Muslim world out....and we need to watch them here too...I know we can't put them in camps like the Japanese....but we have to do something....we need to watch every ***one of them."
With each conversation, I prayed it was his last, but they continued. All my Muslim and non-Muslim friends and family recommended that I take legal action. After 3 weeks or so I decided to try something else first. After David left his office following an anti-Muslim tirade, I simply turned around and said, "I want to tell you that I am a Muslim and that my husband is an Iraqi and has 9 brothers and sisters and 15 nieces and nephews living there." He mumbled something about maybe he had said something that was upsetting and he left. The next day he approached me and said that Jim, the lawyer, had told him to never speak about any religious or political matters again in the office. I said OK and that was that.
Part 2....
ReplyDeleteThings were awkward, but David worked hard to be a good boss and I worked hard to be a good employee. As the war started in Iraq, he broke the advice of the lawyer and asked about my in-laws. I shared with him many of the faces of war that one doesn't get from the evening news. David also began to share with me parts of his background - like how as a child he would make his drunk father angry so that he would stop beating his mom and start beating him instead. He also told me of the time when he realized as a teen that he could beat up his father.
Business was tough and it really required that David and I each use our very different talents in order to survive. We worked together for about three years and during that time we became very good friends, although we are probably as different as night and day in our world views. I remember one day in particular when David and I were having lunch and he became very serious. He told me how much our friendship meant to him and how much I had helped him both in his personal and his professional life. He explained that it was confusing to him how a non-Christian could help him more that his Christian friends but that he continued to ask God to help him understand. He went on to talk about his hometown and how if his lifetime friends there knew that he had Latinos and a Muslim working for him they would take him out into the woods and beat him until he was near the point of death.
I realized at that point about the many, many difficult miles that David had to travel in order to come to care for me and his Latino friends so much. I have kept the story of David's transformation fresh in my mind and shared it many people. However after taking this class I realized that I too was transformed -my friendship with David helped me to see that behind the hate and angry filled views of many - there is a story and some very decent, kind people.
As I reflect back on our special speakers on Thursday, I think for the first time I really get the purpose of this class. I have learned a lot these past few weeks, from all of you and from Dr. G, but those three guys really opened my eyes.
ReplyDeleteWe have quite a task ahead of us. I inwardly wept for them as they shared stories of hardship, being unable to afford things that were required for school, having to move around, and teachers who had destroyed their love of math. Just as I began to feel the weight of potentially ruining a child's love of learning, I was thoroughly encouraged by their stories of teachers who supported them. They invested in them, fanned the flame when they found a subject they liked, and helped make them the men they are today, making differences in the lives of other youths.
That's why I want to be a teacher! This was a hard class, challenging things I had been told as a little child, every Sunday, and each time I watch tv. Just when I was feeling like this career was going to be too hard for me, hearing those success stories fired me up and makes me eager to get in the classroom!
The speakers in class was a much needed wake up call. I hope that fellow classmates really paid attention to the things they had to say. It is always uplifting to see young people eager to suceed in life. Sometimes this is nto always the case. I remember Dr. G telling us stories about when he worked in Chicago and one of the boys said if he grew up he wanted to be something. That really hurt me at the core. To know that our young people do not think they will have a future is apalling. I wonder if any of the three speakers have felt this way at some point in time?
ReplyDeleteIt is situations like this where I feel that myself, the teacher, will learn a great deal more from my students than they from me. For those three men to be so young, they have the wisdom of men three times their age. And to see the respect and admiration they have for Dr. G is incredible! I hope to one day make as big an impact in the lives of a student as Dr.G has in the two that spoke to us.
Megan-
ReplyDeleteI am glad that you are finally seeing the purpose of the class. I hope that all of us will continue to think critically and use the concepts that we have learned in class not only in the classroom, but in every aspect of our lives.
When beginning this class I considered myself pretty advanced in terms of my acceptance and appreciation of diversity. However, over the course of this class as I have expanded my mind, and heart, through the class readings, the stories of my peers and Dr. G, and the three amazing gentlemen that joined us last class, I have realized that my journey is not yet complete.
ReplyDeleteThe Good News: this does not deter me. I am excited about this journey of self-discovery and am eager to make a difference in the lives of my students.
I have come to believe that achieving transformation and becoming an ally, a social justice advocate, and even just understanding each and every one of my students for who they are will be an unending journey. I will never achieve "transformation." Rather it is something I will strive for every day and incorporate into every aspect of my life. Like Dr. G with the masseur comment, I may make mistakes. But if I am aware, and striving to be a true social justice educator in every aspect of my life, I believe I can make a difference.
I did not talk a lot in class this semester, it seems I had trouble finding my voice. However, I was listening. I would like to thank all of you, my peers, for the discussions - you have opened my eyes and helped me solidify what it is I hope to achieve as a teacher. And Dr. G, thank you for being the unique and energetic teacher that you are - this class would not have been nearly as effective without your presence.
Angie,
ReplyDeleteThank you for sharing your incredible story. I appreciate what it can take to share things like this with others and the incredible courage you showed in finding common ground with David.
It is an amazing thing to tear down another's ingrained and rigid stereotype. You have provided someone with a new lens allowing him to view a group of people different from himself with empathy. You have allowed that person to open their heart and have showed him the personal side of otherness, in the process expanding your own understanding of the world. I believe you were a social justice educator! Congratulations, and may you be an example for us all.
Angie,
ReplyDeleteI think your story is a great example of choosing to be tactful instead of vengeful. As teachers we are going to confront students, parents, administrators, etc who will say and do hurtful ignorant things. If we want to do our part to improve the system and the attitude of the people in it, we should always be thinking tactfully. Before acting consider: is this just going to satisfy my rage, or be a productive step in the direction of my goal? You could have taken legal action, but that would have just deepened the rift and amplified his hatred.
For my assignment 2 paper, I visited the Islamic Association of Raleigh with a past student's mom. She has sent me lots of interesting links on Islam that she asked me to share with all of you -
ReplyDeleteIslamic Association of Raleigh: God in Islam
http://www.raleighmasjid.org/islam/god-in-islam.html
Islamic view about raising a dog inside the home
http://www.questionsonislam.com/index.php?s=show_qna&id=556
Below are some of the miracles of the Quran. There are a lot more . These miracles prove that the Quran is the true word of God(Allah) and an undeniable proof for Muhammad's(PBUH) prophethood.
The development of the embryo in the mother's womb:
http://www.55a.net/eng/2b1.htm
The embryo develops in three dark regions in the uterus.
http://www.youtube.com/watch?v=zEthK2MHXSY&feature=related
http://www.youtube.com/watch?v=zEthK2MHXSY&NR=1
Creation of a unique finger prints:
http://www.youtube.com/watch?v=6Rs1V6_EZ-g&NR=1
http://www.youtube.com/watch?v=sHiAGHFnzMU
Bing Bang Theory:
http://www.youtube.com/watch?v=3iOy4rOeqQo&NR=1
The Mystery In Iron :
http://www.youtube.com/watch?v=_9xiIgOStvs&feature=related
Mystery Of the Deep:
http://www.youtube.com/watch?v=Hn5rzzUsQy8&feature=related
"And the Mountains as Pegs"
http://www.55a.net/eng/25.htm
http://www.55a.net/eng/index.htm
THE VICTORY OF BYZANTIUM
http://www.55a.net/eng/29.htm
The Qur’an gives news of future events?
http://www.islamanswers.net/Prophet/examples.htm
DARKNESS IN THE SEAS, AND INTERNAL WAVES
http://www.55a.net/eng/22.htm
Kevin said:
ReplyDeleteOk, so I have been typing for a half an hour and when I went to post, it kicked my out and I lost all my info. So, I am going to try again.
The discussions we had on thrusday were interesting and I am glad to hear that these young men realized they needed to get out of the situations they were in.
I see this alot in the Army - kids running away from a bad home situation or neighborhood - realizing there is more out there than getting in trouble. That is one of the reasons I want to teach.
I had a Soldier assigned to my section about 10 years ago. He was a SPC at the time who came from a broken/abusive home and joined the Army to help pay for college. Over time, he thrived and became a needed asset to my team and was promoted to SGT. I encouraged him to go to Drill Sargeant School to continue with his professional growth and he agreed to do it. Shortly after he graduated we were all assigned to a MIT team where I was OIC. Our job was to escort Soldiers through dangerous terrain. During this time he thanked me over and over for having faith in him a giving him the opportunity to do things he never thought he would be able to do.
He has since graduated from ECU with his teaching credentials and applying to do his masters. He told me he wants to be that teacher who can share his story (like the guys on thurs) and say, "If I can do it, you can do it! And, I am here to help you."
Kevin said:
ReplyDeleteAngie, Interesting story. It doesn't supprise me that he had those conversations as I think it can be very emotional for some people. Especially, those who are clueless about what is going on over there.
There are always going to be a handful of people who try to do bad things and that is what the rest of the world sees thanks to our media. What we don't always see is the good things that the Iraqis are doing...I am not sure exactly what they are but I am giving them the benefit of the doubt.
Good News blog:
ReplyDeleteI reject this week’s topic in order to pose a question that I have been meaning to ask on here.
Up until last August I lived in the North – primarily in North Jersey. When I was younger and my friend’s and I would be out and about in Jersey, we would sometimes see Confederate flags on trucks, properties, shirts, etc. Our common gut reaction was, “This is the North, why would someone have that flag displayed? They are clearly a racist asshole.” Now that I have relocated to North Carolina, I see the flag everywhere. Just to be clear, I don’t have that same gut reaction anymore. Especially here in the South, I don’t think that is what it represents. I honestly don’t know what it means today in 2010 when someone does have the flag on their license plate frame, or flying out the back of their jacked up pickup truck. So this question is directed towards those of you in this class who were born and raised in the South. When you fly the Confederate flag, what does it represent/mean/symbolize/say to you?
Rich -
ReplyDeleteThe Confederate flag has definitely been a big topic of debate in the South for a long time. To some the flag is a tribute to our heritage, a symbol of pride. To others it more about white supremacy and fighting for slavery. I grew up in Georgia which changed its state flag only a few years ago to remove the Confederate flag from it as it is offensive to some and stands more for what we were than who we are now. Honestly, when I think of the Confederate flag I think of the Dukes of Hazzard and going to Stone Mountain for the laser show. (Stone Mountain, GA has a huge carving in it of Stonewall Jackson, Jefferson Davis, and Robert E. Lee - heroes of the Confederacy.) I have never flown the Confederate flag and probably never will as I know that is offensive to some. Basically, some people flying the flag are racist assholes, but others are just proud to be Southern.
In past education courses that I have taken, one of the most valuable teaching strategies that I read about was that which one uses a varied approach to instruction. The intent is to reach students of multiple different learning styles, rather than catering to just one.
ReplyDeleteI really do think that this is the first course I have experienced as a student where that teaching strategy was implemented. During any given class session, we were exposed to class discussions, lectures, as well as hands on activities. I know I benefited from this because it always kept me interested, and it left me little opportunity to zone out, which is something I have been known to do, especially during long lectures. I plan to use this type of philosophy myself, where applicable during my career.
When I began my graduate program, I was excited about being a teacher. As I started actually learning about what being a teacher entailed, I became less excited. It seemed to me that teaching has become more about meeting standardized testing norms, and filling out paperwork (I'm going to be a special education teacher which requires lots and lots of paperwork) rather than actually teaching children. I became discouraged, and wondered if teaching really was for me. Sitting in this class however, listening to success stories and learning how to reach students has reignited my desire to teach again. I'm excited about the possibility of being able to make a difference in the lives of my students! I still worry about being able to meet the academic standards set forth by No Child Left Behind while still educating my students in ways that they can truly relate to. But I'm more excited than ever about getting into the classroom!
ReplyDeleteI have found this class interesting, and it has inspired me even more to try to connect with students. If there is any takeaway, I’d say that it is the personal connection with students. I do not think that this will be an easy task, as the time we have to connect individually with students is minimal (especially at the upper levels). I’d say it’s worth it, especially in the beginning of the year, to have activities that allow teachers to start to understand who the students are and where they come from. I was touched by the guest speakers we had on Thursday, particularly by the notion that one teacher really can make the difference in a student’s life in big decisions, such as whether to stay in school or not.
ReplyDeleteThough I was aware of the prevalence of biases in society and in myself prior to taking this class, I am even more so now. This class has challenged me to step a little farther out of my “comfort zone,” and it has given me confidence that success is possible. However, I’m reminded often of how far we have to go as a society. At a family gathering this weekend, comments could be heard referring to the “dark-skinned boy,” who is a biracial cousin. I was just excited that someone in the family had dared to challenge the unwritten “rules.” While watching a movie, a family member let out a gasp and made a disapproving comment when a biracial couple embraced. A radio host gave a caller the advice to “get a girlfriend” as a remedy to his problems without knowing the caller’s preferences (not to mention the implications of what was meant by getting a girlfriend). I realize that hypersensitivity is not the answer to reducing and eliminating these biases, and I know that these comments were not made in the way that they may seem as written. Suffice it to say, the challenges are great.
I think that there is some good news in there somewhere… my outlook has brightened as a result of the possibilities that this class has thrown open. My hope is that this translates into a higher rate of success for my future students.
I wanted to share something that happened to me while working on my second assignment.
ReplyDeleteI decided to attend a Jesus Christ of Latter Day Saints church, because I didn't know much about their religion, and i didn't know anyone that was Mormon. What I had seen on TV and rumors were all I knew of this religion.
Just for background info: I would consider myself a quiet person. I talk a decent amount in class because it's what is expected, however, I am a true introvert. My family doesn't talk very much about ourselves or our relationship, especially when you "break from the pack" and do something different. I was visiting my hometown last weekend to celebrate my sister's graduation from high school, and decided to go to the LDS church there because if the time sensitivity of the project.
Image my surprise when I got there and found that my cousin, a close relative, attended there regularly. When asked how long she had been going there, she told me three years. I had just seen her the day before and the family picnic, I am designing her wedding invitations, yet I had no idea that she was Mormon.
So how then can I really know my students, when I don't even know my own family? The experience I think was great for both my cousin and me. She was excited to tell me about her religion, free of judgement (unlike other family members), and I was able to meet a new part of my cousin - creating a stronger bond in our relationship.
Had I not taken this class, or done that assignment, this would have never happened. I think I need push forward and continually keep asking questions in order to have more experiences like this.
Jessica, that's such an awesome story and connection to your teaching-- "how can I really know my students, when I don't even know my own family".
ReplyDeleteThis class has been awesome. There's so many things we've talked about this semester that I've rarely talked in about in a large group. I think the freedom we had in this class to express, sometimes dissenting, opinions was a big part as to why class was so great.
I think the only time I've had conversations about similar social issues was in church when I was younger, but with church, at least in my experience, there's an expectation that each person is going to fit into the framework of that religion. In other words, great conversations can be had, but they're usually focused around what Christianity can do, and with that, there's an expectation that each person will be somewhat similar, since each person in the group is coming from a common positionality.
What I loved about class was that no positionality shaped the basis of our conversations. Even though we are all going to be teachers, we didn't always talk about teaching applications or relate something to the classroom. Often we did, and that's fantastic, as we do need to think more and more about how we will teach and what sort of teacher we want to be.
But the reason why I think class was so great for most of us, is that we did a lot of personal work in class. Reading posts above and before, like Crissy's (awesome post) even people, like myself, who thought they were pretty aware and open-minded were able to discover some way of thinking that helped us learn.
For me, this class is a class I want everyone I know to take. Not as teachers, but this type of knowledge, personal challenge, and progressive thinking is important for everyone in the world to be aware of. Dr. Greenfield has said a few great facts throughout the course (by the age of 6 kids from different classes of parent workers hear more words) that I've used to start many conversations with friends and family.
I thank each and all of you for sharing in class and on the blog, we made this class great together, without all of us, it wouldn't have been the same.
One of the questions asked during the “Cross the Line” activity was if we had an unseen or hidden disability. Although I was diagnosed with Crohn's disease over 22 years ago when I was 12, that was the first time I think I have actually categorized myself as having a disability. Crohn's disease is a chronic illness affecting the digestive system. (Go to www.ccfa.org for more info.) Over the years the disease has affected me and my life to varying degrees. I have certainly missed my share of school and work, but for the most part I just suck it up and push through the pain, etc. I always just felt like I had to work harder to make up for time lost to my illness. I have actually excused myself from a dog training class I was teaching, thrown up, and then gone right back to it. I have sat through many days at work and in class digging my fingernails into my hands or gripping something to deal with the pain. Through all this I have never really considered my disease a disability. I am always torn between wanting to be like everyone else and truly needing special consideration.
ReplyDeleteI share this with you, because as teachers you will have students like me; students who are in pain or sick and don't speak up. I think the gentlemen who spoke to us on Thursday had it right when they said it is all about getting to know your students and asking the right questions. This class has helped me see how I could have better helped some of my students when I student taught last semester. I regret not having done more them at the time, but I am glad I was able to help some of them. For the most part, I did as the gentleman Thursday said, I was sincere and made an effort to get to know the students.
For one student it was my last last week before I asked the right question. I had gotten to know her over the semester and had gained her trust. The last week I was there she had her meeting with her counselor, mom, and teachers about her 509 (what accommodations she needed for the next year). She asked me to come to the meeting as I had become her ally. During the meeting, I asked if when she put her head down in class (a common occurrence) if she was having anxiety issues. She said she put her head down when she had broken out in hives from anxiety and was embarrassed. Finally I had asked the right question. All that time she had spent hiding her face, because she did not want to attract attention to herself. I regret not asking the right question sooner but am glad I finally did and now know to just ask.
Throughout this course I have looked back at student teaching and how I handled different students and situations and how I will handle them in the future. In the future, I will ask questions until I ask the right one.
Hey, This is Genise!
ReplyDeleteFirst let me say Happy Father's Day to all you dads!! Hope it was a good one.
Ok this class has taught me so much. I think I have learned more from this class than any other class. I always knew I was going to have a mixture of different cultures in my class, but I never stopped to think about what that means or what that will mean for my classroom. This class taught me the importance of making sure all students get a chance to share their culture, and to feel comfortable and welcome in the classroom. Without that opportunity, students will shut down and feel that their thoughts and experiences aren't worth anything.
The guest speakers we had really spoke to me. I was very moved by each one's testimony. After hearing what all three gentlemen had to say, I was struck with this overwhelming nervousness. I tend to have a tendency to want to help all people. (not a bad thing i know) However, It makes me nervous and a little scared to think that I can't help everyone. But after hearing those testimonies i realized that if I can help even one student turn their life around it's worth it. I am now every anxious to get into the classroom and work with the students.
Along with my fellow classmates who have posted on this blog, I too am amazed at how much I have learned during these last five weeks. I have always thought that I am a person who does try to appreciate people for who they are; however, I am amazed at the awareness that I have developed from taking this class. It is a daily occurrence where I question society and the biases that are evident through peoples’ actions, or even non-actions, on a multicultural level. I have taken these questions to my friends through our normal conversations, and even had a conversation with my mom on the phone regarding a gender issue. I asked my mother, who is an English teacher why, when writing a paper in Standard English, do you write “he or she” or “him and her” when talking in the singular form in that particular order. She was not able to answer this question…..does anyone know why this is? Or is the answer simple enough that men are thought of first in our society?
ReplyDeleteI truly feel that I have grown an incredible amount in this class. I am able to dig much deeper into my own culture and what makes me the type of person that I am. This class has reinforced my desire to become a teacher and to make a difference in our youths’ lives. I think that the guests we had visit our class last Thursday would have inspired anybody. They had great stories that very well could have turned out horribly different. These students are the reward for what we all can accomplish if we take the lessons that we have learned in this class and implement them into our future classrooms. Nearing the completion of the MAT program, I feel like I have the knowledge and commitment to make my classroom one in which diversity and multiculturalism is celebrated and expected.
My background is a little bit different than the background of some people in the class. I have been through numerous diversity training programs – including two separate training and certification programs to be a diversity training facilitator. After my training, I traveled the country as a diversity awareness and diversity management facilitator for corporate clients for several years. One thing I can honestly say about my experiences in the world of diversity training is that I feel that I always learned more from my students than they did from me.
ReplyDeleteSo while I have a background in diversity awareness and training, this class has been a learning experience for me as well. Throughout this class I have been making connections (and reconnections) with what I know about diversity issues to the educational environment in which I will work. Intellectually, and through my training I understand and believe that I need to treat each person as an individual and with respect. This class has helped me see different strategies I can use in working with students to gain their attention, respect, and participation. I am particularly excited about the many different tips and tools Dr. G. showed us with respect to finding different ways to engage students in their learning. A big take away for me from this class was Malcolm’s statement: “Some of the best answers are the right questions.” That simple statement reminds me that I will need to do a very good job of enquiring in order to be able to understand and fully support my students.
On a different note….
One of the things that struck me early in my diversity training – was that once you see it – diversity or social justice issues are always in the news. On any given day, I can pick out at least 5-10 stories from the newspaper that have a social justice component. Today’s news included commentary on the BP President talking about the “small people”; Arizona’s legalized racial profiling; Wake County ending it’s lauded school diversity assignment program; the privilege of the powerful to sell Senate seats (Blagojevich); Durham’s Juneteenth celebration; autistic children getting a chance to go to the movies in peace; and DurhamCares – dedicated to helping Durham citizens “engage in serving each other, building relationships across cultural boundaries and transforming community” - raised $100,000 in the Race Across America fundraiser. What these stories do is remind us that social justice and issues of equality are very much works in progress. Still, we can celebrate that issues of social justice are not being swept under the rug like they once were. Blagojevich will hopefully go to jail; public protest and condemnation have shined a light on BP, Arizona and Wake County; Durham citizens honor their past while working for a bright future; and autistic children are no longer routinely institutionalized – we are finding ways to accommodate their needs in the larger community. So, while we have a long way to go – we have also come this far.
As future/current educators – I believe that issues of social justice in the news are fodder for meaningful classroom discussions that can help us explore with our students not only what happens and when – but also how and why. I plan to continue to use the daily newspaper as a source of information and inspiration in generating meaningful conversations with my students.
Finally….
Many thanks to all of you for your thoughts and insights in this class. I truly have learned something from each of you.
Crissy, Andrea, Megan, Gennise and others who mentioned our speakers,
ReplyDeleteI too found the speakers inspiring and began to visualize myself in the classroom. I was also very moved by your posts and commitment to children. Your posts reminded me of something that I think is important for us all to keep in mind as we become educators. I believe that the children who we have the greatest potential to help or harm usually have no voice in which to tell us that we are helping or harming them. It is unlikely that Malcom's 1st grade teacher (paddling him for pounding) or his 2nd grade teacher (channeling his desire to pound into learning) knew the lasting effect that their actions had on him. I expect that Malcom might not have had the voice to tell them (and may not have understood at that time) and that perhaps his mother was not in the position to speak for him.
As I have volunteered in my children's schools over the years (ages 18, 18, and 16), worked in the public schools and worked with children in other capacities, I have seen so many children without a voice. I realize that the times that you work absolutely the hardest and dig the deepest are the times when you will not have anyone saying "thank you" or "good job". Often the child may not has her or his voice yet, or the parents are unable to speak for the child, or the administrators may have sensitivity issues of their own and be bogged down with administrative protocol. But you will at least know and sometimes that has to be enough. It can also be challenging to understand how our words and actions effect children and we may worry that we said or did the wrong thing. However as Dr. G. said ,children and teens know if we respect and care for them and that will make all the difference in how they deal with our mistakes.
I mention this because I think you all will make great educators and I do not want you to get discouraged. The fight for social justice is a hard fight, but it is a good fight and one worth having.
@Rich, I've got to say, even as a native Southerner, I'm not a fan of Confederate flags. The Confederacy was started for the Civil War, which we lost, people. I feel like the flag doesn't represent Southern pride (which I have), but looking back on "the good ol' days" of the Old South and slavery. That may not be what the flag-flyers intend it to mean, but that's what I get from it. There are so many other wonderful things about the South (hello... Bojangle's!) that we could be celebrating, I wish the Confederate flag would be put to rest. On a sidenote, does anyone know what's up with the "CV - Confederate Veteran" vanity license plates? I have a strong feeling no one driving those vehicles actually fought in the Civil War.
ReplyDelete@Jessica, I think it's absolutely fabulous that you got to share that connection with your cousin. So many of our students will have secrets they feel they can't share with their families (whether it be another religion, relational orientation, or even something like a boy who wants to take ballet). As teachers, we can be their supporters and advocates, people they can open up to without being judged.
One other thing (Angie's comment reminded me), I'm a HUUUUUGE fan of teaching content through song!!! All of the Spanish I remember, the quadratic formula, the slope of a line, and the difference between latitude and longitude were all taught to me through song, and they're permanently cemented into my brain. Songs work, people!
I want to respond to something that Gideon said when we were speaking about the video "For the Bible tells me so..."
ReplyDeleteGideon remarked that people often make gay slurs without knowing whether any of those people listening are gay or not. I think this is an important point. Slurs (some people call them jokes) are a horrible thing, however I have noticed most people wait until there is not a member of that population present to make the slur. However our sexual identity is not something we can see and not something we always reveal.
I am appalled at how many gay slurs are present in a young teens life. As I listen (and sometimes over hear) my children talk about their day, I realize that even many high school teachers are making those slurs or just letting them happen in the classroom. Of course the teachers do this in a joking manner, but I bet it is not a joke for a gay teen.
One person (I don't remember who) in class remarked that heterosexuals hear the same number of gay slurs as gays do. I'm not sure what he meant by that remark. However I do not think the two can in anyway be comparable. I can, in part, empathize with what it feels like for someone who is gay to hear gay slurs. Because of the skin color and dress of my children and I, people do not think we could be Muslims and for that reason we have been present when many Muslim slurs have been made. I will assure you that those Muslim slurs have a different effect on us than the non-Muslims present. Often some of those present might not even remember hearing or making the slur. As painful as these were for us - the number of gay slurs present in the school culture far outnumber those against any other group. Our gay youth may not even have family and friends to speak to about their hurt and pain.
So in this way, I remind myself, and urge all of you future wonderful teachers to be mindful of these matters.
Jessica,
ReplyDeleteThe story about your Mormon cousin was very interesting. You ask “how then can I really know my students, when I don't even know my own family?” I think we will have more opportunities to learn about our students than we usually have with our extended families. Not knowing your cousin was Mormon is a bit surprising, but we will be seeing our students more often than I usually see my cousins, and will also be interacting with them on a different level. We will have so many opportunities to “ask the right questions”, like Malcom said. Regarding his comment on asking the right question – I think we need to keep in mind WHEN to ask the questions. I plan to ask my students questions in order to know them better, but at the same time make sure I ask certain questions in private so that their answers are not guided by the presence of their peers. That may be an obvious thought, but I know it can be difficult to have private conversations within a school without unintended ramifications. Perhaps the best way to make sure you get to have regular conversations with students one-on-one is to implement regular meetings with each of your students from the beginning. That way if you do need to have a discussion with a student, there is already a framework in place to do so. Impromptu teacher-student meetings usually lead to gossip about the student, which may exacerbate problems.
Thank you to Megan and Lauren for your responses concerning the Confederate flag. I'm really trying to be open minded and understand where the people who do display it are coming from.
Teresa,
ReplyDeleteI agree with you that incorporating current events is a great way to cover social justice topics as well as a means to encourage students to become involved in the world around them. I cannot remember who it was, but one of our guest speakers mentioned that schools did not discuss the things that mattered. His example was the BP oil spill. This is a huge issue, on the news every day, and impacting all of us in some way and at some point.
How can we ignore these issues in school? Where else will students get the opportunity to learn about and discuss these topics? Perhaps some families may discuss these things at the dinner table, but more often than not families today do not even have dinner at the dinner table.
It is all well and good to discuss social justice in the past, to cover the historical ramifications of social justice issues, and the path the fight for social justice has taken. But if we talk about it's impact on the lives of student's today it will have that much more meaning and hopefully that much more of an influence. If student's recognize the social injustices that are occurring today, all around them, perhaps they too will be moved to become allies, fighters for social justice, and active citizens.
Also, thank you Gideon - your post was awesome too!
My good news, is that I have just enjoyed this class. It's always a good thing, when you hear new perspectives, allowing your previous viewpoints and beliefs to be challenged. Even if they don't actually change, those beliefs and opinions are made stronger.
ReplyDeleteI've always thought it was an amazing ability to look at something from someone else's perspective. I might not be a native born Indian, a lower income African-American, or a European, but one of the great things about being human, is being able to see things from a new light. That's what I think has been the best thing about this class, is giving new perspectives so we will be able to relate to our students better.
Good news:
ReplyDeleteAs a pre-service high school English teacher, I'm stoked to teach with social justice issues in mind. I mean, it's our natural tendency to talk about society and all its many issues! I've always thought of myself as a loving, very open-minded person as far as acceptance of different peoples and groups. However, my main concern before taking this class was how I was going to reach those students who I didn't know much about (i.e. their culture, their customs, etc.) But, the beautiful thing (that I've learned) is that it's OK for me to learn! Learning for all parties (teacher AND student) is what the classroom is all about--active, collaborative learning! So, I'm not as anxious as I was before learning more about handling a diverse classroom because, in time, it will mostly work out if I am open and understanding of my students. I may not be able to reach/connect with every single person, but I can try! After all, effort is what I consider a great attribute of an effective teacher.
Angie –
ReplyDeleteThanks for your post about your family and experiences you have had with religion and stereotypes. This brings up a thought I have had during this course – in trying to be aware of the differences in students based on race, culture, religion, sex, etc., we should be careful in the assumptions that then go along with that, even if we are trying to be conscious of differences to create a better learning environment. For example, my partner’s family is Muslim, but most people would never know that based on their assumptions. However, now that it has been stated that they are Muslim, that in itself does not provide much more information about them, either. They do not adhere to the 5 pillars, and many other Muslims may not consider them Muslim… I have also learned this in relation to my in-laws; I often used to assume that many of the differences we had were strictly cultural in nature, and I ignored the individual differences that were actually more in play. The best route is to make no assumptions until our students, or the person we are trying to get to know, provide the relevant information.
Like some of the other students have said, I viewed myself as open-minded and accepting of other cultures, thus being ready to enter a diverse classroom. This course has taught me that I was very wrong in thinking that I was ready--I still held many opinions and carried prejudices that may be harmful in the way that I interact with my students. Even things as simple as "take this home to your mom and dad" or saying "your parents" is something that can have a profound impact on how I communicate with my students. This class has opened my eyes to the wide variety of situations and backgrounds that my students bring to the classroom, and there are so many issues that I had never considered before this class. I have learned so much about myself and how to reflect on my own thinking and approaches to people. More importantly, I have learned that I will never know everything and do everything correctly, but as long as I an honest with myself and show my students that I sincerely care about their education and how they are doing as people, I will be able to provide a welcoming and loving environment that can promote social justice. I am so appreciative that this class was not a study of theories and activities that "promote" social justice but instead a course focused on how our own backgrounds influence who we are and what we need to change about ourselves in order to teach all of our students, providing an opportunity for all of our students to achieve at their highest levels. When Malcolm shared with us about the teacher who encouraged him (when everyone else had given up on him) to continue school and how now he is pursuing a doctorate degree, I realized that to be an effective teacher, my best gift to my students is to just care about them as individuals and belief that all of them can achieve something great.
ReplyDeleteCrissy -
ReplyDeleteThank you for posting (essentially) that understanding and creating social justice is a journey not a destination.
Like you, as much as I've learned and grown over the past 39+:-) years, I know that there is much more out there for me to learn (and do!).
So I started coaching that lacrosse camp today and I caught myself saying something and then thinking about what I said and then freezing... That doesn't make sense so I'll give an example... There are 13 boys in the group and 3 girls and to get their attention I would say something like okay guys line up and then in my head I would be like Ashley!! What have you learned!! And I would totally blank out in the middle of coaching... but I think that is one of the greatest benefits of this class, it really makes you think. I’ve been coaching field hockey and lacrosse for a LONG time and normally I have all girls, which I still would call guys… so it is definitely something I really need to work on and maybe train myself not to do it since I’ve been doing it for so long… but I definitely welcome the challenge!! And similarly I tend to call all boys “buddy.” I’ve call my nephews buddy FOREVER and I call my dog buddy (that’s not his name) and I call every other boy bud or buddy… I would really like to throw it out there and ask if you all think it is offensive… I have the best of intentions because to me buddy is a sign of endearment… but I know it probably bothers people… so I just wanted to know…
ReplyDeleteI think another thing that really hit me hard was the point Dr. Greenfield made about how being neutral is siding with the oppressor. I think similarly people often take the "it's okay because everyone else is doing it" side, but I think that is obviously taking the side of the oppressor, so that really makes me want to watch what I say to people and how I frame things when I am speaking. I am terribly sarcastic so I really need to watch what I am saying and not offend anyone.
Before this class I felt like I was an open and accepting person, but apparently I wasn’t being open enough, but that’s why I am grateful for this class!! I really enjoyed this experience and being a student at the end of the MAT program I am SOOOO happy that I got this class at the end because I think I definitely appreciated it more now than I would have at any other time in the program!! Good luck to everyone who just started, those in the middle, and those who are finishing it up… not to be corny… but I am sure when we see the light in the eyes of our students, it will all definitely be worth it!!
Hi- Sorry I was in very rural NC this weekend without internet access, but here is my good news post- I have really enjoyed this class and the insights and contributions of everyone! Several statements made during the last class will stick with me. One is the phrase “teacher is text” which I have never heard before (although the idea is not unfamiliar). I think that this holds a lot of truth, and that our students will remember and appreciate who we are- whether kind or mean or whatever- even more than any material they might learn in class. So modeling compassion for all of our students is really important. The other idea that I really loved is that of referring to “relational orientation” rather than “sexual orientation,” because it caused me to think in a new way about how language we use can affect our thoughts on the subject. I appreciate in this class that we have been challenged to at least think differently, or challenge our thinking, and to be open to other possibilities.
ReplyDeleteHi Annita and Angie,
ReplyDeleteI really appreciate your comments. Annita, I especially appreciated that you pointed out that there is a lot of difference and diversity even within the label of “Muslim” so it is important to be open and learn about our students as individuals.
Your comments reminded me of an experience I had once with a friend of mine. We were driving down the road and passed a synagogue. My friend made some comment about Jews having a lot of money. The neighborhood was in no way wealthy and his comment bothered me. I said something along the lines of, well, some Jews have a ton of money, and others don’t have much at all… the few family members of mine who made it out of Europe are lower working class and certainly started off with nothing, the others were killed. He looked at me and said he hadn’t realized I was Jewish. I felt at that point that he saw me differently somehow. We had known each other for a couple of years so I guess it’s surprising that he didn’t know that about me, but in any case it really bothered me that I was then somehow different in his eyes. I had not changed at all from the person he had known and been friends with, but his view of me had changed. So, we need to be careful with labels and how we view people, and make sure we are getting to know the people themselves!
At the recommendation of a professor here I get ASCD SmartBrief email which has links about the news that day pertaining to education. On the 18th one article is about:
ReplyDeleteA Virginia middle school will test a program in the fall that offers single-gender classes in core subjects for students in grades 6 to 8.
Full article at:
http://www.washingtonpost.com/wp-dyn/content/article/2010/06/15/AR2010061505183.html
Rich -
ReplyDeleteAs a native North Carolinian, the Confederate flag is not a symbol I can sympathize nor identify with. Sorry. I'm not there. The Confederate flag is a symbol of the oppression and degradation of so many people. It's a symbol of what the south fought for - state's rights to legalize slavery. I don't believe the Confederate Flag is a symbol of southern pride anymore that I believe displaying the Nazi flag is a a symbol of German pride. If southern pride is such a big thing - why isn't there a different symbol to represent southern pride? Why is it wrapped up in a symbol that is abhorrent to so many? No - sorry - I don't buy the old southern pride argument at all.
Ashley Sp.-
ReplyDeleteOne of my mentor teachers uses the word "classmates" when talking to or about children in his class. I like this approach as the term seems to envelop all the children on the same team. For the same reason, I like the idea of using the term "teammates" when referring to competing athletes.
Good luck in your search for a term that works for you and your students.
Teresa
Ashley Sparango:
ReplyDeleteYou're example from coaching reminds me of my constant day... I'm now constantly ruminating about what I've said/am saying in regard to multiple positionalities of folks. I can't think of a particular instance..but it happens to me, too. I'm also finishing up the MAT program and student teaching this fall and am very grateful for having this class near the end. I hope that the MAT programmers will begin staggering this course on the back end of everything we've learned because it is just icing on the cake firing us up for student teaching!
I got to reconnect with a friend of mine from high school. He is black and I had not seen him in years. I told him about our class and what we were talking about and reading about. He was happy to see I was evolving intellectually but he also told me that he felt I had always been a good friend to him and never felt I had expressed any sentiments he found offensive. I am glad that I outwardly express the spirit of multiculturalism. This class has helped me also turn inward and reflect on how I really felt on the inside. I am learning a lot but I know I still have a long way to go. The speakers in class were certainly inspirational and I hope that as a teacher I can be a mentor to students who need it and protect them if need be. In other good news I did a spin class at the YMCA tonight for an hour and it was really really awesome. If anyone wants to know about just ask!
ReplyDeleteHi Angie,
ReplyDeleteI think the person in class who said that heterosexual teens hear the same amount of gay slurs as do homosexual teens was not saying the emotions each felt was the same.
I think they were referring to the fact that a heterosexual teen could be led to think that those types of slurs of comments are okay. Like you said, many teachers or figures of authority often are guilty of saying or allowing slurs themselves, which gives unthinking teens license. Teens are still young, and look up to adults, whether they admit it or not. Hearing those slurs all day every day does not help young teens, or anyone, start to understand that they are alienating themselves from education about and awareness of a different positionality and perspective of the world.
Sorry for the late first response to this blog. I had an interesting experience last Monday, I went to play golf at Lochmere Golf Club in Cary. I've heard a lot of people my age make fun of interacting with older people (I'm 22 right now). I went to the course by myself, and I was paired with three men who were all at least 60 years old, Joe, Ralph and Gunther. Playing golf with these gentlemen was one of the most fun times I have ever had playing golf. Whoever says it’s not cool to hang out with a different age generation in a recreational setting has never had this kind of experience. It was a lot of fun shooting the breeze with these men for 4 hours and kicking back and having a good time.
ReplyDeleteI look at this experience a little bit differently after this class. I feel like there is an obvious difference in my positionality of age with these other men, but golf served as a great bridge to these differing positionalities. Because I see the positionalities present in this situation, I feel like I am growing in how I view the different positionalities that exist in meeting new people everyday. As I found golf to be a great bridge between the age positionalities in this situation, I feel like I can better figure out bridges between different positionalities in a variety of contexts in life now. This class has been a great tool for me to open up my mind in my interpretation of life situations, and I think I can carry this new mindset into my future classrooms.
Brandon said:
ReplyDeleteMy good news blog deals with one of the aspects of life that brings me the most joy - seeing kids live their lives in a carefree way. I have been working for Raleigh Parks and Rec as a nature specialist, which means I get to travel to all the summer camps throughout Raleigh. At most of these camps the population of kids is pretty diverse. There are exceptions, of course, but at most of the camps I have been to so far there is a decent mix of African-American, Hispanic, White, and Asian children. It has been refreshing to see these kids interact with one another without any inhibitions due to their racial differences. If these children can continue to find commonalities with others of different racial backgrounds as they grow up, then maybe we can have hope that our society is moving toward a place of social equality and justice.
Whitney and Annita,
ReplyDeleteThanks for your posts. You both are so right, individual differences are so important. When we are inside our own groups we easily acknowledge individual differences but when we go outside of our groups it is much harder.
I have had very similar experiences to those you both mentioned.
NY Times Columnist Nicholas Kristof on what his father gave to him. Inspiring.
ReplyDeletehttp://www.nytimes.com/2010/06/20/opinion/20kristof.html?src=me&ref=homepage
The Nieto book addressed one of the issues that I have wondered about. She spoke to the individual differences that affect how people respond to similar issues of inequality. For some, they overcome the issue, through striving to prove the oppressor wrong.
ReplyDeleteI greatly appreciated the young men on Thursday. I appreciated their insights into the classroom from the student’s vantage point. I was also impressed by the young man (I think he goes by D.S.) who was actively mentoring the recent graduate. Seeing a need, he sought to come along side and become a “big brother” and help shepherd him to success. Having opened my home to others, I realize the commitment that this is, and the lasting relationships that develop.
They reinforced the need to forge strong relationships with the students. But more than that, in showing respect for our students, they expect us to hold them to the standards (and to come along side in those instances where they fail to achieve the standards).
When teaching Physics previously, I clearly saw the shortcomings in several of my student’s prerequisite skills. I have been thinking about the need for “remedial” instruction to help them meet the Physics needs. This course has helped me see that I need to also consider how to provide that support, both in nomenclature and in approach. I also need to be quicker with “you can do it.”
From last weeks class I had been struggling with how to deal with students who make derogatory comments. When it comes to adults I have a lot less tolerance or forgiveness. If I heard an adult make a malicious remark about someone or a particular group then I would probably confront them without much regard for their feelings, background, etc. With kids it is much more difficult since they aren't mature and need to be given the benefit of the doubt. Just like language, racist ideals could be part of their family culture and severely reprimanding them would be insulting their family as well.
ReplyDeleteI came up with the idea that students could list maybe 3 things that would offend them or embarrass them. I was thinking of a mini-diary that they could write these things in but using a simple code. My nature is to think of the worst and best scenarios and I quickly envisioned students stealing each others diaries and the whole thing going very badly.
When I ran this past Dr. G he thought that posting the offensive words etc. on the classroom wall would be a better idea. He also felt that having it in code would be a must since it would definitely be out in the open and any student who was a singular minority and listed something obvious about themselves might be targeted.
So when a derogatory remark is made in class I could ask the student to look at the things that he or she posted and ask them how they would feel if those things were constantly blurted out in class.
Angie,
You posted about someones remark about how many homosexual slurs a heterosexual hears in a day. I agree with what you said that there isn't much of a comparison for the two groups when they hear these things said. What I immediately thought was how this barrage of remarks affects all people. When you hear these things constantly and begin to use them yourself it becomes a habit. This doesn't excuse anyone but with students we must understand this as often being a habitual problem and work with them over time to break the habit.
re: Ashley
ReplyDeleteI agree that one of the "take aways" is the language we use. I am more aware of my words now.
Do you teach cross checking??? Since you get to use sticks, may as well put them to good use.
Angie & Angie,
ReplyDeleteOn a related note, there are times when a particular slur shows up regularly. When that occurs,it is bigger than a single classroom and the school needs to step in.
In my previous school, the expression "That's so gay" was starting to get used frequently. As a school, we committed a period of time where we as teacher's met with all of the students in small groups to discuss situation (shine light on issue) and to communicate that any further use would not be tolerated at the school.
I think that the foundation starts with a classroom rule regarding respect for one another and each others property. Depending on the context, the teacher should correct with and appropriate directness and severity. Concurrently, the department and the school need to be brought in for repetitive slurs.
Brandon,
ReplyDeleteThat’s great that you are involved in the Parks and Rec. I really believe that exploring and playing outdoors is such an important activity for kids and can really help bring them together. I worked at a camp for the Boys and Girls Club of Denver for several summers and can not describe the depth of experience had by all there, it was truly inspiring to see kids who might be labeled as very “difficult” really shine when given the chance to try new things in an outdoor setting. I also really believe in the value and power of kids having space to roam outdoors and feel a connection to the world around them. This reminds me of the woman we saw (on youtube) speak about her urban planning in the South Bronx, and then too I was very excited about her project of making the area more green. I think the more of that the better!
Gideon, Marc and Mike,
ReplyDeleteThanks for your insights and comments about the gay slurs. I found them helpful and they helped me think about how I will take a stand as a teacher.
Hey ya'll...this is Genise
ReplyDeleteTo All
After reading all of your posts I am glad to see that we still have the same drive and passion for teaching now. this class has reminded us that our job as teachers is to teach yes...but more importantly our job is to make sure our students succeed. Thanks for all your thoughts and contributions in class and on the blog. I can't wait to take what I have learned and get in the classroom!
Great ideas! Quick clarification on Mike's post: I did suggest possibly having the group identify hurtful language and putting it all up on the wall as a reminder and guide. Students can be responsible for pointing out the violations themselves if they occurred in the classroom. However, I wouldn't write down the actual racist words, for example, to place on the wall -- just a line such as "Racial slurs" would suffice.
ReplyDeleteWell, my good news is that I’ve been able to get out of town for the past 2 weekends, first being the beach, then to Asheville, NC. It's been great to leave the humidity and head to water, and then onto mountains the next. Anyway, the weekend before last I was at Kure beach. We stopped in the bar for a cold beer and to catch some of the soccer game.
ReplyDeleteWhile two of my friends were glued to the world cup at the bar's TV, my friend an I were invited to play pool with some folks we didn't know. We started talking and taking turns with the sticks and another girl we didn't know was assigned to our team. As we engaged in conversation, we were joking around and just making whatever conversation. After a ball went in (it was a good shot), we stuck out our fists out to the new girl for some dap. My friends and I do this thing where you stick your hand under the dap-fist and say, "SNAIL!" because it looks like a snail when you do it. The girl looked at my friend, Casey, and said she didn't understand. So then I showed her and said, "See, it looks like a snail." She still looked really confused. Then, after Casey took a turn and tried to explain it again, the girl looked her directly in the eye and said, "Are you Jewish?" Casey said, "Um, no. Why? Are you?" The bar girl replied "No, but they do a bunch of confusing ***. Are you Yiddish?" Finally, without trying to make her feel isolated or stupid (or be rude), I said, "I think that's a language. Why did you ask that?" She didn't really give a reply, just looked confused and said something like "I dunno, y'all are kinda weird" and walked away to shoot on her turn.
We finished the game, chatted with others and played the game out until it was over.
After we left (shortly thereafter) we had a long conversation on the beach about why we thought she would've said something like that to Casey. The only thing we could come up with was that she must have associated feeling confused with Judiasm. When we did something she didn’t understand (or care to), she immediately thought we were weird. I think this says a lot. People get frustrated and walk away from things they don’t understand and immediately categorize them as such. I think this class has done a great job of at least having us confront the things we may not undertstand and be comfortable talking about that.
Rich,
ReplyDeleteI have lived in North Carolina my entire life, most of which was in the rural foothills, and I have never seen the flag as southern pride. I began associating it with racism and ignorance, just by seeing the people who often flew it or wore it. I did like the fact that my high school banned it on t-shirts and clothing, so I think that even most southerners agree that the flag has little to do with pride, and more to do with--as you worded so eloquently--racist assholes. I agree with what Megan said, there are other things in the south worth celebrating (like Sundrop in a glass bottle from a good day the farmer's market!).
Lauren,
I too stepped forward in the cross the line activity for an unseen disability. I even hesitated because I wasn't sure if my disability "counted". I have asthma, and like you, it has just become part of life. It was harder to have it in high school because I was very active and played a lot of sports, but sometimes I just couldn't perform as well as other kids. Sports that I really enjoyed playing in middle school (where the coaches were more lenient), I avoided in high school because of rumors of having to run laps around the fielded/gym--something I could not do. I never really entertained the idea of asking for special considerations to play those sports, I just assumed if I couldn't handle a practice, then I couldn't play in the games. So I see your point - even if I never really realized it myself. I was one of those students that didn't want to be treated differently, yet I guess it would have been nice if someone understood (or at the least not tell me to "suck it up" when I cannot breathe!).
Xtina--
ReplyDeleteVery interesting experience at the bar. Before this class, I don't know that I would have analyzed this situation, but given the conversations that we have had over these last few weeks, I am now very curious about these kinds of comments (as it sounds like you are too!) I had never really heard of someone associating doing something weird with being Jewish, but I think this is something the girl from the bar must have experienced in her past--simply not understanding customs of Jewish people and thinking that anything weird or unfamiliar to her must be related to Judaism. I feel like this class has really helped us to think twice before making these kinds of statements, and I am thankful that I have learned to be more mindful about how hurtful certain things can be to a culture. I mean, what if you had been Jewish! Was she saying that because of your religion, you do weird sh**???? That could have been uncomfortable for all of you. Way to try to ease things out though :)
Xtina – I commend you for your actions! If you had not said anything then that person would have thought that you agreed with their feelings and you clearly didn’t! I think the quick comment and just saying that’s a language, why did you say that probably shut them up for sure and made them at least consider what they were saying was offensive to all groups and not just those who are Jewish. It’s great to see you using what you’ve used in class in real life.
ReplyDelete@ Ashley Swandby – I like what you said about demonstrating that you sincerely care about their education! I think that was one of the lessons we could learn from the young men that visited our class last week… if you can make the effort, ask the right questions, and actually care about the answers you’re going to make an impact in that student’s life and education!
Lauren and Jessica,
ReplyDeleteI think your situations illustrate the importance of teachers to not only get to know their students, but also for them to be able to ask the right questions. There will no doubt be students in our classes that have unseen disabilities and being able to have a strong enough relationship and the knowledge and desire to ask the right questions could open up opportunities for these students that they may be afraid of hesitant to try.
Rich,
ReplyDeleteAs a fellow Northerner, I must say that I had the same questions regarding the Confederate flag symbolism. I recall my first experience with this when my baseball team at the University at Buffalo was driving down to Miami for a Spring Break tournament. We drove straight through and stopped at a Waffle House (also my first experience) in Savannah Georgia. Out of the ten or so cars and trucks in the parking lot, more than half of them had the Confederate flag stickers on them. As a bunch of Northerners, we questioned this immediately as to why they had this on their vehicle, and what it meant. I think that the only way to find out what this means is to ask the individual. Just because one “racist asshole” places this on his or her vehicle does not mean that another person who has this on his or her vehicle has the same positionality and beliefs as the “racist asshole.” It comes down to individualizing the situation and trying to understand why the individual sees the flag in the way that he or she does.
@ Ashley and Ashley
ReplyDeleteYes! I think if anything, this class has made me more aware of the subtle comments people make, in bars or like Angie's situation at work. They speak without realizing what they are saying. If anything, it makes me ALWAYS want to: 1) think about something; 2) think about how it will sound to that person, and 3) decide if I it is necessary and would accurately reflect me as a person. I know it isn't always realistic to have such a detailed thought process 24/7, but it's good to make that effort. My friends and I discussed this for a while afterwards. We came to the conclusion that this ignorance could be fear-based, people fear what they don't understand. And sometimes, people may use humor to sly away from an uncomfortable situations and I believe that is a form of fear as well.
@ Angie
And like your situation at work. People fear things they don't fully understand. He may have very much felt that way, but he is fearful and therefore does not want to consider other agendas.
@ Jessica Padgett
ReplyDeleteI have always associated the Confederate Flag with negativity. I also went to a high school where they banned wearing the flag, along with other attractive and expressive clothing logos (i.e., Big Johnson). My high school was very southern, pick up trucks with John Deere stickers and four-wheelers loaded in trailers attached to the bed. The whole bit. I have no problem with southern culture or the affinity people seem to have for "southern items," but I do agree with you. I do not think southern pride should be expressed with this flag.
@ colbyerle
Symbols have been used for years as a way to identify an individual's identity. It doesn't matter if the confederate flag represents pain, suffering and poverty, sweet tea, Gettysburg, PA, carpetbaggers, Robert E. Lee, or whatever. It represents something to each person and I totally get what you’re saying. If that particular (intangible?) thing it represents is negative, and that person lives in the south, then the person placing it on their belongings should be ready to explain what it means to them. I have yet to meet a person who has done that for me. Based on what I’ve read in civil war studies (just in history classes I've taken, and by no means am I an expert) it was an extremely devastating war, leaving the South poorer and more ravaged than ever. It is beyond me why any southern individual would ever care to display this flag. Yes, I agree with your thought on exploring each individual's positionality before judgement is placed; However, I can’t for the life of me understand why or how that flag represents southern pride.
@Taylor
ReplyDeleteI think your experience hits on something we haven’t discussed much in class and I agree with you.
Whenever we had to gather in a circle (1st or 2nd class, I can’t remember) and talk about a particular prejudice we have (had) mine was against old people.
It’s interesting to think people have prejudices against the elder, when we can enjoy being around them because like us they are people, only they are further along in the process of biological aging. Older folks have a unique depth and breadth of practical knowledge. They are able to reflect and apply their knowledge to improve life, whether it be listening and evaluating, advice or altruistic creativity. I think there are many unnecessary stereotypes for people in old age, many may be true, but most I have found to be myths. It’s been in my recent experience that the older people I know give me the best, most thoughtful advice on life-goals and things of great importance to me. Not to mention, the generativity that is displayed; reaching out to others in ways that give and guide the next generation.
Taylor-
ReplyDeleteI think it's great that you were able to have so much fun playing with the older gentlemen! I personally, adore old people. If I didn't work with children, I think I would be working with the elderly. I think they have so much insight to offer.
Several other posts, along with Taylor's, made me think about the idea of positionalities again. I think especially for other people, their positionalities are so set. The way they view the world and their feelings about other groups of people are strong. We will be teaching children, whose beliefs and feelings come from mainly what they hear at home. Their feelings and beliefs are generally not quite as set as an adult's might be. We have the ability to counteract negative things that our students may be learning at home. It's a very sticky situation, as we would never want to make our students feel like what they think or believe (and what they're parents/guardians think or believe), but we can show them how to be accepting by our example. That's a powerful place to be!
@Angie
ReplyDeleteThat is a wonderful story. It just goes to show that we need to be aware of what we say at all times. Because someone does not appear to be something outwardly we have no idea what they have going on inside and we have to be sensitive to this fact. If we approach the classroom in much the same manner we will be better for it. Taking something from our guests last week. We need to ask questions and not make assumptions.
Megan,
ReplyDeleteI definitely agree with your thoughts on our guest speakers. I was very moved by listening to their stories, and the biggest thing I hear from them was the ability to overcome all obstacles. During my future career as a teacher, I want to help young men and women with these same kind of obstacles in their triumph. Hearing them talk about the teachers that were good to them and took them under their wing, it really made me want to be that kind of teacher one day. I want to help all the students I ever teach, and I want to present myself as a voice of reason and someone who understands and is willing to listen to my students. I agree that this is why we are getting into this profession. It's to help make a positive difference in the lives of our students. I know that as a future math teacher, I was crushed a little bit on the inside hearing about the math teacher who made his student hate math even though he had a knack for being good at it. I want to be open to listening to my students and try to understand all different sorts of views on a topic. Great post, those speakers were very moving!!
Jessica,
That was a very interesting story about seeing your cousin at church. I think you raise an excellent point with your experience in that we can think we know somebody so well, but there are always things that people keep even from their closest relatives. Being open to trying new experiences is a very important for us as future teachers, because our students will never just come out and tell us everything about themselves. It is so great that you were able to grow closer to your cousin through your experience at this church, and I think that all of us could use the results of your experience at some point in our future careers as teachers.
@Richard
ReplyDeleteThe Confederate Flag I feel is steeped in southern tradition but to the uneducated and unenlightened I think it could be viewed much like the swastika of the Third Reich. I personally do not know enough about it and would never display it because of that. But when I see people with it tattooed on their arm or flying a flag at their house I am more than certain it is a sign that that person is anti multiculturalism and social justice. Again just my opinion but I don't feel their is much place for it in modern society. The Civil War was a bad thing, not a good thing.
Rich-
ReplyDeleteyou brought up a very good question. to me, the confederate flag is a reminder of slavery. but i am hopeful that those who display it do not think the same thing. i guess it all goes back to positionality. Maybe being a product of parents who were involved in the civil rights movement, I was brought up to seen it as a negative thing. However, in some families it probably is a sign of triumph. I hope we are able to discuss this topic more in class tonight. I would love to be enlightened more on the positive views of it.
This is Brandon, responding to Ashley Sparango:
ReplyDeleteYour comment about using the word "guys" to address boys and girls made me realize that I do the same thing at summer camps and haven't even realized it! And a lot of times I tend to see that term as referring to everybody, but I wonder if girls get annoyed with being referred to as "guys."
Though I had not noticed my usage of that particular word, I have noticed myself being more careful with the way I say things to a diverse group of kids. Part of my nature lesson deals with habitats, so we relate our own homes to animal habitats. I realized that I had been using the word "house" to refer to the kids' homes, when many of these kids probably live in something other than an actual house.
And for your wonderings about the use of the term "buddy," I also use that as a term of endearment for little guys (and by "guys" i do mean boys). I think that kids want to feel that sort of connection with a coach or counselor or whatever, so I don't see how it would bother people. But maybe there's something I'm missing?
Angie,
ReplyDeleteThat’s a pretty powerful story. I grew up in a fairly liberal environment out in Portland, Oregon, so the sort of situation you describe used to be very foreign to me. The first place I moved to as a matter of fact was South Carolina, and this type of mentality really caught me off guard. What I do have to say though, is that back in Portland, the reverse is true. People are often looked down upon for being Christians. The mentality of many out there is that Christianity is far too outdated and conservative. There is of course a tremendous difference between physically harming someone for not being Christian (as is the case in some parts of the South), and simply looking down upon someone for harboring religious beliefs (this is how a lot of Oregonians think). I still couldn’t help but think how both sides are so unaccommodating, and that the end result is the same: religious intolerance. This is something that annoyed be back at home, but something that is also a bit more amplified now that I live in North Carolina as a non-Christian.
Mike,
Just to play the devil’s advocate a bit, I think I would cut (some) adults a lot more slack. I most definitely agree that children have a lot less life experience, and thus make comments often without realizing their significance. However, I find this to be true often times with adults as well.
For example, some of my best friends, even now, carelessly throw around the word “gay” in the derogatory context. At this point in time, I am out to all of my friends. This has made no difference whatsoever in any of my friendships—if anything, my friends are extremely supportive of my lifestyle. Despite this, they often slip and call something negative gay from time to time. I suppose I could reprimand them, or even get upset, but I would rather try to maintain a bigger picture perspective. In the case of most of my male friends, I am their first gay friend, and the lifestyle is therefore something they had never come across or even thought about before they met me.
So, I guess what I’m saying is that I could see such comments as perhaps careless, but I also recognize that there are no bad intentions. In much the same way as with younger kids, many adults simply are unfamiliar with other positionalities, and thus unintentionally say things that could potentially be deemed offensive.