What:
In "What Can We Do?: Becoming Part of the Solution, Allan Johnson explains that "Privilege is a feature of social systems not individuals." (P. 138) Johnson then argues that although privilege and oppression are systemic problems that we can't individually correct or change; we can make a difference as participants in society to help change these systems that oppress. If we end our silence that affirms privilege and oppression and choose to take other paths that set a positive example rather than the paths of least resistance an oppressive society offers us we will contribute to positive change. "Oppression takes many forms, most notably avoidance, exclusion, rejection, unequal access to resources and rewards, and violence." This article is about what we can do to help end oppression, how we can help change the system that oppresses. By choosing to avoid the paths of least resistance that privilege and an oppressive society offer us we can help erode the oppression that is so entrenched in our society.
So What:
Privilege and Oppression cause a great deal of "trouble" in our society. The ongoing Societal Injustice around us provides great motivation to care about doing what we can. On page 168, Johnson explains that "paths of least resistance may perpetuate oppression... Obviously then, working for change isn't a path of least resistance, which raises the question of why anyone should follow Gandhi's advice and do it anyway." Johnson then points out that this is why "subordinate groups have done most of the work for change." People of subordinate groups have the most to gain and are most aware of the injustice and oppression they experience. As a result, people who are oppressed will be the most motivated to work for change.
On page 139, Johnson says: "Although disadvantaged groups take the brunt of the trouble, it also affects privileged groups. It does this in part because misery visited on others comes back to haunt those who benefit from it, especially in the form of defensiveness and fear." I thought this was a very good point. Yesterday, while taking pictures for my final project I was walking on Hartford Avenue surrounded by project housing.
I felt some anxiety because I benefit from white privilege and was surrounded by people who live in poverty and suffer the effects of oppression. Normally, I wouldn't be too concerned walking through this neighborhood on a weekday afternoon, but I was carrying my digital camera taking pictures designed to illustrate some of the ways this neighborhood suffers oppression resulting from white privilege. If oppression didn't exist, there would be no reason for anxiety in this and other similar settings.
However, guilt and injustice also affect the whites when we do nothing about racial privilege and oppression. We lose our "authenticity and aliveness" (170) and contribute to a system of oppression when we silently allow the status quo to continue.
Now What:
Johnson shares a number of ways we can contribute as change agents within our oppressive society. First we need to recognize two myths and avoid being held captive by them. Myth #1 is that "It's always been this way, and it always will" and Myth #2 is the myth of no effect, this myth is "the belief that nothing we do can make a difference" (p.145).
Johnson explains that it hasn't always been this way, that no social system lasts forever and that racial oppression has only been a feature of life for several centuries. He also explains a number of ways we can be part of gradual change. In some ways the change may be so gradual that we may not see it happen, but that doesn't mean that we aren't having an effect. On page 146 he says "we need to develop a similar ability in relation to time that enables us to carry within us the knowledge, the faith, that significant change happens even though we aren't around to see it." Then on page 147 he says "The myth of no effect obscures the role we can play in the long-term transformation of society. But the myth also blinds us to our own power in relation to other people...If we deny our power to affect people, then we don't have to worry about taking responsibility for how we use it or, more significant, how we don't.
Johnson suggests some steps we can take to have a positive effect on the transformation on society. We need to use simple everyday scenarios to avoid going along with a joke that affirms systems of privilege and oppression. "Systems shape the choices people make by providing paths of least resistance. We need to openly choose a different path that will show others both the path of least resistance they are taking and the option of choosing another path." Johnson says, "the simplest way to help others make different choices is to make them myself and to do it openly, As I change my participation within the system of privilege, I make it easier for others to do so as well and harder for them not to." (p.149)
Johnson wants us to admit and talk about the oppression and trouble that occurs in society. He also encourages us to learn how privilege and oppression work and how we participate in them (p.154). He challenges us to see if we can identify "paths of least resistance" and lets us know that the more aware we are of the power of these paths the more easily we can decide whether or not to go down them.
Johnson finally encourages us to take "little risks: Do something." Some of the little risks he tells us how to take include:
Make noise, be seen
Find little ways to withdraw support from paths of least resistance and people's choice to follow them, starting with yourself.
Dare to make people feel uncomfortable, beginning with yourself.
Openly choose and model alternative paths
Actively promote change in how systems are organized around privilege.
Pay attention to how different forms of oppression interact with one another.
Work with others
Don't keep it to yourself and
Don't let other people set the standard for you.
If we take some of these little risks, we will help bring positive Systemic change to our society. We may not see dramatic changes in our lifetime but when we take these risks we will help reduce the oppression and privilege of our systems. Johnson's article is mostly about the "Now What" and applying these principles to our lives. Systemic change doesn't come easily but if we follow Johnson's recommendations we will help put cracks in the dominant system of oppression and privilege that exists in our society.
Thursday, June 19, 2008
Citizenship in School for students who have disabilities
In my last blog I expressed concern regarding the complexity and challenges educators face when instructing students who use a variety of learning styles. Our time in class helped me see how we can work together to include all students who have disabilities in our community of learning.
Methods such as team teaching with special education teachers and resource instruction will enable students who have disabilities to participate in community with other students. I was expecting our class to focus more on people who have Down's Syndrome or a mental illness, rather than on a more general overview of issues related to people having a variety of disabilities.
When students have disabilities whatever they may be whether it is a physical handicap, learning disability, mental illness or Down's Syndrome, we need to help them integrate as fully as possible into our learning community. This will help free our students who have disabilities from isolation and include them in the classroom so all students can learn from and benefit one another.
Methods such as team teaching with special education teachers and resource instruction will enable students who have disabilities to participate in community with other students. I was expecting our class to focus more on people who have Down's Syndrome or a mental illness, rather than on a more general overview of issues related to people having a variety of disabilities.
When students have disabilities whatever they may be whether it is a physical handicap, learning disability, mental illness or Down's Syndrome, we need to help them integrate as fully as possible into our learning community. This will help free our students who have disabilities from isolation and include them in the classroom so all students can learn from and benefit one another.
Tuesday, June 17, 2008
Citizenship in School: Reconceptualizing Down Syndrome
Citizenship in School: Reconceptualizing Down Syndrome by Christopher Kliewer
What:
Mr. Kliewer argues in this article that eliminating people who have Down Syndrome or other disabilities from normal integration in the classroom detracts from the learning environment and schooling community. On page 213, he says "To eliminate a single person through any form of banishment, no matter how benevolent the logic, reduces the web and makes the community a less democratic and less rich place."
In this article, Mr. Kliewer emphasizes the point that "dialogue of citizenship does not require spoken, or indeed outspoken, language. Rather, communication is built on one's ability to listen to others." (p.201) On page 205 Kliewer quotes Gardner's research that shows how there are many culturally valued ways of knowing and acting in the world. Gardner shares how school traditionally emphasizes "logical-mathematical thinking and linguistic capacities", then he includes five other valuable ways of knowing and contributing in the world that are often overlooked in our schools.
Mr. Kliewer has given us reasons to believe that we need to include students who have Down Syndrome and other disabilities as full citizens. He even shows us that our classes are likely to experience a richer community and learning environment if we include students who have disabilities.
So What:
Many students who have disabilities such as Down Syndrome live a segregated life devoid of many of the educational opportunities of other students. Kliewer uses some examples of students with Down Syndrome such as Mia (p. 200), Isaac, April (p. 208-209) and John Mcgough (p.209) to show how isolation and segregation produced frustration, disconnection and limited the ability of these students to communicate. After these students were able to enter into a caring community as full citizens they contributed productively to this community to help it become a richer and more full learning environment.
Now What:
Mr. Kliewer advocates educating all children together as full citizens of our classroom. He says if we educate all children together it will change the representation of Down Syndrome from burden to citizenship (P.212). While referring to the students he talks about in this article, Kliewer says "Through citizenship, they came to be recognized as thinking, creative individuals who added unique and valuable dimensions to the group."
I agree with Mr. Kliewer that including students who have disabilities such as Down Syndrome can make a tremendous difference in helping students learn to listen and to develop appreciation for one another. I think this can also build teamwork along with many other skills and abilities. However, I am concerned about the complexity and challenges educators face in instructing students who use a variety of learning styles. I wonder how this will impact the ability of teachers to cover the required curriculum and students to learn this curriculum. How will this affect standardized testing? Will inclusive instruction improve test scores, cause a decline in test results or make little difference?
What:
Mr. Kliewer argues in this article that eliminating people who have Down Syndrome or other disabilities from normal integration in the classroom detracts from the learning environment and schooling community. On page 213, he says "To eliminate a single person through any form of banishment, no matter how benevolent the logic, reduces the web and makes the community a less democratic and less rich place."
In this article, Mr. Kliewer emphasizes the point that "dialogue of citizenship does not require spoken, or indeed outspoken, language. Rather, communication is built on one's ability to listen to others." (p.201) On page 205 Kliewer quotes Gardner's research that shows how there are many culturally valued ways of knowing and acting in the world. Gardner shares how school traditionally emphasizes "logical-mathematical thinking and linguistic capacities", then he includes five other valuable ways of knowing and contributing in the world that are often overlooked in our schools.
Mr. Kliewer has given us reasons to believe that we need to include students who have Down Syndrome and other disabilities as full citizens. He even shows us that our classes are likely to experience a richer community and learning environment if we include students who have disabilities.
So What:
Many students who have disabilities such as Down Syndrome live a segregated life devoid of many of the educational opportunities of other students. Kliewer uses some examples of students with Down Syndrome such as Mia (p. 200), Isaac, April (p. 208-209) and John Mcgough (p.209) to show how isolation and segregation produced frustration, disconnection and limited the ability of these students to communicate. After these students were able to enter into a caring community as full citizens they contributed productively to this community to help it become a richer and more full learning environment.
Now What:
Mr. Kliewer advocates educating all children together as full citizens of our classroom. He says if we educate all children together it will change the representation of Down Syndrome from burden to citizenship (P.212). While referring to the students he talks about in this article, Kliewer says "Through citizenship, they came to be recognized as thinking, creative individuals who added unique and valuable dimensions to the group."
I agree with Mr. Kliewer that including students who have disabilities such as Down Syndrome can make a tremendous difference in helping students learn to listen and to develop appreciation for one another. I think this can also build teamwork along with many other skills and abilities. However, I am concerned about the complexity and challenges educators face in instructing students who use a variety of learning styles. I wonder how this will impact the ability of teachers to cover the required curriculum and students to learn this curriculum. How will this affect standardized testing? Will inclusive instruction improve test scores, cause a decline in test results or make little difference?
Monday, June 16, 2008
Social Class and the Vocational Educational Tracks Hidden in School Curriculum
Social Class and the Hidden Curriculum of Work by Jean Anyon
What:
In this article (p.1) Ms. Anyon quotes the argument from Basil Bernstein, Pierre Bourdieu, and Michael W. Apple that "knowledge and skills leading to social power and regard (medical, legal, managerial) are made available to the advantaged social groups but are withheld from the working classes to whom a more 'practical' curriculum is offered (manual skills, clerical knowledge)."
Ms. Anyon presents research in this article to support the argument above. She demonstrates that classroom education differs in quality and purpose according to the social and economic classes of the student body. Ms. Anyon reports evidence from 5 schools to illustrate this variance in quality and intent of instruction. She examines two working class schools, one middle-class school, one affluent professional school and one executive elite school.
Ms. Anyon reports:
In working class schools, work is following the steps of a procedure (p.3)
In the middle-class school, work is getting the right answer (p.5)
In the affluent professional school, work is creative activity carried out independently (p.7)
and in the executive elite school, work is developing one's analytical intellectual powers.
Ms. Anyon's research indicates a significant variance in educational approach among 5th graders within the same state but communities that also vary significantly in their social and economic classes.
So What:
On page 11, Ms. Anyon says "School experience, in the sample of schools discussed here, differed qualitatively by social class. These differences may not only contribute to the development in the children in each social class of certain types of economically significant relationships and not others but would thereby help to reproduce this system of relations in society."
If our educational systems broadly reflect the societal class profiling and educational practices evident in Ms. Anyon's study then most students in American society will have a tendency to remain in their current socioeconomic class. The educational system will obstruct their efforts and limit student potential to achieve success.
If we continue to educate differently according to social class (providing greater knowledge and skills of power in proportion to their increasing identity with the culture of power), then we can expect a continuous cycle of poverty and oppression that will entrap many Americans within a particular socioeconomic class or group. Ethnic minority students and others who are not part of the culture of power will have their opportunities to improve their quality of life severely limited. This discrimination and injustice against people of minority races and the working class continue to prolong the cycle of limited opportunity and segregation here in America. When will this injustice and poverty end?
Now what:
Ms. Anyon calls for "further research...in a large number of schools to investigate the types of work tasks and interactions in each to see if they differ in the ways discussed here and to see if similar potential relationships are uncovered." She is seeking more research to determine if her initial findings are generally reflected within American schools. If these findings are consistent with most schools or even a significant number of schools then the educational system should be changed to give minority students and other working class students access to the codes and rules of the culture of power. As a result, there will be increased opportunity for students to break the cycle of oppression evident in American society.
It is disturbing to see educational paradigms established that are designed to limit the opportunities of students and direct them into a particular vocation. It is especially disconcerting to hear some of the attitude expressed by some teachers in the working class schools that Ms. Anyon talks about. For example, "No, you don't; you don't even know what I'm making yet. Do it this way or it's wrong." and "Simple punctuation is all they'll ever use."
I feel frustrated by the Occurrence of these attitudes in education. If one doesn't believe in his/her students and their potential than why serve as an educator? We need to strive to encourage and equip our students to take advantage of the opportunities they receive. The implications of Ms. Anyon's studies confirm what Lisa Delpit, says in her article Other People's Children: Cultural Conflict in the Classroom. Delpit says that: "If you are not already a participant in the culture of power, being told explicitly the rules of that culture makes acquiring power easier." All of our students have the potential to learn and grow. As a future educator, I want marginalized students to have the opportunity to develop their creativity and achieve success in society.
What:
In this article (p.1) Ms. Anyon quotes the argument from Basil Bernstein, Pierre Bourdieu, and Michael W. Apple that "knowledge and skills leading to social power and regard (medical, legal, managerial) are made available to the advantaged social groups but are withheld from the working classes to whom a more 'practical' curriculum is offered (manual skills, clerical knowledge)."
Ms. Anyon presents research in this article to support the argument above. She demonstrates that classroom education differs in quality and purpose according to the social and economic classes of the student body. Ms. Anyon reports evidence from 5 schools to illustrate this variance in quality and intent of instruction. She examines two working class schools, one middle-class school, one affluent professional school and one executive elite school.
Ms. Anyon reports:
In working class schools, work is following the steps of a procedure (p.3)
In the middle-class school, work is getting the right answer (p.5)
In the affluent professional school, work is creative activity carried out independently (p.7)
and in the executive elite school, work is developing one's analytical intellectual powers.
Ms. Anyon's research indicates a significant variance in educational approach among 5th graders within the same state but communities that also vary significantly in their social and economic classes.
So What:
On page 11, Ms. Anyon says "School experience, in the sample of schools discussed here, differed qualitatively by social class. These differences may not only contribute to the development in the children in each social class of certain types of economically significant relationships and not others but would thereby help to reproduce this system of relations in society."
If our educational systems broadly reflect the societal class profiling and educational practices evident in Ms. Anyon's study then most students in American society will have a tendency to remain in their current socioeconomic class. The educational system will obstruct their efforts and limit student potential to achieve success.
If we continue to educate differently according to social class (providing greater knowledge and skills of power in proportion to their increasing identity with the culture of power), then we can expect a continuous cycle of poverty and oppression that will entrap many Americans within a particular socioeconomic class or group. Ethnic minority students and others who are not part of the culture of power will have their opportunities to improve their quality of life severely limited. This discrimination and injustice against people of minority races and the working class continue to prolong the cycle of limited opportunity and segregation here in America. When will this injustice and poverty end?
Now what:
Ms. Anyon calls for "further research...in a large number of schools to investigate the types of work tasks and interactions in each to see if they differ in the ways discussed here and to see if similar potential relationships are uncovered." She is seeking more research to determine if her initial findings are generally reflected within American schools. If these findings are consistent with most schools or even a significant number of schools then the educational system should be changed to give minority students and other working class students access to the codes and rules of the culture of power. As a result, there will be increased opportunity for students to break the cycle of oppression evident in American society.
It is disturbing to see educational paradigms established that are designed to limit the opportunities of students and direct them into a particular vocation. It is especially disconcerting to hear some of the attitude expressed by some teachers in the working class schools that Ms. Anyon talks about. For example, "No, you don't; you don't even know what I'm making yet. Do it this way or it's wrong." and "Simple punctuation is all they'll ever use."
I feel frustrated by the Occurrence of these attitudes in education. If one doesn't believe in his/her students and their potential than why serve as an educator? We need to strive to encourage and equip our students to take advantage of the opportunities they receive. The implications of Ms. Anyon's studies confirm what Lisa Delpit, says in her article Other People's Children: Cultural Conflict in the Classroom. Delpit says that: "If you are not already a participant in the culture of power, being told explicitly the rules of that culture makes acquiring power easier." All of our students have the potential to learn and grow. As a future educator, I want marginalized students to have the opportunity to develop their creativity and achieve success in society.
Friday, June 13, 2008
"One More River to Cross"
"'One More River to Cross' Recognizing the Real Injury in Brown: A prerequisite to Shaping New Remedies" by Charles Lawrence and "Whites Swim in Racial Preference" by Tim Wise.
In "'One More River to Cross'Recognizing the Real Injury in Brown" Charles Lawrence discusses how the decision in Brown vs. The Board of Education allowed society to continue maintaining an established system of racial segregation. Lawrence argues that the court wrongfully focused on just the results or "effect" of segregation rather than the purpose and motivation for segregation. On page 283 Lawrence says:
"By focusing on the effect of school segregation rather than its purpose the Warren Court confused the issue and led us to look to separation as the sole source of black children's feelings of inferiority rather than at the larger institution of which segregated schools were only a small part. This confusion has limited us both in proving injury and in our search for appropriate remedies."
Lawrence shares that the purpose of segregation isn't just separation of different races. If this were the case, the court's decision in Brown probably would have effectively eliminated the discrepancies between opportunity for whites and blacks. The real purpose of segregation is to "label or define blacks as inferior and exclude them from full and equal participation in society."(p. 282) Lawrence goes on to point out that as long as blacks were enslaved and slavery made the superior status of whites clear, then whites had no apprehensions about living near or with blacks.
It was only when slavery ended that segregation was established. Lawrence tells us that "historians... are in full agreement in their description of the institution (segregation) as an instrument of subordination which used a strict and rigid caste system to clearly define and limit the social, political, and economic mobility of blacks. Woodward ha called 'Jim Crow' laws the 'public symbols and constant reminders' of the inferior position of blacks."
So What:
Segregation continues throughout our society today because of its self perpetuating nature (Lawrence p. 283). Zoning laws and inferior school systems, contribute to limit the mobility and opportunities of blacks. The limited mobility and opportunities of blacks force most to remain in communities with inferior school systems. Of course the problem goes far beyond this because of the privilege that white Americans receive. On p. 292 Lawrence points out that many white Americans argue in court that they are victimized by affirmative action. He then says:
"Lost in this debate over so called preferential admissions is the fact that medical schools are still over 90 % white, that 95 % of law students are white, and that in virtually every desirable job category, minorities come nowhere near having representation approaching their numbers. Lost is the fact that the new reverse discrimination plaintiffs are claiming the right to continued operation of a system that places them in a preferential position."
In the Article, Whites Swim in Racial Preference Tim Wise explains how some attempts at affirmative action don't even come close to creating an equitable situation for minorities and whites. Wise uses the admissions policy at the University of Michigan to illustrate how the system of segregation in America reinforces white privilege and limits opportunities for minority students. He notes how the Univ. of Michigan offers 20 admissions points to minority students on a 150 point scale but "offers various combinations worth up to 58 points to students who will almost all be white." The 20 points are seen as preference for minority students but the 58 points are hidden behind a system of "social inequities that limit where people live, where they go to school and the kind of opportunities they have." This means a poor white student from the upper peninsula of Michigan will get at least 36 extra points and most minority students in Detroit won't have the possibility of getting any more than the 20 extra they receive for being a minority student. This segregation that has them living in inner city Detroit and limits the options of their parents so they need to work low wage jobs will also limit their ability to go to college. This is because schools where Blacks and Latinos live are less likely to have honors classes or be high performing high schools.
If Black students are able to go to college, then they still may have difficulty getting a good job because of our entrenched system of White privilege. Lawrence points out on page 292 that "white high school dropouts have lower unemployment rates than black young people with some college education."
Now What:
Segregation in American society consistently limits the options and opportunities available to Blacks and people of other minority groups. On page 292, Lawrence indicates that there are "sharp racial differences in life expectancy, medical care, income, jobs, education and political power." In his article "Whites Swim in Racial Preference", Tim Wise reports similar findings. These are serious and disturbing examples of social and racial injustice, entrenched racism and oppression that severely limits the opportunities for African Americans and other minority groups. Before we can implement effective solutions to these tragic problems, Lawrence says that we need to acknowledge "the nature and scope of the injury of segregation."
Most white Americans just don't recognize that segregation still exists. We also often have a difficult time recognizing the privilege that we receive as white Americans. Lawrence is advocating for systemic changes to end the system of oppression that creates and reinforces discrimination against blacks and other minorities. Lawrence articulates that this "system of oppression will continue to exist and operate to the benefit of whites until they destroy this system. The destruction of this subtle yet pervasive segregationism will take significant action. That is the reason that there is always "One more river to cross."
In the article "Whites Swim in racial privilege" Tim Wise expresses that "all talk of ending affirmative action is not only "premature but disrespectful and dismissive of those who have fought and died for equal opportunity." Wise wants us to continue with affirmative action to help blacks and people of other groups have the opportunity to achieve success in our society.
It is clear that there are serious issues that limit the opportunities of black and other minority students. There are great obstacles at each step in the process of education and seeking employment for Black students. I think that we need to change many of the processes in our system to bring freedom and justice for African-American students. This could help increase their opportunities for success. As Lisa Delpit shared in her article Other People's Children, minority students need to know the codes and rules of the Culture of power in order to be able to achieve success in our society. They also need more significant affirmative action then we currently have, since we have such significant racial preference and subtly unrecognizable affirmative action benefit whites as it has for many generations.
In "'One More River to Cross'Recognizing the Real Injury in Brown" Charles Lawrence discusses how the decision in Brown vs. The Board of Education allowed society to continue maintaining an established system of racial segregation. Lawrence argues that the court wrongfully focused on just the results or "effect" of segregation rather than the purpose and motivation for segregation. On page 283 Lawrence says:
"By focusing on the effect of school segregation rather than its purpose the Warren Court confused the issue and led us to look to separation as the sole source of black children's feelings of inferiority rather than at the larger institution of which segregated schools were only a small part. This confusion has limited us both in proving injury and in our search for appropriate remedies."
Lawrence shares that the purpose of segregation isn't just separation of different races. If this were the case, the court's decision in Brown probably would have effectively eliminated the discrepancies between opportunity for whites and blacks. The real purpose of segregation is to "label or define blacks as inferior and exclude them from full and equal participation in society."(p. 282) Lawrence goes on to point out that as long as blacks were enslaved and slavery made the superior status of whites clear, then whites had no apprehensions about living near or with blacks.
It was only when slavery ended that segregation was established. Lawrence tells us that "historians... are in full agreement in their description of the institution (segregation) as an instrument of subordination which used a strict and rigid caste system to clearly define and limit the social, political, and economic mobility of blacks. Woodward ha called 'Jim Crow' laws the 'public symbols and constant reminders' of the inferior position of blacks."
So What:
Segregation continues throughout our society today because of its self perpetuating nature (Lawrence p. 283). Zoning laws and inferior school systems, contribute to limit the mobility and opportunities of blacks. The limited mobility and opportunities of blacks force most to remain in communities with inferior school systems. Of course the problem goes far beyond this because of the privilege that white Americans receive. On p. 292 Lawrence points out that many white Americans argue in court that they are victimized by affirmative action. He then says:
"Lost in this debate over so called preferential admissions is the fact that medical schools are still over 90 % white, that 95 % of law students are white, and that in virtually every desirable job category, minorities come nowhere near having representation approaching their numbers. Lost is the fact that the new reverse discrimination plaintiffs are claiming the right to continued operation of a system that places them in a preferential position."
In the Article, Whites Swim in Racial Preference Tim Wise explains how some attempts at affirmative action don't even come close to creating an equitable situation for minorities and whites. Wise uses the admissions policy at the University of Michigan to illustrate how the system of segregation in America reinforces white privilege and limits opportunities for minority students. He notes how the Univ. of Michigan offers 20 admissions points to minority students on a 150 point scale but "offers various combinations worth up to 58 points to students who will almost all be white." The 20 points are seen as preference for minority students but the 58 points are hidden behind a system of "social inequities that limit where people live, where they go to school and the kind of opportunities they have." This means a poor white student from the upper peninsula of Michigan will get at least 36 extra points and most minority students in Detroit won't have the possibility of getting any more than the 20 extra they receive for being a minority student. This segregation that has them living in inner city Detroit and limits the options of their parents so they need to work low wage jobs will also limit their ability to go to college. This is because schools where Blacks and Latinos live are less likely to have honors classes or be high performing high schools.
If Black students are able to go to college, then they still may have difficulty getting a good job because of our entrenched system of White privilege. Lawrence points out on page 292 that "white high school dropouts have lower unemployment rates than black young people with some college education."
Now What:
Segregation in American society consistently limits the options and opportunities available to Blacks and people of other minority groups. On page 292, Lawrence indicates that there are "sharp racial differences in life expectancy, medical care, income, jobs, education and political power." In his article "Whites Swim in Racial Preference", Tim Wise reports similar findings. These are serious and disturbing examples of social and racial injustice, entrenched racism and oppression that severely limits the opportunities for African Americans and other minority groups. Before we can implement effective solutions to these tragic problems, Lawrence says that we need to acknowledge "the nature and scope of the injury of segregation."
Most white Americans just don't recognize that segregation still exists. We also often have a difficult time recognizing the privilege that we receive as white Americans. Lawrence is advocating for systemic changes to end the system of oppression that creates and reinforces discrimination against blacks and other minorities. Lawrence articulates that this "system of oppression will continue to exist and operate to the benefit of whites until they destroy this system. The destruction of this subtle yet pervasive segregationism will take significant action. That is the reason that there is always "One more river to cross."
In the article "Whites Swim in racial privilege" Tim Wise expresses that "all talk of ending affirmative action is not only "premature but disrespectful and dismissive of those who have fought and died for equal opportunity." Wise wants us to continue with affirmative action to help blacks and people of other groups have the opportunity to achieve success in our society.
It is clear that there are serious issues that limit the opportunities of black and other minority students. There are great obstacles at each step in the process of education and seeking employment for Black students. I think that we need to change many of the processes in our system to bring freedom and justice for African-American students. This could help increase their opportunities for success. As Lisa Delpit shared in her article Other People's Children, minority students need to know the codes and rules of the Culture of power in order to be able to achieve success in our society. They also need more significant affirmative action then we currently have, since we have such significant racial preference and subtly unrecognizable affirmative action benefit whites as it has for many generations.
Tuesday, June 10, 2008
Gayness, Multicultural Education and Community
Gayness, Multicultural Education and Community by Dennis Carlson
What:
Carlson uses this article to show how people that are gay and "gayness" have been silenced by the "normalizing community". On page 233, he describes normalizing community as the idea of community in America where "some individuals and subject positions get privileged(i.e., white, middle class, male, heterosexual, etc.) and represented as 'normal' while other individuals and subject positions (i.e., black, working class, female, homosexual, etc.) are disempowered and represented as deviant, sick, neurotic, criminal, lazy, lacking in intelligence, and in other ways 'abnormal.'"
Carlson goes on to say that "Public schools have often promoted this type of 'normalizing'... community... based on defining a cultural center or 'norm' and positioning class, gender, race, and sexual Others at the margins." Carlson is arguing that these normalizing practices are difficult to sustain and should be changed. He suggests using public schools to help build a "multicultural community, one in which sexual identity (like other markers of difference including class, gender, and race) is recognized, in which inequities are challenged, and where dialogue across difference replaces silencing and invisibility practices. He is arguing that we need to discuss and recognize differences particularly related to gayness and sexual identity. Then we can use dialogue across difference to avoid the continued marginalization of those not labeled as "normal".
So What:
Carlson gives us some good reasons to care about these issues. He points out on page 239 that up to one-third of all adolescent suicide victims are gay, approximately one-quarter of all homeless youth in the the United States are gay and dropout and drug abuse rates among gay youth are also similarly high. These rates are very disturbing especially since numbers of gay youth are much smaller then 1/4 to 1/3 of our total numbers of youth. Carlson also draws attention to the intimidation that many gay teachers and students feel (P. 238). This may often result in gay teachers to avoid class discussions regarding gayness for fear of losing their jobs. Carlson says that abuses and oppression continue "because gay teachers and students operate in an environment where they feel afraid to stand up for themselves, and because any discussion of gay people continues to be absent in the curriculum so that homophobia is not interrogated."
Now What:
On pages 248-9, Carlson includes several steps that he thinks we need to take in order to reduce and eventually eliminate this oppression against gays. He implies that schools need to respond to the existence of "out" gays-both students and teachers. Secondly he emphasizes the need to help gay youth. He also advocates for inclusion of gayness in the curriculum. He then goes on to say that "we need to hold schools accountable for failing to meet the needs of these youth."
On page 251 Carlson indicates that at a minimum, multicultural educators need to involve students in talk about gay identity while discussing human rights and caring for others including gays within community. Carlson would like to see democratic multicultural education directed toward helping youth build connections and alliances with others who face a variety of cultural struggles. Ultimately he concludes that a "democratic multicultural education must become a dialogue in which all 'voices' are heard and all 'truths' understood as partial and positioned." (p.252) He says that the purpose of classroom discussion isn't to achieve a "true" or "objective" reality but to clarify differences and agreements and work toward coalition-building across differences and build relationships based on caring and equity.
My reactions:
This article raises significant issues. Some of Carlson's suggestions are very controversial. I find that Carlson brings up some valid concerns but I wonder about the implications and effects of his recommendations regarding curriculum changes. I agree that we need to build a caring environment where the human rights of all groups of people including gays are protected. As a Christian, I desire to follow the example of how Jesus models compassion and advocacy for social justice. He calls his followers to "love your neighbor as yourself." On a practical level this means that I need to listen to the concerns of others including people who are gay, respect them, and value them. In a democratic multicultural educational environment it is certainly a good idea for us to discuss relevant human rights issues and caring for others. I also think it is important for gay students as well as students from other cultural minorities to have opportunities to talk with counselors and get help as needed.
In regards to the curriculum, on initial consideration, I agree with the decision of the New York school board to reject the rainbow curriculum. I am not aware of the specifics of this content, but am concerned as a parent, because I don't think first graders are ready to discuss many of these types of issues. The title Heather has two mommies sounds like it will raise many questions and issues that my children may not be ready to explore at such a young age. If they have classmates and/or friends who actually have two same sex parents, then it becomes a topic of necessity but we still need to exercise caution in our approach.
I am also concerned that the Rainbow curriculum did not involve community-based dialogue. Dialogue is essential to prevent resentment and strong reactions from concerned parents whether or not they are familiar with or fearful of gay issues. We need to increase dialogue and productive discussion rather then just implementing untested administrative mandates.
However, Carlson does raise a good point about publishers and curriculum writers avoiding gayness to marginalize and preserve the status quo(p. 236). I am not in favor of over-representing gayness in our discussions of English literature or history, but I do believe that it is appropriate to include these references or discussions when it is relevant to our subject content.
For example On page 236, Carlson brings up the tendency of English literature anthologies to go out of their way to avoid acknowledging the gayness of some famous writers such as Walt Whitman, James Baldwin and Gertrude Stein. It is dishonest and contributes to negative bias to edit our educational texts in such a misleading manner. When gayness is an influential theme in the works of writers like Whitman, then it is appropriate for students to be aware of Whitman's gayness in a respectful manner that gives appropriate coverage to Whitman considering the significance of his work in relationship to other writers." I also agree that we need to promote the protection of minority rights and individual freedoms of all minority groups including people that are gay in an age appropriate context. Students need to discuss caring for others and respecting the differences of others including those who are gay. If students are old enough to tease students about gayness or show hostility towards others because of race, gender, sexual identity, etc., then they are old enough to discuss issues of difference and the need to respect and care for one another and learn to bridge across differences. At this point, students need to seek to understand and listen to each other.
This is a complicated topic and their are many other potential variables that can and will influence the appropriate level of discussion both in the community at large and within various multicultural educational settings.
What:
Carlson uses this article to show how people that are gay and "gayness" have been silenced by the "normalizing community". On page 233, he describes normalizing community as the idea of community in America where "some individuals and subject positions get privileged(i.e., white, middle class, male, heterosexual, etc.) and represented as 'normal' while other individuals and subject positions (i.e., black, working class, female, homosexual, etc.) are disempowered and represented as deviant, sick, neurotic, criminal, lazy, lacking in intelligence, and in other ways 'abnormal.'"
Carlson goes on to say that "Public schools have often promoted this type of 'normalizing'... community... based on defining a cultural center or 'norm' and positioning class, gender, race, and sexual Others at the margins." Carlson is arguing that these normalizing practices are difficult to sustain and should be changed. He suggests using public schools to help build a "multicultural community, one in which sexual identity (like other markers of difference including class, gender, and race) is recognized, in which inequities are challenged, and where dialogue across difference replaces silencing and invisibility practices. He is arguing that we need to discuss and recognize differences particularly related to gayness and sexual identity. Then we can use dialogue across difference to avoid the continued marginalization of those not labeled as "normal".
So What:
Carlson gives us some good reasons to care about these issues. He points out on page 239 that up to one-third of all adolescent suicide victims are gay, approximately one-quarter of all homeless youth in the the United States are gay and dropout and drug abuse rates among gay youth are also similarly high. These rates are very disturbing especially since numbers of gay youth are much smaller then 1/4 to 1/3 of our total numbers of youth. Carlson also draws attention to the intimidation that many gay teachers and students feel (P. 238). This may often result in gay teachers to avoid class discussions regarding gayness for fear of losing their jobs. Carlson says that abuses and oppression continue "because gay teachers and students operate in an environment where they feel afraid to stand up for themselves, and because any discussion of gay people continues to be absent in the curriculum so that homophobia is not interrogated."
Now What:
On pages 248-9, Carlson includes several steps that he thinks we need to take in order to reduce and eventually eliminate this oppression against gays. He implies that schools need to respond to the existence of "out" gays-both students and teachers. Secondly he emphasizes the need to help gay youth. He also advocates for inclusion of gayness in the curriculum. He then goes on to say that "we need to hold schools accountable for failing to meet the needs of these youth."
On page 251 Carlson indicates that at a minimum, multicultural educators need to involve students in talk about gay identity while discussing human rights and caring for others including gays within community. Carlson would like to see democratic multicultural education directed toward helping youth build connections and alliances with others who face a variety of cultural struggles. Ultimately he concludes that a "democratic multicultural education must become a dialogue in which all 'voices' are heard and all 'truths' understood as partial and positioned." (p.252) He says that the purpose of classroom discussion isn't to achieve a "true" or "objective" reality but to clarify differences and agreements and work toward coalition-building across differences and build relationships based on caring and equity.
My reactions:
This article raises significant issues. Some of Carlson's suggestions are very controversial. I find that Carlson brings up some valid concerns but I wonder about the implications and effects of his recommendations regarding curriculum changes. I agree that we need to build a caring environment where the human rights of all groups of people including gays are protected. As a Christian, I desire to follow the example of how Jesus models compassion and advocacy for social justice. He calls his followers to "love your neighbor as yourself." On a practical level this means that I need to listen to the concerns of others including people who are gay, respect them, and value them. In a democratic multicultural educational environment it is certainly a good idea for us to discuss relevant human rights issues and caring for others. I also think it is important for gay students as well as students from other cultural minorities to have opportunities to talk with counselors and get help as needed.
In regards to the curriculum, on initial consideration, I agree with the decision of the New York school board to reject the rainbow curriculum. I am not aware of the specifics of this content, but am concerned as a parent, because I don't think first graders are ready to discuss many of these types of issues. The title Heather has two mommies sounds like it will raise many questions and issues that my children may not be ready to explore at such a young age. If they have classmates and/or friends who actually have two same sex parents, then it becomes a topic of necessity but we still need to exercise caution in our approach.
I am also concerned that the Rainbow curriculum did not involve community-based dialogue. Dialogue is essential to prevent resentment and strong reactions from concerned parents whether or not they are familiar with or fearful of gay issues. We need to increase dialogue and productive discussion rather then just implementing untested administrative mandates.
However, Carlson does raise a good point about publishers and curriculum writers avoiding gayness to marginalize and preserve the status quo(p. 236). I am not in favor of over-representing gayness in our discussions of English literature or history, but I do believe that it is appropriate to include these references or discussions when it is relevant to our subject content.
For example On page 236, Carlson brings up the tendency of English literature anthologies to go out of their way to avoid acknowledging the gayness of some famous writers such as Walt Whitman, James Baldwin and Gertrude Stein. It is dishonest and contributes to negative bias to edit our educational texts in such a misleading manner. When gayness is an influential theme in the works of writers like Whitman, then it is appropriate for students to be aware of Whitman's gayness in a respectful manner that gives appropriate coverage to Whitman considering the significance of his work in relationship to other writers." I also agree that we need to promote the protection of minority rights and individual freedoms of all minority groups including people that are gay in an age appropriate context. Students need to discuss caring for others and respecting the differences of others including those who are gay. If students are old enough to tease students about gayness or show hostility towards others because of race, gender, sexual identity, etc., then they are old enough to discuss issues of difference and the need to respect and care for one another and learn to bridge across differences. At this point, students need to seek to understand and listen to each other.
This is a complicated topic and their are many other potential variables that can and will influence the appropriate level of discussion both in the community at large and within various multicultural educational settings.
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