1.)"...it is noteworthy that no state currently recognizes gays and lesbians as legitimate minority or cultural groups to be considered in textbook adoption or to be included in multicultural education."
I'm not sure if any states have updated their policy on this since, but it is a classification I have never really considered. I didn't even realize that there was a standard on inclusive teaching. It seems silly that religion, class, gender, ethnicity, and race are considered but not sexual orientation. Who we fall in love with affects how we will develop and group our future families.Gays are certainly not considered a part of the "mainstream culture" so to not include them in the minority culture is to discount them entirely. I think that is a real injustice.
2.)"... it is now estimated that up to one third of all adolescent suicide victims are gay..."
This statistic is utterly haunting. As Dr. Stevos said, "I never want to be 13 again." The time in our lives when sexuality buds is nerve wracking. For a gay person, the difficulties of adolescent sexuality becomes compounded through feelings of isolation. If we, as their teachers, do not try to expose students to positive examples of other gay individuals, them we are starving these students of the role models they need and deserve. Humans have been gay since the beginning of time, just look back at ancient Greek culture. the fact that it is 2011 and it has not yet been accepted as a viable choice in a healthy life is a problem that we are putting on the shoulders of our youth. Obviously, from the high suicide rate, it is often too much for them to bare.
3.) talking about the film La Cage aux Folles "... the world of Renato and Albin is linked to a deep-rooted desire for a space in which all people are free to "be themselves," and in which diversity is not only tolerated but celebrated."
Why are we so afraid to let people be who they are in a diverse environment? Are we scared that if someone chooses not to live our life then it deems our life as less desirable? Are we afraid that we will be forced to become them? Then, why would we want people to become us? I say us to acknowledge that I am straight, white, middle class. I am the majority trying to make myself rise above everyone else while simultaneously trying to make them like me. It doesn't make logical sense for us all to be the same. Get over it! Embrace diversity. Marriage and the military are basic human rights. We need to evolve!
Overall I thought this reading was good. I understand the need to understand the historic inferences of systematic and inherent prejudice towards gay people so I did enjoy the quotes from the book and movies. But, this is a rapidly evolving topic so more up to date information would be appreciated. It is important to know where we came from but there is a lot of potent examples from present day.
Monday, February 28, 2011
Monday, February 21, 2011
2nd Film of a Class Divided
http://www.schooltube.com/video/54d6fe3ddda98b6e7f9f/a-class-divided-2-of-4
This film is a classic. It resonates Johnson's debate in which it he postulates whether prejudice is nature or nurture. It is interesting how easily influenced humans can be, especially when they are given power over others. Even more so, when that power has not been rightfully earned.
This film is a classic. It resonates Johnson's debate in which it he postulates whether prejudice is nature or nurture. It is interesting how easily influenced humans can be, especially when they are given power over others. Even more so, when that power has not been rightfully earned.
Terry Meier "Why can't she remember that?" The importance of storybook readings in multilingual, multicultural classrooms.
The three quotes I chose to reflect on from this text are:
1.) "Especially for very young children, learning occurs most productively and profoundly in a context of familiarity"
I think this quote really explains why children should be connected to charectors in a book. Children love feeling like they are like each other and like the teacher. "I have a cat too" "I have four cookies and I'm 4!" If the child in the text has braids, has a little brother, or is seven, the child who can match that will take note and feel a boost of pride.
2.) "...a Puerto Rican teacher and scholar said that "many youngsters develop the impressionn that books are not about them, their famalies, or communities, but rather always about the other."
Taking the first quote into consideration it seems that much more imprative to give young students a chance to feel included in books. If they don't they won't have the opportunity to feel like we could be talking about them. They won't connect as well to the text.
3.) " Not every book used in a multilingual, multicultural classroom needs to represent people of color or to incorporate verbal diversity, but if bilingual children and children of color make up the majority of the class, then the majority of the books used in the book should reflect that fact."
I think this a great way to look at what you are reading to the children. Look at the breakdown of children in general. Often, when developing a co-ed book a writer will pick a male protagonist because females have no problem listening to a story about males, but males tend to not like stories about females. If your class is more females then read more books about females. If there are students from Russia or Cape verde make a concerted effort. It will mean a great deal for the child to have his/her "15 minutes". Also, and much like the problem with Wind Wolf, the other students will be exposed and open to this new culture, acting as a conduit for understanding.
I especially like Keats "The snowy day". It has an african american boy enjoying the snow. His culture is displayed in the patterns and colors of the beautifully decorated illustrations of the work. One thing I think is important is to read books both where minorities are different and books where they are not different from the majority. I think this because I feel it is important to show that there are important differences between different cultures but we are also very much the same. For instance, books using common coloqualisms of a certain culture are an important way of showing culture and keeping charectors true to who they are. It also reminds us that our proper English is a property of the power of culture. But if every time we read a book about a minority group, altered language is used, it may end up emphasizing that groups "difference". I enjoy books where minorities are the main charector but the book isn't ABOUT that main charector being a minority.
1.) "Especially for very young children, learning occurs most productively and profoundly in a context of familiarity"
I think this quote really explains why children should be connected to charectors in a book. Children love feeling like they are like each other and like the teacher. "I have a cat too" "I have four cookies and I'm 4!" If the child in the text has braids, has a little brother, or is seven, the child who can match that will take note and feel a boost of pride.
2.) "...a Puerto Rican teacher and scholar said that "many youngsters develop the impressionn that books are not about them, their famalies, or communities, but rather always about the other."
Taking the first quote into consideration it seems that much more imprative to give young students a chance to feel included in books. If they don't they won't have the opportunity to feel like we could be talking about them. They won't connect as well to the text.
3.) " Not every book used in a multilingual, multicultural classroom needs to represent people of color or to incorporate verbal diversity, but if bilingual children and children of color make up the majority of the class, then the majority of the books used in the book should reflect that fact."
I think this a great way to look at what you are reading to the children. Look at the breakdown of children in general. Often, when developing a co-ed book a writer will pick a male protagonist because females have no problem listening to a story about males, but males tend to not like stories about females. If your class is more females then read more books about females. If there are students from Russia or Cape verde make a concerted effort. It will mean a great deal for the child to have his/her "15 minutes". Also, and much like the problem with Wind Wolf, the other students will be exposed and open to this new culture, acting as a conduit for understanding.
I especially like Keats "The snowy day". It has an african american boy enjoying the snow. His culture is displayed in the patterns and colors of the beautifully decorated illustrations of the work. One thing I think is important is to read books both where minorities are different and books where they are not different from the majority. I think this because I feel it is important to show that there are important differences between different cultures but we are also very much the same. For instance, books using common coloqualisms of a certain culture are an important way of showing culture and keeping charectors true to who they are. It also reminds us that our proper English is a property of the power of culture. But if every time we read a book about a minority group, altered language is used, it may end up emphasizing that groups "difference". I enjoy books where minorities are the main charector but the book isn't ABOUT that main charector being a minority.
Tuesday, February 15, 2011
Kozol, from Amazing Grace Talking points
Kelly C.
1.) "'If poor people behaved rationally' said Lawrence MEad, a professor of political science at NYU, "they would seldom be poor for long in the first place"... then later, Kozol, referring to Mrs. Washington, says"I have yet to figure out what she has done that is irrational."
To understand one each other we need to know each other's story. If I believe your life was full of roses I wouldn't hesitate to ask what your parents did for a living, where you grew up, etc. But when we are around hardships we are often afraid to ask in case we get "I didn't have a dad", "I had 3 brothers but one of them died", or "I grew up in a shelter". But by being polite and not asking we can never begin to understand who these people are. A city is full of individual people and why are they there. I'm glad Kozol let us get to know Mrs. Washington.
2.)"Pretending that they don't (know they have power) so they don't need to use it to help us- that is my idea of evil"
This is incredibly cogent statement referring to s.c.h.w.a.m.p. and power which has been a thread in all of our readings. We all have power. Just being in America we have so much power. Being in College gives us power. But we often feel powerless. We could skip going out to dinner and instead give a couple of dollars to the people we see begging. We could go watch a sports game or take that time to tutor a child to read. We could go to a cheaper big box store or spend slightly more at a smaller, more local company where we know the workers receive better pay and benefits. We have power great and small but we do nothing but hurt mankind if we pretend it doesn't exist at all.
3.) "I believe we were put here for a purpose, but these people here on the streets can't see a purpose."
I feel like that will be a lot of the children we get, rich or poor. We often let each other down, forgetting to instill a sense of worth and empowerment in each other. What a loss of potential it will be if I child thinks the future is written and they hold no ability to help steer the course of time. It is our job to tell them they are good, capable, strong, and owe it to the world to live life well.; to give them a sense of purpose.
I enjoyed this reading for the fact that it painted a picture through a the story of St. Anne's and the little boy and Mrs. Washington. To think of social issues across mankind is daunting. Instead, to take the drama one person or family at a time is something that I can digest much more easily. This work is a good reminder of what many students may be facing without us having any idea of what it is even like.
1.) "'If poor people behaved rationally' said Lawrence MEad, a professor of political science at NYU, "they would seldom be poor for long in the first place"... then later, Kozol, referring to Mrs. Washington, says"I have yet to figure out what she has done that is irrational."
To understand one each other we need to know each other's story. If I believe your life was full of roses I wouldn't hesitate to ask what your parents did for a living, where you grew up, etc. But when we are around hardships we are often afraid to ask in case we get "I didn't have a dad", "I had 3 brothers but one of them died", or "I grew up in a shelter". But by being polite and not asking we can never begin to understand who these people are. A city is full of individual people and why are they there. I'm glad Kozol let us get to know Mrs. Washington.
2.)"Pretending that they don't (know they have power) so they don't need to use it to help us- that is my idea of evil"
This is incredibly cogent statement referring to s.c.h.w.a.m.p. and power which has been a thread in all of our readings. We all have power. Just being in America we have so much power. Being in College gives us power. But we often feel powerless. We could skip going out to dinner and instead give a couple of dollars to the people we see begging. We could go watch a sports game or take that time to tutor a child to read. We could go to a cheaper big box store or spend slightly more at a smaller, more local company where we know the workers receive better pay and benefits. We have power great and small but we do nothing but hurt mankind if we pretend it doesn't exist at all.
3.) "I believe we were put here for a purpose, but these people here on the streets can't see a purpose."
I feel like that will be a lot of the children we get, rich or poor. We often let each other down, forgetting to instill a sense of worth and empowerment in each other. What a loss of potential it will be if I child thinks the future is written and they hold no ability to help steer the course of time. It is our job to tell them they are good, capable, strong, and owe it to the world to live life well.; to give them a sense of purpose.
I enjoyed this reading for the fact that it painted a picture through a the story of St. Anne's and the little boy and Mrs. Washington. To think of social issues across mankind is daunting. Instead, to take the drama one person or family at a time is something that I can digest much more easily. This work is a good reminder of what many students may be facing without us having any idea of what it is even like.
Asthma Tech film
http://www.nfb.ca/film/asthma_tech/
I love this short film. It not only shows how the health of a student can affect that student in possibly unexpected ways but also how creativity and expression can be healing tools.
I love this short film. It not only shows how the health of a student can affect that student in possibly unexpected ways but also how creativity and expression can be healing tools.
Me in a nutshell!
Hi my name is Kelly. I'm an art education/art history major, transferring from Manhattan College where I originally studied Elementary Education and Psychology. I nanny for a few families who I've cared for for a bunch of years now. We are all very close and it is very rewarding. I also foster rescue dogs/ volunteer with a few rescue groups. In my spare time I enjoy art films, snowboarding, biking, kayaking, reading, eating good food and hanging out with friends and family. That's my nutshell!!!
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