1.) "Even more telling research data indicates that once economic status gaps between whites and blacks are fully accounted for, there is no statistically significant difference between white and black college graduate rates."
I almost don't feel it's appropriate to comment on this quote because it speaks for itself. If this doesn't prove that the racial gap is not anything more than a byproduct (poverty)of systematic oppression, weather conscious, subconscious, or because of persistent aftermath from our country's unsavory history, then I don't know what does. The gap in statistics between black and white students isn't a matter of culture or value- it is a matter of opportunity due to finances.
2.) "Special efforts should be made to provide... because to be a person of color has meant something in this country, and continues to mean something, in terms of access to full and equal opportunities."
It seems so logical that many of those with opportunities have more opportunities due to the fact that they have it in the first. The converse is true for those without opportunity. Add the remnants of our racist American past and we are left with so hard facts to swallow. What adds insult to injury is the continual denial of many people that these factors even exist.
3.) "Indeed, schools servicing mostly white students have three times as many honors or AP classes offered, per capita, as those serving mostly students of color."
As I did research I found that Mount Pleasant High School doesn't have any AP classes which is in perfect correlation with this statistic. In a school of 1,200 students there isn't a class full of students that have the drive, ability level, or need for a single AP class? Why is this so?
I think this article was full of good statistical information but I do think the topic matter was very specific. This article presupposes that there may be a situation in the immediate future where we need to defend affirmative action scholarships. It would have been nice if it had been written about the same statistical information but written under a larger pretext.
Tuesday, March 29, 2011
Wednesday, March 9, 2011
Monday, March 7, 2011
Talking points: Ulearning the Myths That Bind Us by Linda Christensen
1.) "Cartoon images, in particular the Disney movie Peter Pan, were cited by children [in a research study] as their number one source of information."
This piece of information, coupled with the "it's elementary" video we watched the other day in class are very telling. The little boy knew what gay was from Eddie Murphy movies. He was what- 5 years old?! Many urban children don't have somewhere to go out and play. I babysit for one single mother with a huge, beautiful backyard. But she is stretched so thin she plops her son in front of as many videos as she can just to have time to pay bills, call people back, clean, etc. And she is a college professor. Kids watch a ton of t.v. The more urban- the more t.v. I don't really watch it myself. I'm very much against it anyway. With that said, I think often adults forget that children's tv isn't good just because it is for a child. Producers still create show with catchy gimics to get children to like their show. Look at yo gabba gabba. It is like MTV for kids- yes it is for kids but it has very little intellectual and educational value.
2.)"The dialogue journal spurs rthem to argue, to talk back, and create a conversation with the writer."
I really enjoy this idea and think I will implement it in my classroom. If you have children from middle class white families, recent immigrants from around the world, low income minority students, etc., in your classroom then you are sure to get a variety of responses to the work or information you are looking at. By giving students a platform for forming their own ideas, you are giving them a voice and an opportunity to make their own choices of what they believe.
3.) "Early in the unit I show a Popeye cartoon..."
I LOVE that these old cartoons are the starting point for her experiment where she then leads to modern day Disney with movies like Mulan, Aladdin, and Pocahontas. I can't tell you how many father's I've seen that throw in looney tunes, tom and gerry, and popeye as if they are benign relics that should be treasured. Those shows are aweful! They descend from violent roots such as Punch and Judy and created inspiration for the Itchy and Scracty show in the Simpsons. You can give your children pop guns or microscopes to play with. You can have them watch Mr. Rogers or Wyley Cayote and the Road Runner. You get what you give- as parents and teachers.
Overall, I liked this reading. I think Christensen did a great job of discerning the problem and finding valuable ways to empower her students to begin to make decisions for themselves. These self empowerment methods will help inform students to be carried with them as they become adult citizens. Hopefully they will think twice when deciding between watching Rachel Maddow and Jersey Shore.
This piece of information, coupled with the "it's elementary" video we watched the other day in class are very telling. The little boy knew what gay was from Eddie Murphy movies. He was what- 5 years old?! Many urban children don't have somewhere to go out and play. I babysit for one single mother with a huge, beautiful backyard. But she is stretched so thin she plops her son in front of as many videos as she can just to have time to pay bills, call people back, clean, etc. And she is a college professor. Kids watch a ton of t.v. The more urban- the more t.v. I don't really watch it myself. I'm very much against it anyway. With that said, I think often adults forget that children's tv isn't good just because it is for a child. Producers still create show with catchy gimics to get children to like their show. Look at yo gabba gabba. It is like MTV for kids- yes it is for kids but it has very little intellectual and educational value.
2.)"The dialogue journal spurs rthem to argue, to talk back, and create a conversation with the writer."
I really enjoy this idea and think I will implement it in my classroom. If you have children from middle class white families, recent immigrants from around the world, low income minority students, etc., in your classroom then you are sure to get a variety of responses to the work or information you are looking at. By giving students a platform for forming their own ideas, you are giving them a voice and an opportunity to make their own choices of what they believe.
3.) "Early in the unit I show a Popeye cartoon..."
I LOVE that these old cartoons are the starting point for her experiment where she then leads to modern day Disney with movies like Mulan, Aladdin, and Pocahontas. I can't tell you how many father's I've seen that throw in looney tunes, tom and gerry, and popeye as if they are benign relics that should be treasured. Those shows are aweful! They descend from violent roots such as Punch and Judy and created inspiration for the Itchy and Scracty show in the Simpsons. You can give your children pop guns or microscopes to play with. You can have them watch Mr. Rogers or Wyley Cayote and the Road Runner. You get what you give- as parents and teachers.
Overall, I liked this reading. I think Christensen did a great job of discerning the problem and finding valuable ways to empower her students to begin to make decisions for themselves. These self empowerment methods will help inform students to be carried with them as they become adult citizens. Hopefully they will think twice when deciding between watching Rachel Maddow and Jersey Shore.
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