Blog # 9 - Class Based Systems

Finn - Literacy With Attitude 

This reading was one of my favorites of the semester. I recall reading "Savage Inequalities" by Jonathan Kozol and feeling the same way during my undergraduate studies. 

When I say "favorite" I do not mean that I like what I have learned from these readings. I mean that the information in powerful and resonates with me as a so-called lower class woman in an in-person service field. A lower class woman who attended public school and a state college. 

                              How America's Public Schools Keep Kids in Poverty~ TED Talk

The video above is an example of this saddening system that ourselves and our children are a victim of. The education we receive is dependent on the zip code we live in. The playing field is really never equal. Children who have affluent families or live in affluent areas are given learning opportunities and skills needed to join those same affluent careers. The quality of the education received is largely effected by class and privilege. 

Children in middle - upper class are taught the rules and the codes of power, while children in lower class areas are taught to follow directions and complete routine activities. Judgements are made about their abilities and they are limited by these judgments. Children as young as elementary school age are met with low expectations and limited resources. 

Finn argues that the work and education provided in lower class schools prepares children to complete labor jobs (follow directions, finish tasks, not question). There are no real-world connections or discussions. They are not taught about their power or influence. Controversial topics are avoided. Work rarely calls for creativity. 

The dominant theme in these schools is resistance. Children are resisting the control and limitations being put on them. They are controlled and monitored heavily. Children are punished and their time is not respected or valued. 

In middle-class school, children begin to be taught what the rules and regulations are. Their time is respected at a higher level (class ends when the bell rings). Children are given small choices. The dominant theme is possibility. The thought is that if you follow directions, work hard, and are obedient, you can succeed. 

In the affluent/executive school the focus is on excellence. The focus is on creativity, negotiating, expression, thought processes, current events, and making connections that are meaningful. 

The pace of these executive schools is much faster and the focus shifts to each child's personal responsibility to keep up. Children are given the opportunity to learn, synthesize, and teach out lessons to their peers. They check each others work and have less restrictions on movements throughout their schools. They are respected and trusted. They are given jobs and responsibility. Giving them the autonomous preparedness for corporate work. 

At the end of this chapter, Finn discusses that the research on this was done over a decade ago, but is still relevant today. Our middle class is shrinking. The upper class and lower class is growing. The stark difference in opportunity is becoming more apparent. This reminds me of the phrase "the rich get richer and the poor get poorer". Our children who are born into lower class families are not given the same opportunities, tools, or education to compete with other children who are born in affluent areas. This makes access to higher education and job opportunities challenging. Resulting in these children always being a few steps behind, no matter how hard they may try. Knowing this can be devastating and can cause a "why bother" affect. Finn concludes the chapter by sharing a quote that basically states - "a child's fate is determined on the day they enter Kindergarten". As leaders in our communities and education in general, it is critical to talk about these discrepencies so that we can advocate and try to provide better learning experiences for our children. 

Blog # 8 Sex and Gender Based Systems

 I began my learning this week by watching the Youtube video: Woke Read Aloud: They, She, He, Easy as ABC

I love this teacher's tone, teaching style, and overall presence. They discuss pronoun usage and respect in a way that Kindergartener's can understand. They encourage children to respect what makes others feel good about themselves. They also remind children that they will make mistakes and that's okay! What matters is recognizing your error, correcting, and reflecting. I think videos like these are great examples to show other teachers how to talk about topics like these.

They also discusses the importance of communicating with peers and family. Communication is key to make sure feelings of respect are established.

Queering Our Schools: 

The question- "How do we create classrooms and

schools where each child, parent, and staff member’s unique, beautiful self

is appreciated and nurtured?"

-To build a community where no one is silenced, you must invite children to speak and ask questions without judgement. You must be prepared for the questions and equipped to handle what comes next. This is challenging, but possible. 

Karl Fleischmann: When speaking with children it is difficult to explain such topics as transgender/a-gender. Shift the focus to talking about how we are all different and being different is GOOD. As opposed to common belief that anything "other than" is a bad thing. 

"Emphasizing empathy is at the heart of creating safe spaces for everyone"

~ teaching children to think of others perspectives and feelings teaches them to be considerate in the classroom and in the real world. This skill is valuable. 

"Community is built by working through differences, not sweeping them under the rug".

The documentary below is a resource and example of how to speak with young people openly and objectively. This video is from 1996 so some terms are dated. However, it shows various examples of the importance of starting these conversations with elementary aged children- in doing so we ensure a safe place for all children. 

"Queering the curriculum" means to include topics and people related to LGBTQ+ in all subject areas. Much like the inclusion of diversity in all subject areas. 

This article argues that to improve social justice in the area of LGBTQ+ issues we must first create safe spaces for children AND adults, we must cultivate and teach empathy in our classrooms, and we must adapt our curriculum to include topics, descriptions, examples or LGBTQ+ issues and persons. We must allow for safe and meaningful conversations, questions, and discussion. 

Guidance for Rhode Island Schools on Transgender and Gender Nonconforming Students- Rhode Island Department of Elementary and Secondary Education

My first thought in reading the title was that "non-conforming" has a negative connotation. It insinuates an act of disobedience- it reinforces the "not normal" ideologies. 

"the purpose of this guidance is to:

• Foster an educational environment that is safe and free from discrimination for all students, regardless of sex, sexual orientation, gender identity, or gender expression,

• Facilitate compliance with state and federal law concerning bullying, harassment, and discrimination,

• Reduce the stigmatization of and improve the educational integration of transgender and gender non-conforming students, maintaining the privacy of all students, and fostering cultural competence and professional development for school staff, and

• Support healthy communication between educators and parent(s)/guardian(s) to further the successful educational development and well-being of every student." (p.1)

  ..."all students, without exception, have the right to attend a school in which they feel safe and able to express their identity without fear." (p.3) 

  In May, 2001, Rhode Island became the second state in the country to explicitly prohibit discrimination on the basis of gender identity or expression, thereby protecting transgender people from discrimination in employment, housing, credit, and public accommodations (R.I. Pub. L. 2001, ch. 340).👏👏👏👏👏👏

  "Some students may feel uncomfortable with a transgender student using the same sex-segregated restroom, locker room or changing facility. This discomfort is not a reason to deny access to the transgender student. School administrators and counseling staff should work with students to foster understanding of gender identity and to create a school culture that respects and values all students."

  
  

  -----this text was more challenging to get through for a few different reasons. The first, and most obvious, is that is more of a document than an article or narrative. It is literal and uses jargon that may not be easily understood by all. 

  I could not help by feeling saddened  by the text... while many of the points were evident and stated in order to protect children, it was saddening that this text must exist in order to ensure basic human rights for all students. I can't imagine the fight of a parent or an individual who is trying to survive within this educational system and the overall culture of the United States. It is saddening that the knowledge shared in this text is not a given. It reminds me to not take for granted my way of existing. 

The Teach Out Project Proposal

Blog #6 Teaching Multilingual Children (Collier) V. Aria (Rodriguez)

 Aria ~ Richard Rodriguez

I enjoyed reading this article by Richard Rodriguez. It read like a beautiful narrative and shed light on topics that I do not have much experience in exploring our encountering. I appreciate Rodriguez's perspective on his own experience as a young learner.  His words were impactful and conveyed the true loss that he experienced through his education. What struck me was the push to abandon his home language completely. Through this process, he lost an aspect of personal connectedness with his family members and his culture as a whole. 

Talking point #1:

These few phrases got me thinking more critically about how the process of "language immersion" can impact a young child. 

-"Silent, waiting for the bell to sound, I remained dazed, diffident, and afraid." 

-"the clash of two worlds"

-"But I had no place to escape to with Spanish"

Talking point #2: 

When Richard's parents quickly adhere to the educator's request that they speak only English at home he reflects on his feelings. Richard talks about how the change took place in an instant. They gave up the words that brought him "closeness". He had no escape. He later described his home life as "empty of sounds". He describes losing a relationship with his parents. He talks specifically about how gender roles took over his home as well. His mother becomes the "speaker" of the family and his father "retires into silence". These descriptions were powerful and saddening. It is the reality that many educators and others may not consider. The feelings of belonging, security, and individuality that are lost in this process of assimilation. 

Teaching Multilingual Children ~ Virginia Collier

This second article, by Collier, speaks to the educator in today's world. It is a reflection and guideline for how to teach multilingual children. 

Teachers of multilingual children are asked to do many difficult things and wear many different hats. How can we do this in a way that is practical and effective? The thought can be daunting especially for new teachers entering a more and more diverse classroom setting.

"The key is the true appreciation of the different linguistic and cultural values that students bring into the classroom."

Collier continues to share 7 guidelines for teachers:

1. Be aware that children use first language acquisition strategies for learning or acquiring a second language. 

~teachers should emulate "caregiver speech" - direct, simple, repetition, pausing, modeling, focus on communication (not grammar)

2. Do not think of yourself as a remedial teacher expected to correct so-called "deficiencies" of your students.

~having this mindset will completely diminish and dismiss your students' culture and expertise of their own worlds. You must think of yourself as helping children to develop language as an "instrument of intellectual growth". An instrument absolutely necessary for their success. 

3. Don't teach a second language in any way that challenges or seeks to eliminate the first language.

~we are not eradicating. Students will be affirmed in their home language and given the skills to use academic language.

4. Teach the standard form of English and students' home language together with an appreciation of dialect differences to create an environment of language recognition in the classroom.

~acknowledge and hold space for all languages in the classroom- discuss differences and similarities. 

CODE SWITCHING: the alternate use of two languages.

5. Do not forbid young students from code-switching in the classroom. Understand the functions that code-switching serves. Integrates use of both languages.

6. Provide a literacy development curriculum that is specifically designed for English-language learners.

"The most successful long-term academic achievement occurs where the students' primary language is the initial language of literacy."

*Once a child becomes literate in the home language, literacy skills swiftly transfer to second language settings*

Young children should be able to speak the language they know best. 

Talking point #3: It is critical to be aware of the social and emotional factors that affect second language learners. 

Learners are more equipped and able to learn when they feel safe, respected, and valued. We must be sensitive to the social and emotional needs and development of our learners. In doing so, we are valuing their presence, supporting their learning, and meeting them where they are. 

*Missing from "Aria"*

Through this article, Collier lays out the foundational practices that teachers of multilingual children should base their classrooms around. These guidelines were not always the common practice. Even today, there are school districts that do not follow all of these beliefs. Most importantly, we should not be erasing a piece of our students' identity. We must embrace and value who they are and give them the tools to be successful within our society. There is no "correct" or "better" way to communicate. 

The term "code-switching" led me down a rabbit hole on YouTube. I learned about how code-switching is not always about language. We may code-switch to fit in in different social spaces in our lives. For many of us who may feel "imposter syndrome" we may turn this code-switch on implicitly because we have been taught or made to feel that we cannot be who we are. It holds true for many of the values we speak about in our blogs and in our class. Naya Stevens speaks about her experience with code-switching. She recalls the first time she code-switched was when she was nine years old. She speaks about how her version of English was corrected so much that she began to silence herself. She learned that she could not be herself. 

Blog #4 The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children

 The Silenced Dialogue: Power and Pedagogy in

Educating Other People's Children - Lisa Delpit

I first read this article in 2013- I was an undergraduate student working part-time at a private preschool in North Providence, RI. I had minimal experience teaching "other people's children" at this time. This article was so profound and eye-opening that I still recall reading it for the first time 11 years ago. I remember sharing my blog post on my personal Facebook page. I remember getting uncomfortable feedback from family members who had/have different perspectives on matters of race, class, and injustices in the United States. When I saw this article on the syllabus for this course, I was excited to see and notice how my reaction, reading, and analysis were changed by my age, experiences, and life circumstances. 

Talking point #1: Delpit begins the article by giving examples of discussions with teachers. Teachers expressed a feeling of "not being heard". White people of power would often "nod and listen" but they weren't really hearing. Delpit refers to these people of power as those who are figuratively wearing "blinders and earplugs". Although I possess many facets of privilege in my own life, I can speak to this feeling of people in power listening (or pretending to) but not actually hearing me. I resonate with the teacher who states she learned to "stop talking". You are left to feel powerless, voiceless, and defeated. 

Delpit discusses this along with a solution that includes disrupting the narrative. Delpit goes further to describe "the culture of power". There are five aspects of power that she describes:

1) Issues of power are enacted in classrooms.

2) There are codes or rules for participating in power, that is, there is a "culture of power"

3) The rules of the culture of power are a reflection of the rules of the culture of those who have power

4) If you are not already a participant in the culture of power, being told explicitly the rules of that culture makes acquiring power easier. 

5) Those with power are frequently least aware of - or at least willing to acknowledge - its existence. Those with less power are often most aware of its existence.

 

Talking point #2: As I was reading about each aspect of the culture of power I began to think about my own experience as a student. My father completed high school, but my mother only completed school to sixth grade.  Growing up, I knew that education would be the key to building a better future for myself and for achieving my goals. I was determined to do well in school and to push myself beyond high school, through college, and onto a graduate degree. Studying, completing assignments, and achieving good grades become easier over time. Once I was accepted and enrolled in college, I learned that there was an unspoken culture that I did not assimilate to. I felt like everyone around me knew something that I did not know. I had to complete my applications, FAFSA, and enroll in courses based off of my own learning and research. I went to classes and finished work, but I remained silent. I was afraid that what I had to say, or share would not be valued. I had serious imposter syndrome. Around my third year of college, I began exploring graduate programs. In reviewing admissions criteria, I was shocked to learn that I needed letters of recommendation from my professors. I did not speak up often in class and although I got good grades, I did not form meaningful relationships with my professors. I also was shocked that the applications asked for club or organization affiliations. I had worked two jobs while maintaining a full-time course load for each year I attended college. I did not participate in organizations because I did not know of this impact. My dreams felt thwarted. In reading this article by Lisa Delpit, I have learned that my feelings were the direct result of not being "told, explicitly, the rules of the culture" and that I was not equipped to participate in that culture. Of course, I worked through these obstacles and am almost done with my graduate program. As a first-generation college graduate, I now have confidence in this "culture of power". I use my position in Early Childhood to share this culture with the teachers who work within my program. I help them register, apply, and create plans of study. I write their recommendation letters and advocate for them as I wish had been done for me when I was in their shoes. 

Talking point #3: There are a few terms or phrases used in this article and in the Johnson article from week 1. These phrases include terms like "being told, explicitly"/ "using the words"/: and "being comfortable with the uncomfortable". When we think about teaching and educating, especially with young children we must remember to be explicit. Delpit rephrases this in the article and equates it to "direct instruction" in literacy. This idea of "direct instruction" is important in all areas of learning in development. If we want our learners or children to do something, use the exact words to give each child the tools to, at minimum, know what it is that we expect of them. Often times we as teachers or as parents fall into patterns of using phrases like "We shouldn't be running." or "Is that what you're supposed to be doing?". Rather, we should be direct and say, "We walk in the house" or "Right now we are reading our lesson". When we use direct instruction, we are giving our students or children the power to know what is expected of them. Often times children are given unclear expectations and then are punished for not meeting them. The same can be said for teaching the codes of power - we owe it to children to equip them with the tools to thrive and reach their full potential. We must be direct, use the words, inform them, and empower them. 

Lisa Delpit argues that the culture of power must be recognized and understood by those both with and without power. She argues that children must be given the tools to embrace their own culture but also learn the tools for success and joining the culture of power. We must celebrate our own diversities and value the characteristics that make each of us unique. 

I love this quote from the final page of the article:

"We must learn to be vulnerable enough to allow our world to turn upside down in order to allow the realities of others to edge themselves into our consciousness." 

Blog #3 - Colorblindness is the New Racism

 "Colorblindness is the New Racism: Raising Awareness about Privilege Using Color Insight" 

by Margalynne J. Armstrong and Stephanie M. Wildman

The problem: "unacknowledged white privilege pervades U.S. society and culture."

Peggy McIntosh: white privilege: "a knapsack of benefits of which the holder could remain oblivious"

Talking point #1: When discussing discrimination, we must always also consider and discuss its opposite end of the power line (Frances Ansley) = privilege. A meaningful conversation about discrimination cannot exist without acknowledging the privilege of not being associated with the discriminated group. 

How do we develop color insight?

1. considering context for any discussion about race

2. examining systems of privilege 

3. unmasking perspective-lessness and white normativeness ;

4. combating stereotyping and looking for the "me" in each individual 

(p.65) 

Talking Point #2: "Colorblindness is the new racism" ~"failure to acknowledge racial reality in the United States reinforces and solidifies existing racial inequality and white privilege." 

In the "post-racial" society described by many Americans, it is commonplace to ignore racism and not speak of it for fear of seeming racist. By not speaking about the inequalities that exist, we are condoning them. The work to combat racism is not done silently. 

What is color insight?

Color insight provides a vocabulary for teaching across racial lines. It is a lens with which to examine societal interactions and initiate conversations. Requires observation, discussion, and analysis. (p.68)

I especially enjoyed the part of the article where the writers examine and discuss the importance of understanding the "me". In this process students can speak about their personal familial experiences. They can share stories about grandparents or members of their own history. In telling the stories and hearing other stories students learn about how our experiences are all unique. 

Armstrong & Wildman argue that color insight is more productive than color blindness in working towards a more equitable society. The authors also provide ways to teach these practices to students. In being more aware, teachers are able to work together and collaborate with students to explore issues of social justice. 

*Article and resources for talking about racism with young children : teaching-6-year-olds-about-privilege-and-power

"Color Blind or Color Brave" A TED Talk by Mellody Hobson

"The first step to solving any problem is to not hide from it - the first step towards action is awareness"

In this TED talk Mellody Hobson speaks about her experience with racism and privilege. She names the quantifiable racial disparities in the business sector. She also says that by using color blindness, we are ignoring the problem. She calls for us all to be "color brave". This means acknowledging the racism, the privilege, and the oppression. It means constantly examining our environments. Are we equally represented? It means to choose relationships and connections with people in our lives who do not look like us, come from different backgrounds, and perhaps think differently than we do. By choosing these relationships and interactions we are getting comfortable with the uncomfortable. We are allowing ourselves to be challenged and to grow. We are learning from the experience of others. Mellody says we must "show courage". By showing this courage we are breaking this generational curse- we are letting children know that their future matters and their dreams are possible.

Talking point #3: Mellody gives an example of color blindness that was thought-provoking. She asks that viewers imagine walking into a boardroom meeting of a Fortune 500 company and seeing that every person around the boardroom table is black. We might think that this is weird. She then asks us to imagine walking into the same boardroom and noticing that every person around the table is a white male. We would probably not think twice about it. This is an example of the color blindness we possess to the standard of whiteness in representation. We don't notice and we don't question the "norm" or what is perceived as standard. 

Blog # 2 "The Four I's of Oppression"

Oppression exists across all systems in our social environment. This video explains how oppression can take different forms. For example, ideological oppression begins before we are even born. Our gender and race have already impacted how we will be viewed in the world. The connotations that go along with our gender and race are already impacting us. Interpersonal oppression is rooted in our social interactions. The oppression may stem from different social environments (school, workplace, in public). Interpersonal oppression can take the form of microaggressions or back-handed comments (not always overt displays). Institutionalized oppression stems from systems and institutions. These institutions are put in place in a society where ideological oppression is a major influence. This ideological oppression carries into the systems that build institutions. Examples of this include subsidized housing and school departments receiving different levels of funding related to their zip codes/tax levels. Internalized oppression is the kind that feels personal. It can be described as the "feeling" you get when you know you are not being treated fairly. As described in the video, "the feeling before the knowing". The video also talks about a "dominant narrative" in a society where we are presented with the "norm" or acceptable to society. If we identify as anything other than the norm it can produce feelings of inadequacy and internalized oppression.