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