"Queering our schools" by the editors of rethinking Reflection

The story of Illinois legalizing same-sex marriage and the assault on Sasha Fleischman's bus paints a vivid picture of the complexities of LGBTQ+ issues. It's a tale of progress and setbacks, showcasing the strides forward and the community's persistent challenges. Oakland High School students and teachers' response to Sasha's assault is a powerful example of community support. They rallied around Sasha, organizing fundraisers and events to show solidarity, proving that schools can be places of empathy and activism. Sasha's family's focus on education instead of punishment offers an important lesson. They emphasize the need for dialogue and understanding to address the root causes of such incidents, advocating for a more compassionate approach to conflict resolution. Creating safe and nurturing environments in schools requires a holistic approach. It means having inclusive curricula that reflect diverse experiences, support systems for LGBTQ+ students and staff, and opportunities for students to advocate for change. Integrating LGBTQ+ perspectives into education can foster empathy and understanding among students. Schools can promote acceptance and respect for all individuals by celebrating diverse stories and challenging stereotypes.

In my high school, we had many clubs and programs that reached out to many individuals in the LGBTQ+ community. I knew many people who joined and found that it helped their school experience. We had counselors and teachers who could relate to the students and could be seen as a support system. My school did not have many situations where a student felt unsafe in the classroom because of their sexual or gender orientation. Many students were accepting and supportive of the LGBTQ community.

"Eliminating Ableism in Education" Thomas Hehir Reflection

  In high school, a student named Jason (for the sake of the story) was almost entirely deaf. He was a transfer student who joined during my senior year after COVID-19 was deemed over. We had a couple of classes together and the same lunch period so that I could talk to him weekly. And by "talk," I don't mean vocally. Jason was born partially deaf, and it progressed over the years, so he was never able to learn how to talk fully. But because I didn't know ASL, we would write in a notebook or text each other. Jason can lip-read very well, telling everyone that so they don't have to worry about writing everything down. But because we had a mask mandate for a while, he found it very difficult. 

When Jason first started going to my school, the teachers immediately took action to ensure he had all the supplies he needed to learn without any issues. They installed microphones on the teachers' shirts that translated what they said onto his laptops and phones. They also had a teacher assistant who knew sign language and helped him in some classes. The worst part was that some teachers and students didn't know the severity of his hearing loss, so they just yelled at him or completely ignored his requests. But that was put to an immediate end when the superintendent entered the school to deal with the matter. Jason told me that some other schools had not been as accommodating to his condition. He had difficulty making friends, completing assignments, and even finding a job. Growing up, the schools would put Jason into a disabilities classroom, but it was only meant for students with Down syndrome or significant mobility disabilities. He could learn, read, and write just fine; he could not hear. 

“Aria” Richard Rodriguez Reflection

     I found that the reading "Aria" by Richard Rodriguez was very relevant to what I experienced as a child. English was not my first language growing up. I was born into an immigrant family that mainly spoke Russian or Ukrainian. I was partially raised by my grandparents, who also only spoke those languages; however, when I was enrolled in an English-speaking private school, that quickly changed. I was only in preschool, and my English was very poor, so I had difficulty making friends and communicating my needs to the teachers. My teachers would not call on my name or help me through my questions. I was put into a position where I had to learn English and fast. Over time, I got better and better at speaking and writing in English, but I also lost a lot of my knowledge of the Russian language. I couldn't follow my mom's conversations or what my grandparents were saying to me. To this day, I have a hard time with their dialect, reading, and writing, but I am still learning. I lost a lot of time, stories, and memories with my family because of my inability to remember my original language. My sister was in a very similar boat to me, but she had recovered her knowledge of Russian much earlier than me. Rodriguez's story about sacrificing their heritage to better fit into American society is something I can understand. I truly hope that future students won't have to feel that pressure or forcefulness of having to fit in. 

“Literacy with an Attitude” Finn Quotes

 

   The first two chapters of "Literacy with an Attitude" by Patrick Finn introduce how language, power dynamics, and social justice are connected. Readers are encouraged to question power structures in texts and think critically about language and literacy. Finn emphasizes developing critical thinking skills, empowering people to challenge dominant narratives, and promoting equity and social change through literacy.

"When rich children get an empowering education, nothing changes. But when working-class children get empowering education, you get literacy with an attitude. (Finn Preface)"

The quote shows how empowering education transforms working-class children. It contrasts education for wealthy kids, which often keeps things as they are, with schooling for working-class kids, which encourages questioning norms and inequalities. This "literacy with an attitude" includes literacy skills and actively engaging with social issues, leading to advocacy and positive change in their communities. It highlights education's role in empowering marginalized groups and creating a better society.

"While the same arithmetic book was used in all five schools, the teacher in one working-class school commented that she skipped pages dealing with mathematical reasoning and inference because they were too hard. The teacher in the second working-class school said, "These pages are for creativity-they're extras." She often skipped them as well.(Finn Chap2)"

This quote highlights the differences in teaching approaches within working-class schools, even though they used the same arithmetic book. One teacher skipped challenging pages, doubting students' abilities, while another saw these pages as unimportant, missing a chance to boost critical thinking. It shows the need for inclusive teaching that challenges students and fosters growth, stressing the importance of giving every student meaningful learning opportunities, no matter their background.

"In the affluent professional school, work was a creative activity carried out independently. It involved individual thought and expression, expansion and illustration of ideas, and choice of appropriate methods and materials. Products were often stories, essays, or representations of ideas in murals, craft projects, and graphs.(Finn Chap2)"

This quote compares education in an affluent professional school to working-class schools. In the affluent school, work is described as creative, independent, and focused on individual expression and thought. Students do activities that help them expand ideas, choose methods and materials, and create stories, essays, art, and graphs. This approach values creativity, critical thinking, and self-expression, letting students apply their knowledge differently. It's different from the limited, rote methods often seen in working-class schools, showing the importance of fostering creativity and independence in education.

Video Notes

“What to Look for in a Classroom” Alfie Kohn Reflection

 

    Alfie Kohn's "What to Look for in a Classroom" emphasizes student engagement, meaningful learning, and a focus on understanding rather than memorization. Kohn advocates for classrooms prioritizing collaboration, critical thinking, and a supportive learning environment over traditional, reward-based systems. Positive aspects include having chairs around tables for better interaction, comfortable learning areas with multiple activity centers, and open gathering spaces. On the flip side, facing chairs forward or using desks in rows is viewed negatively, discouraging active engagement and collaboration in the learning experience. It's fascinating how diverse classroom decorations can leave lasting impressions. I recall the impact of various classroom setups on my feelings during my upbringing. The handcrafted decorations crafted by students always held a special place in my memories, providing a more enjoyable and personal touch than the traditional ones supplied by the school. Acknowledging that even seemingly minor elements, such as the library and bathrooms, significantly influence students' self-perception and connection to the learning environment is crucial. While these spaces might appear trivial to some, they contribute to the broader educational landscape. Students thrive in an environment where their thoughts and efforts are acknowledged and celebrated, creating a sense of appreciation beyond the classroom walls. This holistic approach ensures that every aspect, no matter how small, contributes positively to their learning journey.

Ending reflection

Alfie Kohn's perspective on student engagement and intrinsic motivation resonates with the significance of classroom aesthetics. The emphasis on students' active involvement in decorating spaces aligns with Kohn's ideas about creating an environment that values their thoughts and efforts. Recognizing the impact of even the smallest details, such as library and bathroom spaces, reinforces Kohn's broader message of fostering a student-centered learning atmosphere. It emphasizes the importance of considering every aspect, as Kohn advocates, to cultivate a holistic and positive educational experience beyond conventional teaching methods.

"TroubleMakers" Shalaby (Reflection)

"I think of the children who make trouble at school as miners' canaries. I want us to imagine their behaviors-which are admittedly disruptive, hypervisible, and problematic—as both the loud sound of their suffering and a signal cry to the rest of us that there is poison in our shared air. That is, when a child is singing loudly—and sometimes more and more loudly, despite our requests for silence— we might hear that song as a signal that someone is refusing to hear her voice."

     In using the metaphor "canary in the coal mine," Shalaby highlights the significance of troublemakers as societal detectors. These individuals act as early warning signals by challenging norms, revealing underlying tensions, injustices, or structural flaws that might otherwise go unnoticed. Much like the canary served as a sentinel for hazardous conditions in coal mines, troublemakers serve as indicators of societal issues that require attention.

    Shalaby's choice of metaphor implies that the dismissal or condemnation of troublemakers might mean overlooking critical problems within a community or system. Rather than viewing disruptive individuals solely through a negative lens, Shalaby encourages readers to see them as essential agents of change and awareness. In this light, troublemakers become instrumental in steering society away from potential crises, prompting a reevaluation of established standards and necessary reforms.

    The metaphor also suggests that the discomfort or disruption caused by troublemakers should not be hastily dismissed. Instead, it should be recognized as a symptom of deeper, systemic issues that deserve investigation. Shalaby advocates for a more nuanced understanding of their actions by acknowledging the role of troublemakers as canaries, emphasizing the potential for positive transformation when their concerns are addressed constructively.

    Ultimately, the "canary in the coalmine" metaphor in "Troublemakers" prompts readers to consider the valuable function of disruptors in society, challenging them to look beyond the surface of unconventional behavior and engage in a thoughtful exploration of the root causes and potential solutions to the issues these troublemakers bring to light.

    How does Shalaby's use of the "canary in the coalmine" metaphor reshape our perception of troublemakers, and in what ways does it encourage readers to reconsider the societal value assigned to disruptive individuals?