“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?

"The Academic and Social Value of Ethnic Studies" Quotes

 

"The Academic and Social Value of Ethnic Studies" Quotes

1. "Carlos completed two years of community college, taking as many Chicano studies courses as possible, then went on to complete a BA degree in Spanish. In the process, he became an avid reader about Mexican vaquero (cowboy) culture, and accumulated a mini-library at home on this subject. (Sleeter pg.1)"

     This quote highlights Carlos's academic journey and emphasizes the profound impact of Chicano studies on his educational choices. It showcases how exposure to Chicano studies courses influenced his academic pursuits and sparked a personal interest in
. The mini-library collection suggests a sustained commitment to learning beyond the classroom, indicating the depth of his engagement with the subject matter.

2. "Scholarship by and about African Americans, Latino/as, Native Americans, and Asian Americans continues not to be used to frame academic content. Even texts published within the last ten years, while having added content that previously was absent, continue to disconnect racism in the past from racism today. (Sleeter pg.2)"

     This quote critically evaluates the persistent shortcomings in mainstream curricula, highlighting the failure to incorporate scholarship from diverse racial and ethnic perspectives. The mention of recent publications attempting to address historical omissions implies an ongoing struggle to correct these issues. The observation about the disconnection between past and present racism points to a systemic flaw in how racial issues are portrayed, emphasizing the need for a more extensive and integrated approach in educational materials.

3. "In sum, it is important to recognize that ethnic studies grew from a desire to counterbalance both inaccuracies and the predominance of Euro-American perspectives that underlie mainstream curricula. Because of this bias, mainstream curricula contribute to the academic disengagement of students of color. (Sleeter pg.5)"

     This concluding quote encapsulates the paper's core argument, highlighting the origins and purpose of ethnic studies as a corrective response to inaccuracies and Euro-American dominance in mainstream curricula. It claims that the inherent bias in mainstream curricula has substantial consequences, contributing to the academic disengagement of students of color. The quote underlines the significance of ethnic studies in addressing these issues and fostering a more inclusive and empowering educational experience.

Ending reflection-

Examining the impact of ethnic studies, notably through Carlos's experience, sheds light on the significant role educational content plays in shaping individuals' paths. It is evident that Chicano studies, for instance, have the potential to make education more meaningful for students. On the other side, the evaluation of mainstream curriculum reveals persistent biases and gaps, particularly among disadvantaged students of color. This prompts a practical consideration for a reflection and potential restructuring of educational frameworks to include a broader spectrum of voices and histories. The focus on ethnic studies highlights its potential as a corrective measure, addressing gaps and making education more inclusive without solely relying on emotional narratives. It calls for a balanced approach in incorporating diverse perspectives to enrich the overall educational experience for students.

"The Four I's of Oppression" Quotes Blog

"The Four I's of Oppression"

 1. "Oppression is the systematic subjugation of a social group by another social group with access to institutional or systemic power."

  Explanation: This definition recognizes that Oppression operates systematically, extending beyond individual acts of prejudice. It highlights the power dynamics involved, emphasizing that the group enforcing Oppression possesses institutional or systemic authority. Acknowledging systemic power's role, the quote underscores the enduring impact of Oppression, which can continue across generations due to rooted structures and policies.

2. "Ideological Oppression is rooted in value systems that allow people to dehumanize, exploit, or harm other individuals and groups."

   Explanation: This quote sheds light on the insidious nature of ideological Oppression, emphasizing its foundation in societal values. It points out that these values, often considered common sense, contribute to dehumanization, exploitation, and harm. Biologism highlights a specific aspect of ideological Oppression, showing how certain value systems can lead to discriminatory attitudes toward people with diverse attributes. This quote stresses the importance of challenging and reshaping societal values to combat oppressive ideologies.

3. "Institutional Oppression is the way oppression perpetuates socially through policies, laws, and social practices."

   Explanation: This statement clarifies institutional oppression by identifying its social keep through definite mechanisms like policies, laws, and social practices. The reference to college entrance exams illustrates how seemingly neutral criteria can disproportionately impact marginalized groups. It stresses the structural nature of oppression, emphasizing that biased practices are embedded in institutions at the organizational and governmental levels. The call for diversity, equity, and inclusion work recognizes the need for premeditated efforts to dismantle oppressive structures and promote fairness within institutions.

End Reflection and Questions-

    This article analyses the Four "I"s of Oppression, highlighting the systemic injustices that pervade society. It emphasizes the importance of collective action, ongoing education, and cultural transformation to effect transformative change. It calls for challenging oppressive systems, emphasizing practical solutions, and sustained commitment at personal, interpersonal, and systemic levels.

How can awareness and education help individuals combat internalized oppression within themselves and others?