Teaching to Change the World – chapter 3

I was very interested to read about the changes that have occurred in education since the 1800s and early 1900s.  It also saddened me to think that many of the mindsets of educators and policymakers today still resemble some of those of that time.  With that being said, what a breath of fresh air it was reading about Jane Addams and John Dewey and their common vision for school reform efforts.  They were such progressive thinkers!  I loved reading the quote from Jane Addams’ address to the NEA in 1908, which was given to address social concerns and how schools should deal with them. 

“The schools ought to do more to connect these children with the best things of the past, to make them realize something of the beauty and charm of the language, the history, and the traditions which their parents represent…..I believe if these people are welcomed upon the basis of the resources which they represent and the contributions which they bring, it may come to pass that these schools which deal with immigrants will find they have a wealth of cultural and industrial material which will make the schools in other neighborhoods positively envious.” (p.80)

Even in 1908, Addams was able to recognize that everyone, regardless of culture, is a valuable asset to what they are a part of and they have something different and unique to contribute to the situation.  She was right!  There can absolutely be adaptability in a foreign country without losing the pride one has in his/her home culture.  I listened to a man on CNN a couple of weeks ago and he was adamant about the importance of immigrants letting go of their native language once they’ve come to the United States and established their homes and their families here.  I just don’t see the point.  People should be proud of where they come from.  From that pride, I believe that people will gain a sense of confidence and that confidence will help them to adapt to their new culture in a positive way. 

I think that there is still so much we could learn from Jane Addams’ vision on community-centered schooling and the preservation of culture.   

Freire – 4th letter

“Whether or not we are willing to overcome slips or inconsistencies, by living humility, lovingness, courage, tolerance, competence, decisiveness, patience-impatience, and verbal parsimony, we contribute to creating a happy, joyful school.  We forge a school-adventure, a school that marches on, that is not afraid of the risks, and that rejects immobility.  It is a school that thinks, that participates, that creates, that speaks, that loves, that guesses, that passionately embraces and says yes to life.  It is not a school that quiets down and quits.” (Freire, 2005)

In order to be a part of a school that is willing to take risks and reject immobility, we as teachers have to forge that same path for ourselves.  We cannot quiet down and quit.  We must take the knowledge we gain as professional learners and use it to be advocates for our students and empower ourselves.   After learning what I have learned in this program, I know that I am forever changed as an educator and as a human being.  I will no longer be able to sit by and allow things to happen around me.  Even if it means discomfort, I have to speak up for what I believe is right.  I am truly grateful for this. 

Taking a Chance With Words – Why are the Asian-American kids silent in class?

I really liked this article and the insight it gave me into “some”  Asian-American families.  However, I feel as though in any family, regardless of its cultural background, if the active-talk that Tateishi describes her family as having does not take place it can sometimes hinder a child in the school setting.  Kids need to be talked to and interacted with – period.  In my opinion, the home is the most ideal setting in which children learn the norms of communicating with others.  This is not to say that a child is “doomed” in regards to socialization if he or she does not receive the ideal amount of interaction with his or her family.  I’m just saying that I think it helps, and to me its one of the easiest things parents can do to help their children.

I was a bit confused by the fact that Tateishi lumped Jeff and Dan in with a group of students that she feels does not participate or participates minimally within the classroom.  Did she read the excerpt from his essay?  It was phenomenal!  And the fact that he actually led a classroom discussion on a book is very impressive.  Something like that would be incredibly overwhelming for me.  :~) I think that these two just participate in their own way.  I mean Dan is on the debate team for crying out loud!  I do think that their teacher, Joan, needs to rethink the way she organizes her cooperative groups.  First of all, why is there even a group consisting of only Asian-American students?  Could she organize and then reorganize the groups when they work together so that each student is given the opportunity to work with more than just one group.  I’m not saying that I think this would ultimately solve the problem of the Asian-American students not talking in the group.  And frankly, I’m not even saying that the fact that they don’t speak as much as others in a group is even a problem.  The fact that they don’t speak up as much in class does not mean that they are not learning.  However, by rotating groups of students, everyone might begin to feel more comfortable with one another, and in turn possibly talk more. 

Tateishi made mention of a comment made by Professor Lily Wong Fillmore, in which she spoke about Asian-American students being “authored” to speak.  I think that Joan’s entire class could possibly benefit from there being more structure in their cooperative groups so that everyone knows what to expect.  It can be very intimidating staring into the faces of peers that you feel are more competent than you.  (Believe me – I know!)  If everyone is given a direction from which to begin, such as a group leader who will lead and/or begin the discussion, the other students might in turn feel more comfortable because they know what to expect.  Some people might feel as though the structure would hinder the discussion, but it is possible for creativity and free-thinking to occur in a structured setting. 

As I stated in my response to the other article we read, I feel that the suggestions that are given to teachers in this article are common sense and should be put into practice with all students.  It is simply good teaching to listen to and respect each of your students, establish a sense of community within your classroom, and help each child realize that he or she has a voice that is important and worth being heard.

You’re Asian, How Could You Fail Math? Unmasking the myth of the model minority

     I’ve read and reread this article and continue to have new feelings about it.  The myth of the members of the Asian culture seen as the “Model Minority” is well-known by all, no matter what race, class, or culture you associate with.  I am sad to say that before beginning this program, I gave little thought to the detriment that could be caused by such a blanket statement for one culture, because it didn’t seem negative.  Most people don’t consider the idea that one group of people who are considered overall to be more intellectually competent than most to be a bad feeling to have.  Obviously, I now know enough to agree with Chang and Au in that there is no such thing as a “positive stereotype.”  That in itself is a myth that I believe continues to be perpetuated by many in our society.   To employ and entire way of thinking about any race or culture is simply unfair and ignorant.

     In regards to the list of strategies given to teachers so that they may counter the myth of the Model Minority, it seems to me that this is simply a list of appropriate and effective teaching methods for any student, regardless of his or her culture.  I do agree that we as educators need to take the time to get to know our students that are different from us and make valiant efforts to make connections between the classroom and the various cultures that are represented within it.  However, I believe this to be a meaningful and necessary practice that should take place between ourselves and each of our students, no matter what their cultural background may be.  This should take place at the beginning of every school year as you begin to establish a community within your classroom.  This is a time when your students should begin to recognize that they all have a voice within the classroom and it is valued and supported by the other members. 

     We have a long way to go in unmasking the Myth of the Model Minority.  As educators, we must continue to have honest and open dialogue about the myths that exist for all races.  The more honest we are about these beliefs, that unfortunately still exist in today’s society, the more likely we are to recognize their unfairness and hopefully help those around us to do the same thing.