Critical Project III
Can Ubuntuism and Capitalism Co-Exist?
"Out of the conflicting self-interests of individual members of society....social harmony will emerge"(Spodek, 2006, p. 453).
Our country was founded on the rugged individualism that helps to define capitalism. The writings of Adam Smith suggest that social harmony can emerge in a capitalist society. I also believe this possible but only if we learn to appreciate the richness of our diversity and acknowledge the significant contributions that our collective cultures have made this country and the world at large. Social harmony cannot be achieved without mutual respect for our differences, compassion for each other "and the spontaneous desire to act in a caring and compassionate way, in which our selfhood is inspired by a sense of collective belonging" (King, Wang, p. 64).
"Ubuntu, from the Southern African Nguni language, means humaneness or fellow feeling; kindness, empathy" (King, Wang, p.63). "Ubuntu is the essence of being a person...we are made for interdependence, we are family" (King, Wang, p. 63). Nobel Laureate Desmond Tutu was quoted as saying, "You are rich so that you can make up what is lacking for others. You are powerful so that you can help the weak, just as a mother or father helps children (King, Wang, p.64). I was struck by how relevant this statement is to the very heated debate that our country is currently engaged in regarding health care reform. One of the arguments against a public health care option is based on the concern that medical insurance companies will increase rates in order to compete with government coverage. This may be a valid argument but if we embrace the principles of ubuntuism we might view this outcome as an opportunity to help our less fortunate brothers and sisters that are suffering without healthcare; members of our "family" as ubuntuism has deemed them . Is the idea of possibly sacrificing a few extra dollars to help make the weak a little stronger so unreasonable?
Most of those that oppose health reform are the very people that would benefit from it. But because many of them don't want their money to be used, without their permission, to help others they would rather sacrifice improvements to their own lives. Once again, the less affluent majority allows the elitist minority to help move their agenda forward but, unfortunately, to their own detriment. Capitalist principles propose that, with preparation and hard work, everyone has the opportunity to achieve material success, regardless of their station in life and the various barriers that might stand in the way (racism, sexism, discrimination, etc.). Many middle class and upper class citizens believe the poor are to blame for their situation because they made poor choices, lack ambition or are just too lazy to achieve financial stability by their own merit. This makes the idea of contributing to their well being even more objectionable.
According to Smith, "Wealth comes not from the command of the ruler, nor the regulations of the clergy, nor the altruism of members of the community, but as a result of people pursuing their own economic self-interest and exchanging the fruits of their labor in the market" (Spodek, 2006, p. 453). The literal meaning of wealth is a loftier goal than what most are pursuing. In today's tough economic times, the masses are most concerned about meeting their basic needs. There's nothing wrong with pursuing wealth, in fact we rely on the purchasing power and philanthropy of the wealthy to balance the financial markets. However, ubuntuism, and other worldviews like the Tao , Buddhist and Native American spiritualities (King, Wang p. 66), along with Christianity, teaches us that our focus should be on the meaning and purpose of life and the promotion of societal moral values like honesty, fairness and compassion for one another (King, Wang p. 64).
REFERENCES:
King, K. P., & Wang, C. X. (2007). Comparative Adult Education Around The Globe: International Portraits and Readings of the History, Practice, Philosophy, and Theories of Adult Learning. China: Zhejiang University Press.
Spodek, H. (2005). The World's History (3rd ed.) New Jersey: Prentice Hall College Division.
Saturday, October 3, 2009
Friday, October 2, 2009
Personal Cultural Identity
Alicia Robinson
Critical Topic #3
In order to be a successful educator, an individual must first be aware of who they are themselves. I am constantly moved by the facts and stories represented in Gollnick and Chinn’s Multicultural Education in a Pluralistic Society (2009). Accounts reference the empathy and ignorance of members of the school community at the start of each chapter. In a school setting, there will be diversity in language, race, religion, ethnicity and socioeconomic status, among others. As a teacher, you will be forced to contemplate issues of diversity and equality. Before an individual can address that in a class, he or she must first be aware of his or her own biases or prejudices. This teacher needs to have an understanding of their own cultural identity, which may affect how he or she views the students and greater school community.
When I consider the cultural groups to which I belong and that comprise my cultural identity, those groups are not immediately clear. Growing up, I was more aware because they were perhaps more prevalent in my life. I was raised in East Providence, RI. It was a middle class, blue collar area. There was a large Portuguese population and racially diverse neighborhoods. As a member of a large family, I do not recall considering myself an individual, as much as I recognized myself a part of a bigger unit.
My identity was given to me through our environment and daily activities. I went to a Catholic school from Kindergarten through 12th Grade. Religious faith played a large part of my life, as it was practiced in school and observed each Sunday and Holy Day. Clearly, a part of my identity was Christian.
My father worked often and hard at his own business where he customized marine canvas, while my busy and devoted mother was fortunate enough to be a stay at home mom. My brothers, sister and I were part of a working class family- another prevalent part of my childhood identity. The six of us together created a family that worked best when we all played a role. Responsibilities and chores were a regular part of weekly activities.
My family has lived in the United States for generations, so although we lived in a largely Portuguese community and partially shared the ethnicity, it was never a defining cultural identity. We were American before our ethnic background cultures, which include English, Swedish and Portuguese. I was a kid; I went to school, dance, piano, baseball and Girl Scouts. My brothers and I constantly played outside with the racially diverse neighborhood kids. Because I was always around other races, I never recall defining myself as Caucasian or noticing racial differences. Some would argue that is a direct effect of being a part of the dominant culture. Contrarily, I do remember a neighborhood friend saying that she was Protestant and that they did not say prayers at school, nor did her family attend church. This was thought provoking for me as a child. Religion was a defining part of my life and the fact that someone was different from me had left an impression. Similarly, I always spoke English, as did everyone in my family and school. I distinctly remember sleeping over a friend’s house where her family spoke Portuguese in the home; this also made an impression on me.
As I’ve matured into an adult, many of my traditions and values remain from childhood. However, the cultural groups to which I belong seem to have been blurred by maturity, experience and travel. I now recognize myself as female, and where I am not a huge feminist, it is a defining part of my identity. I enjoy a comfortably compensated position as a nanny where I am exposed to a variety of people and groups. The wealthy family I work with send their child to a school with families of similar socioeconomic status. Waiting to pick up the child, there is a clear separation between the mothers and the nannies, who are often of a different ethnicity, race, class or language. Class seems especially important to these people, and I am bothered by this. I generally place myself in between the two groups and also view my status the same, but not a very significant part of my identity.
Although still in the northeast, New York City is certainly not East Providence! I identify myself with the people of this city, as it is a large part of my life and who I am becoming. Further still, I spend at least two months out of each year in a small town in Montana on the Rocky Mountain Front. I feel that I’ve become equal members of both of these geographic groups, and the traits and characteristics that define them. They are strikingly contrasting worlds, with completely different cultures and priorities. Yet, somehow over the course of the five years of experiencing these diverse societies, they have both become a part of my cultural identity.
I no longer belong to a Catholic congregation, but I do feel that I have maintained many of the traditions and values. I am a spiritual person, but my religion is no longer the part of my life that it once was. I worked with a Jewish family five years ago. Just as I was curious about my Protestant neighborhood friend, I was intrigued by this family. It was my first close hand experience with a non-Christian faith and I wanted to know everything.
In constant travel to various regions of the country, I have become fascinated with people’s diverse cultures; their language, routines, traditions, faiths, heritage make each individual who they are.
More and more individuals assimilate to the dominant culture, or become "Americanized". I wished I could speak another language or that my family had immigrated from another country in recent generations. I was envious of friends and family who observed rich ethnic and racial heritage. I am impressed when someone maintains their cultural and an identity group.
Still, through experience, people change and their worlds expand and hopefully, an open mind prevails. Teachers need a respect for the human race, before any content knowledge. Through example, perceptions and attitudes, we help to shape future generations. I hope to expose my class to multicultural diversity and to celebrate uniqueness and individuality. I hope to be successful in recognizing any biases of my own. Each person has their own story and belongs to any number of cultural groups. The essence of a person is created through unique and diverse experiences and there is no denying diversity through multiple cultural routes. Each identity should be recognized and celebrated equally, while remembering, that all of us are a part of a greater humanity.
References
Gollnick, D and Chinn, P. (2009). Multicultural education in a pluralistic society.
Upper Saddle River, NJ: Pearson.
Critical Topic #3
In order to be a successful educator, an individual must first be aware of who they are themselves. I am constantly moved by the facts and stories represented in Gollnick and Chinn’s Multicultural Education in a Pluralistic Society (2009). Accounts reference the empathy and ignorance of members of the school community at the start of each chapter. In a school setting, there will be diversity in language, race, religion, ethnicity and socioeconomic status, among others. As a teacher, you will be forced to contemplate issues of diversity and equality. Before an individual can address that in a class, he or she must first be aware of his or her own biases or prejudices. This teacher needs to have an understanding of their own cultural identity, which may affect how he or she views the students and greater school community.
When I consider the cultural groups to which I belong and that comprise my cultural identity, those groups are not immediately clear. Growing up, I was more aware because they were perhaps more prevalent in my life. I was raised in East Providence, RI. It was a middle class, blue collar area. There was a large Portuguese population and racially diverse neighborhoods. As a member of a large family, I do not recall considering myself an individual, as much as I recognized myself a part of a bigger unit.
My identity was given to me through our environment and daily activities. I went to a Catholic school from Kindergarten through 12th Grade. Religious faith played a large part of my life, as it was practiced in school and observed each Sunday and Holy Day. Clearly, a part of my identity was Christian.
My father worked often and hard at his own business where he customized marine canvas, while my busy and devoted mother was fortunate enough to be a stay at home mom. My brothers, sister and I were part of a working class family- another prevalent part of my childhood identity. The six of us together created a family that worked best when we all played a role. Responsibilities and chores were a regular part of weekly activities.
My family has lived in the United States for generations, so although we lived in a largely Portuguese community and partially shared the ethnicity, it was never a defining cultural identity. We were American before our ethnic background cultures, which include English, Swedish and Portuguese. I was a kid; I went to school, dance, piano, baseball and Girl Scouts. My brothers and I constantly played outside with the racially diverse neighborhood kids. Because I was always around other races, I never recall defining myself as Caucasian or noticing racial differences. Some would argue that is a direct effect of being a part of the dominant culture. Contrarily, I do remember a neighborhood friend saying that she was Protestant and that they did not say prayers at school, nor did her family attend church. This was thought provoking for me as a child. Religion was a defining part of my life and the fact that someone was different from me had left an impression. Similarly, I always spoke English, as did everyone in my family and school. I distinctly remember sleeping over a friend’s house where her family spoke Portuguese in the home; this also made an impression on me.
As I’ve matured into an adult, many of my traditions and values remain from childhood. However, the cultural groups to which I belong seem to have been blurred by maturity, experience and travel. I now recognize myself as female, and where I am not a huge feminist, it is a defining part of my identity. I enjoy a comfortably compensated position as a nanny where I am exposed to a variety of people and groups. The wealthy family I work with send their child to a school with families of similar socioeconomic status. Waiting to pick up the child, there is a clear separation between the mothers and the nannies, who are often of a different ethnicity, race, class or language. Class seems especially important to these people, and I am bothered by this. I generally place myself in between the two groups and also view my status the same, but not a very significant part of my identity.
Although still in the northeast, New York City is certainly not East Providence! I identify myself with the people of this city, as it is a large part of my life and who I am becoming. Further still, I spend at least two months out of each year in a small town in Montana on the Rocky Mountain Front. I feel that I’ve become equal members of both of these geographic groups, and the traits and characteristics that define them. They are strikingly contrasting worlds, with completely different cultures and priorities. Yet, somehow over the course of the five years of experiencing these diverse societies, they have both become a part of my cultural identity.
I no longer belong to a Catholic congregation, but I do feel that I have maintained many of the traditions and values. I am a spiritual person, but my religion is no longer the part of my life that it once was. I worked with a Jewish family five years ago. Just as I was curious about my Protestant neighborhood friend, I was intrigued by this family. It was my first close hand experience with a non-Christian faith and I wanted to know everything.
In constant travel to various regions of the country, I have become fascinated with people’s diverse cultures; their language, routines, traditions, faiths, heritage make each individual who they are.
More and more individuals assimilate to the dominant culture, or become "Americanized". I wished I could speak another language or that my family had immigrated from another country in recent generations. I was envious of friends and family who observed rich ethnic and racial heritage. I am impressed when someone maintains their cultural and an identity group.
Still, through experience, people change and their worlds expand and hopefully, an open mind prevails. Teachers need a respect for the human race, before any content knowledge. Through example, perceptions and attitudes, we help to shape future generations. I hope to expose my class to multicultural diversity and to celebrate uniqueness and individuality. I hope to be successful in recognizing any biases of my own. Each person has their own story and belongs to any number of cultural groups. The essence of a person is created through unique and diverse experiences and there is no denying diversity through multiple cultural routes. Each identity should be recognized and celebrated equally, while remembering, that all of us are a part of a greater humanity.
References
Gollnick, D and Chinn, P. (2009). Multicultural education in a pluralistic society.
Upper Saddle River, NJ: Pearson.
Thursday, October 1, 2009
The Effects of Teachers' Culturally Responsive Disposition on Equity in Education
In order for schools to address the challenges of cultural diversity and inequality in education they must be prepared to perform an analysis of teachers’ culturally responsive dispositions. Many educators lack understanding about multiculturalism and prescribe to biases or make assumptions that hinder the development of an inclusive learning environment. Teachers need to confront their perceptions and beliefs, rather than circumvent issues of race, culture, and poverty. Their self analysis about teaching culturally different students will assist in the development of skills necessary to meet the challenges of a culturally diverse school environment.
The modification of classroom instruction to respond positively to the home culture of students is known as being culturally responsive (Erickson, 1987). According to Phuntsog, recent studies have suggested that academic success of students from culturally diverse backgrounds will improve if instruction is responsive to their cultural and linguistic experiences (1999). The cultural mismatch of students with their teachers has allowed for the achievement gap to widen between minority students and their peers. The only way to combat this challenge is to properly prepare teachers to teach content in a varied medium that is easily received by all students. Teaching is not “one size fits all”. Instead effective teaching requires that educators use students’ experiences and cultural backgrounds as a segue way to further develop their academic skills.
Cultural responsive teaching can lessen the effects of cultural mismatch among teachers and students. “A cultural mismatch among African American school students and their teachers, due to diverse values, norms, and expectations, often provokes inappropriate teacher response to student conduct, thereby inciting disruptive student behavior” (Berger, 2006). For example, a student who recently transferred from an urban high school in Washington, DC to a suburban school in Columbia, South Carolina is experiencing cultural mismatch with his teachers. He is comfortable with teachers that have similar backgrounds in urban education, but does not relate to the class structure or teaching style of the instructors that do not understand his culture. As a result, there is miscommunication between teacher and student which leads to him having several disciplinary referrals and feeling excluded from his learning environment. In the end, he may become another casualty to the school system that failed to provide an environment that validated his identity or that was safe and secure for learning. Culturally responsive teaching recognizes the influence of culture, language, race, and socio-economic status that labels students as different from the majority yet provides a framework to make them apart of the learning environment (Phuntsog, 1999).
How can teachers transition from ‘just’ teaching diverse ethnic and socio-economic groups, to becoming responsive to the identity, cultural background, and experiences of the learner? It is going to require a systemic change in the way schools and teachers views culture, learning, language, and instruction. In addition, they will have to determine if they will continue to prescribe to the “melting pot” philosophy, where students are expected to assimilate into the dominate culture; or, alter their beliefs so that they are aligned with the philosophy of cultural pluralism. The latter celebrates diverse languages, cultures, and perspectives and views a multicultural setting as an oasis of opportunity. Schools must be willing to facilitate teacher professional development programs which operate under the premises that cultural diversity is not a liability, but rather, the foundation from which lesson planning and instruction beget (Phuntsog, 1999).
References
Berger, V. (2006) Does caring matter? A qualitative study of urban African American
alternative school students' perceptions of their school experiences, past and present?, Dissertation Abstracts International, A: The Humanities and Social Sciences,vol. 67, no. 03, pp. 823
Erickson, F. (1987). Transformation and school success: The politics and culture of
educational achievement. Anthropology & Educational Quarterly, 18, 335-356.
Phuntsog, N, (1999). The Magic of Culturally Responsive Pedagogy: In Search of the
genies lamp in multicultural education. Teacher Education Quarterly.
The modification of classroom instruction to respond positively to the home culture of students is known as being culturally responsive (Erickson, 1987). According to Phuntsog, recent studies have suggested that academic success of students from culturally diverse backgrounds will improve if instruction is responsive to their cultural and linguistic experiences (1999). The cultural mismatch of students with their teachers has allowed for the achievement gap to widen between minority students and their peers. The only way to combat this challenge is to properly prepare teachers to teach content in a varied medium that is easily received by all students. Teaching is not “one size fits all”. Instead effective teaching requires that educators use students’ experiences and cultural backgrounds as a segue way to further develop their academic skills.
Cultural responsive teaching can lessen the effects of cultural mismatch among teachers and students. “A cultural mismatch among African American school students and their teachers, due to diverse values, norms, and expectations, often provokes inappropriate teacher response to student conduct, thereby inciting disruptive student behavior” (Berger, 2006). For example, a student who recently transferred from an urban high school in Washington, DC to a suburban school in Columbia, South Carolina is experiencing cultural mismatch with his teachers. He is comfortable with teachers that have similar backgrounds in urban education, but does not relate to the class structure or teaching style of the instructors that do not understand his culture. As a result, there is miscommunication between teacher and student which leads to him having several disciplinary referrals and feeling excluded from his learning environment. In the end, he may become another casualty to the school system that failed to provide an environment that validated his identity or that was safe and secure for learning. Culturally responsive teaching recognizes the influence of culture, language, race, and socio-economic status that labels students as different from the majority yet provides a framework to make them apart of the learning environment (Phuntsog, 1999).
How can teachers transition from ‘just’ teaching diverse ethnic and socio-economic groups, to becoming responsive to the identity, cultural background, and experiences of the learner? It is going to require a systemic change in the way schools and teachers views culture, learning, language, and instruction. In addition, they will have to determine if they will continue to prescribe to the “melting pot” philosophy, where students are expected to assimilate into the dominate culture; or, alter their beliefs so that they are aligned with the philosophy of cultural pluralism. The latter celebrates diverse languages, cultures, and perspectives and views a multicultural setting as an oasis of opportunity. Schools must be willing to facilitate teacher professional development programs which operate under the premises that cultural diversity is not a liability, but rather, the foundation from which lesson planning and instruction beget (Phuntsog, 1999).
References
Berger, V. (2006) Does caring matter? A qualitative study of urban African American
alternative school students' perceptions of their school experiences, past and present?, Dissertation Abstracts International, A: The Humanities and Social Sciences,vol. 67, no. 03, pp. 823
Erickson, F. (1987). Transformation and school success: The politics and culture of
educational achievement. Anthropology & Educational Quarterly, 18, 335-356.
Phuntsog, N, (1999). The Magic of Culturally Responsive Pedagogy: In Search of the
genies lamp in multicultural education. Teacher Education Quarterly.
How do you incorporate religious diversity in private/ Catholic grammar schools?
How do you incorporate religious diversity in private/ Catholic grammar schools?
I am the product of Catholic school education; I attended Catholic grammar school, a Catholic high school run by the Sisters of Mercy, and was educated at a Catholic-Jesuit University. Though my experience has been one that has offered great insight into other world religions, it is sometimes difficult for Catholic school educators to engage discussions regarding other religions. Many times, teachers are uninformed or uneducated about world religions, do not feel confident in their background in the subjects, or they feel there is no demand for religious diversity in the classroom. Additionally, parents expect religion classes to cover “typical” topics. While this is sometimes the case, it is critical that private/ Catholic grammar schools educators offer opportunities to inform their students about other world religions.
King and Wang specifically address an idea that is relevant to this topic; they explain that it is important to develop instruction and learning opportunities that a relative to the experience of the learner (2007). Using this theory, educators in private/ Catholic grammar schools can prepare lesson plans and learning opportunities that can teach world religions and incorporate the context of Roman Catholic religion. For example, a class can learn about a holiday like Passover in the Jewish faith and celebrate Passover before or after a religion lesson on the story of Moses. Similarly, while learning about Lent in religion class an educator can draw comparison to Ramadan, the Moslem holiday which includes fasting, reflection, and prayer.
King and Wang also note that promoting open dialogue in a classroom creates more diverse views (2007). Therefore, by presenting lesson plans that incorporate world religions, students will have more opportunity to learn and discuss. Though young, students in grammar school will benefit form these lessons in two ways: (1) by learning and respecting other religions and cultures and (2) learning to formulate thought process for discussions early on
The educator’s responsibility is always to offer insight and instruction to students to the best of his/her ability. Additionally, the educator has a responsibility to continue to learn him/herself in order to create the utmost learning environment for the student. Therefore, educators in private/ Catholic grammar schools and the archdiocese that house these schools should encourage learning of world religions by providing workshop and class opportunities. In this way, the spread of knowledge, understand, and tolerance can flow more freely and through creative educational environments.
Testing and Closing the Achievement Gap
By: Pampalone, Daniela
An important topic that should be addressed is closing the achievement gap. It appears that students are not meeting the necessary criteria that are measured on standardized tests required in most states. Gollnick and Chinn (2009) reported that many of these students fail to be promoted and as a result they do not graduate and drop out of school.
Many factors encompass this highly controversial topic. Assessment plays an integral factor in regards to the achievement gap. By administering standardized tests to students, states are able to see if they are meeting standards effectively. Exams are used to measure the student’s knowledge and usually determine if students can be promoted to the next grade, graduate and further their education. For the individual who is unable to pass the appropriate tests, they cannot excel to the next grade. It is imperative that students pass these tests. The tests are used to measure how each school is doing. If the students fail to excel in the schools and do not make adequate yearly progress, teachers and principals can lose their jobs.
Why must assessments be given? Assessments can be used for teachers to assist in understanding what students know and lessons can be created from the information discovered. Formal and informal assessments can be used to find out what material the students know well and what they need assistance in. Properly assessing students and using the information according is beneficial in assisting our students further.
Today, many educators are teaching to the test. They are trying their best to bring their students forward in an effort to keep their jobs. There is hardly any time for extra lessons to implement because preparation occupies most of the instructional time. Additionally, teaching to the test fails to help students build their critical thinking skills. As a result, being a disadvantage to the students. The intensity of administering these tests may also hinder the students from advancing in their education.
Another important factor relating to the achievement gap is based on the credentials of educators. Gollnick and Chinn (2009) stated that poverty stricken schools might have teachers that lack the appropriate qualifications to teach students effectively. Students who are taught by these types of teacher may not be equally granted the opportunity to take advanced courses or of having teachers who are properly certified to teach the material.
Moreover, according to Linda Darling-Hammond, education professor at Stanford University reports that the United States funds schools unequally than any other industrialized nation, with the higher spending schools receiving more money than the lower spending schools. In an effort to alleviate this problem, perhaps funds should be distributed equally to both high spending and low spending schools.
In order to remedy this injustice, we should equally place teachers in schools that are low spending. Doing so, will give students in low spending schools an equal education to those students that are in higher spending schools.
According to Peha (2009) reported that many people have suggested to reward educators who teach in challenging schools with a higher salary in order for their students to do better on the tests. However, many students still do not get the additional help they need outside school in assistance for their homework while other students do.
As an educator, I think that in order to fix these injustices, teachers should work together to extend learning that goes beyond the hours of the school day. Since some students are behind and need to catch up, schools may want to consider starting the school day earlier and ending it later. In addition, more time could be spent learning in school and more studying time spent outside of school. This may be an issue for parents who work long hours and do not have to time to help their child with homework after school. For students, this may take away from their extracurricular activities. In order to alleviate this problem, students can attend after-school programs and tutoring sessions for extra assistance. However, some schools do not have well developed after school programs.
In urban areas, teachers are more likely to be licensed in schools that are of higher income. Courses in math and science are not always available to lower income schools. Often times, teacher in lower income schools do not have the opportunity to teach students science and math because they are not always offered. For students to excel in their studies, they must take courses like math and science to study in order to do well on standardized tests. Every school should provide their students with these courses to help them succeed.
According to Dubner (2008) reported that teachers might be rewarded for raising the achievement of their students, particularly those who are lower level students and as a result, teachers are eligible to receive bonuses. This is likely to put more pressure on teachers in the process.
At times, when students do not do well on tests as expected, teachers often believe that it is the student’s fault this happens. Some teachers do not take the time to understand why these children are struggling and how they can help them understand the material further. Because of this, it is important to an effective teacher. Gollnick and Chinn (2009) stated that student’s who have an effective teacher, are likely to do better on tests.
In order for lower achieving students to do well, Gollnick and Chinn suggest that teachers focus on academics and implement a well-rounded curriculum that will prepare them for the future. If students are in need of additional assistance, the teacher should provide them with it.
Further, we must take the appropriate steps in order to assist with closing the achievement gap. National Journal Online (2009) suggests that with the help of the members of the community, we can improve our educational system accordingly. The only way to do so is by fixing the inequalities that already exist within the system, assigning all schools effective teachers with the appropriate background in leading our students and give all students a high-quality education that they can benefit from.
Reference:
Dubner, S.J., (2008, March 18). How Can the Achievement Gap be Closed?. The NewYork Times. Retrieved September 26, 2009, from http://freakonomics.blogs.nytimes.com/2008/03/18/how-can-the-achievement-gap-be-closed-a-freakonomics-quorum/
Gollnick, D.M., & Chinn, P.C. (2009). Multicultural Education in a Pluralistic Society,Upper Saddle River, NJ: Pearson
Krigman, E., (2009, July, 627 How Can We Close the Achievement Gap. National Journal Expert Blogs Education. Retrieved September 26, 2009, from http://education.nationaljournal.com/2009/07/how-can-we-close-the-reading-g.php.
Hammond, L., (2009, August, 6) How Can We Close the Achievement Gap. NationalJournal Expert Blogs Education. Retrieved September 26, 2009, from http://education.nationaljournal.com/2009/07/how-can-we-close-the-reading-g.php.
Peha, S., (2009, September, 3) How Can We Close the Achievement Gap. NationalJournal Expert Blogs Education. Retrieved September 26, 2009, from http://education.nationaljournal.com/2009/07/how-can-we-close-the-reading-g.php.
Wednesday, September 30, 2009
Critical Project #3
Culture is a socially transmitted ways of thinking, believing, feeling, and acting within a group. These patterns are transmitted from one generation to the next
(Gollnick and Chinn, 2009, 405).
Many people come from different areas and backgrounds. This is important to be aware of as an educator because an educator needs to be aware of where their students are coming from as well as fully understanding their culture. As an educator, I also wish to recall the information about myself and my heritage to my peers. My name is Kathleen Ann Hagerty. I was born and raised within the United States in Warwick, Rhode Island. My family comes from three different areas within the world. My father’s side is from Ireland and Germany; while, my mother’s side is from Italy. Unfortunately, my father’s side is pretty much a mystery to me. I have never heard anything about the history of his family except for being aware of his family coming from Ireland and Germany. I know the last names and know that they arrived on Ellis Island in New York but I do not know the full story of where they lived and where they were originally located within the United States.
My mother’s side is a different story. I can trace back the information all the way to my great grandmother. Her name was Anna Caduto and I had the honor of growing up with her being actively involved in my life. She came from Italy to Ellis Island in New York in 1912. The reason why was because of her sister. Initially, her sister was supposed to come to the United States for a prearranged marriage. Before her sister was supposed to leave Italy, she found love. Therefore, my great-grandmother was sent to Ellis Island in the United States. In the United States, she met my great-grandfather and resided in Providence, Rhode Island. The other side of my Italian heritage was briefly described to me a few times while I was growing up. My great-grandmother was apparently was adopted into Swiss Italian Royalty. My grandmother grew up as a farm girl in Pennsylvania. Eventually, my grandfather and grandmother met in Rhode Island and fell in love. Besides this information, nothing further was discussed about my relatives in detail.
It is interesting that as an educator I am not fully aware of my multicultural background. It seems that as time goes by and generations cease the stories and discussions about families become less and less. Students become less aware of the multicultural history around the world and within their own families. Over time stories are not shared or too many generation pass and the stories are lost and forgotten. It is unfortunate that many individuals know what their background is but not where it is originates or comes from.
Through doing this posting on my own multicultural background, I realize how important it is for an individual to be aware of their heritage and where they come from. Within the material we have read in the book by Gollnick and Chinn, it focuses on the element of culture within the classroom. Culture is an important element that is a major part of a person. Culture is so much a part of us that we do not realize that not everyone shares our way of thinking and behaving (Gollnick and Chin, 2009, 13). This quote shows that culture may not be something that is first focused or noticed in within a classroom but it is there. It is an important part of a student’s education and also leads to a deeper understanding and relationship between the teacher and student as well as peer to peer.
Lastly, it is important to see how culture can impact an educators planning as well as implementing different lessons based around the student and their culture. This understanding leads to multicultural education within the classroom. It is important for the students in the classroom because they feel like they belong and are able to bring their culture within the classroom. In conclusion, the teacher and students can understand different cultures and where their families originated from throughout the world.
References
Gollnick, D. M. & Chinn, P. C. (2009). Multicultural Education in a Pluralistic Society (8th Edition) Upper Saddle River, New Jersey: Pearson Education, Inc.
(Gollnick and Chinn, 2009, 405).
Many people come from different areas and backgrounds. This is important to be aware of as an educator because an educator needs to be aware of where their students are coming from as well as fully understanding their culture. As an educator, I also wish to recall the information about myself and my heritage to my peers. My name is Kathleen Ann Hagerty. I was born and raised within the United States in Warwick, Rhode Island. My family comes from three different areas within the world. My father’s side is from Ireland and Germany; while, my mother’s side is from Italy. Unfortunately, my father’s side is pretty much a mystery to me. I have never heard anything about the history of his family except for being aware of his family coming from Ireland and Germany. I know the last names and know that they arrived on Ellis Island in New York but I do not know the full story of where they lived and where they were originally located within the United States.
My mother’s side is a different story. I can trace back the information all the way to my great grandmother. Her name was Anna Caduto and I had the honor of growing up with her being actively involved in my life. She came from Italy to Ellis Island in New York in 1912. The reason why was because of her sister. Initially, her sister was supposed to come to the United States for a prearranged marriage. Before her sister was supposed to leave Italy, she found love. Therefore, my great-grandmother was sent to Ellis Island in the United States. In the United States, she met my great-grandfather and resided in Providence, Rhode Island. The other side of my Italian heritage was briefly described to me a few times while I was growing up. My great-grandmother was apparently was adopted into Swiss Italian Royalty. My grandmother grew up as a farm girl in Pennsylvania. Eventually, my grandfather and grandmother met in Rhode Island and fell in love. Besides this information, nothing further was discussed about my relatives in detail.
It is interesting that as an educator I am not fully aware of my multicultural background. It seems that as time goes by and generations cease the stories and discussions about families become less and less. Students become less aware of the multicultural history around the world and within their own families. Over time stories are not shared or too many generation pass and the stories are lost and forgotten. It is unfortunate that many individuals know what their background is but not where it is originates or comes from.
Through doing this posting on my own multicultural background, I realize how important it is for an individual to be aware of their heritage and where they come from. Within the material we have read in the book by Gollnick and Chinn, it focuses on the element of culture within the classroom. Culture is an important element that is a major part of a person. Culture is so much a part of us that we do not realize that not everyone shares our way of thinking and behaving (Gollnick and Chin, 2009, 13). This quote shows that culture may not be something that is first focused or noticed in within a classroom but it is there. It is an important part of a student’s education and also leads to a deeper understanding and relationship between the teacher and student as well as peer to peer.
Lastly, it is important to see how culture can impact an educators planning as well as implementing different lessons based around the student and their culture. This understanding leads to multicultural education within the classroom. It is important for the students in the classroom because they feel like they belong and are able to bring their culture within the classroom. In conclusion, the teacher and students can understand different cultures and where their families originated from throughout the world.
References
Gollnick, D. M. & Chinn, P. C. (2009). Multicultural Education in a Pluralistic Society (8th Edition) Upper Saddle River, New Jersey: Pearson Education, Inc.
Critical Respone #3
How can religion being taught in schools be used to bring people together rather than divide them?
I am of the opinion that students would benefit from having religion taught in schools because by learning about others religions, this would in effect make people have a great understanding from where their classmates are coming from. Often times throughout history, religion has been viewed as a taboo subject in schools, that education should be completely secular as not everyone is of the same mindset. There are also many critiques on this subject as most religions are in contrast to many scientific beliefs taught in schools. I propose that by teaching students about all religions and customs, we are in effect teaching tolerance and a future where all people have a common thread and appreciation.
All religions stem from one another in some way, and it is important to show students of all ages what the underlying themes are for them all. In this way, it will be seen that people are not all that different from each other simply because of their belief systems. By bringing religion into the learning environment, it is not to impose a certain belief on anyone, but rather to explain the pre-existing ideas of the religions, break down stereotypes, and fight against prejudices. In order to successfully teach religion in public schools there should be certain goals in mind, one of which is an acknowledgment that public schools are for students of all worldviews, whether religions or non-religions, and the professional understanding that public school teachers need to exercise extreme neutrality when teaching about religion.
The Educators Reference Desk, 2009 site speaks from the viewpoint that the US was a nation that was founded upon freedom, and that includes religious freedom. Students need to be open- minded, free thinkers and so must learn all about one another so that the concept can be carried through to future generations. The classroom should in effect be an open space, where one can share their ideas and opinions openly. That is not to say however that any student should feel they are being criticized for their beliefs, and should not be made to feel alienated for being “different.” On the contrary, learning about each others pasts and heritage should lead students to feel more connected to one another on a spiritual level. As we learned in this weeks King and Wang (2007) reading, diversity should be something to be valued, and the more diverse a classroom and/or corporate environment is, the more well rounded ideas can be made, and understanding can be developed.
The RPERC (Religion and Public Education Resource Center) is a site that provides general information on the ethical, legal, and educational issues that come up when in regards to religion and public education. They discuss a variety of issues and ways teachers can handle these issues when broaching the topic of religion. One of the problems with today’s educators is that they often do not know how exactly to approach teaching this controversial topic. Many curriculums today in our countries middle schools focus on the religions of India, China, and the Middle East in history classes. These general overviews of religions help to give students a well rounded view of other cultures, while applying them to today’s relevant current events that are affecting the whole world, including our own country. Learning where people originate, and their ideals, and why country leaders react in the way they do are all fundamental basics to understanding each other.
In 1988 the California State Board of Education adopted a History- Social Science Framework which includes attention to religion in K-12 schools. This concept strongly encouraged the idea of religious importance in the world and within the US and expressed that students should become familiar with ethical traditions and religions within a temporal space. – RPERC, 2009. This act really encompasses everything that I believe is important in teaching religious tolerance, which is the cause of many of the problems in the world we live in today. This needs to be done in all cultures and not just our own, as the Middle East has been fighting between each other for years because of this problem. We need to teach religious tolerance in today’s youth, so that they can grow up with a true comprehension of their fellow citizens.
Works Cited:
The Educators Reference Desk (2009). From Official Site. Web Site: http://www.eduref.org/.
The Religion and Public Education Resource Center (2009). From Official Site Web site: http://www.csuchico.edu/rs/rperc/proj.html
King, K., & Wang. (2007). Comparative Adult Education Around the Globe: International Portraits and Readings of the History, Practice, Philosophy, and Theiroies of Adult Learning. Zhejiang University Press.
I am of the opinion that students would benefit from having religion taught in schools because by learning about others religions, this would in effect make people have a great understanding from where their classmates are coming from. Often times throughout history, religion has been viewed as a taboo subject in schools, that education should be completely secular as not everyone is of the same mindset. There are also many critiques on this subject as most religions are in contrast to many scientific beliefs taught in schools. I propose that by teaching students about all religions and customs, we are in effect teaching tolerance and a future where all people have a common thread and appreciation.
All religions stem from one another in some way, and it is important to show students of all ages what the underlying themes are for them all. In this way, it will be seen that people are not all that different from each other simply because of their belief systems. By bringing religion into the learning environment, it is not to impose a certain belief on anyone, but rather to explain the pre-existing ideas of the religions, break down stereotypes, and fight against prejudices. In order to successfully teach religion in public schools there should be certain goals in mind, one of which is an acknowledgment that public schools are for students of all worldviews, whether religions or non-religions, and the professional understanding that public school teachers need to exercise extreme neutrality when teaching about religion.
The Educators Reference Desk, 2009 site speaks from the viewpoint that the US was a nation that was founded upon freedom, and that includes religious freedom. Students need to be open- minded, free thinkers and so must learn all about one another so that the concept can be carried through to future generations. The classroom should in effect be an open space, where one can share their ideas and opinions openly. That is not to say however that any student should feel they are being criticized for their beliefs, and should not be made to feel alienated for being “different.” On the contrary, learning about each others pasts and heritage should lead students to feel more connected to one another on a spiritual level. As we learned in this weeks King and Wang (2007) reading, diversity should be something to be valued, and the more diverse a classroom and/or corporate environment is, the more well rounded ideas can be made, and understanding can be developed.
The RPERC (Religion and Public Education Resource Center) is a site that provides general information on the ethical, legal, and educational issues that come up when in regards to religion and public education. They discuss a variety of issues and ways teachers can handle these issues when broaching the topic of religion. One of the problems with today’s educators is that they often do not know how exactly to approach teaching this controversial topic. Many curriculums today in our countries middle schools focus on the religions of India, China, and the Middle East in history classes. These general overviews of religions help to give students a well rounded view of other cultures, while applying them to today’s relevant current events that are affecting the whole world, including our own country. Learning where people originate, and their ideals, and why country leaders react in the way they do are all fundamental basics to understanding each other.
In 1988 the California State Board of Education adopted a History- Social Science Framework which includes attention to religion in K-12 schools. This concept strongly encouraged the idea of religious importance in the world and within the US and expressed that students should become familiar with ethical traditions and religions within a temporal space. – RPERC, 2009. This act really encompasses everything that I believe is important in teaching religious tolerance, which is the cause of many of the problems in the world we live in today. This needs to be done in all cultures and not just our own, as the Middle East has been fighting between each other for years because of this problem. We need to teach religious tolerance in today’s youth, so that they can grow up with a true comprehension of their fellow citizens.
Works Cited:
The Educators Reference Desk (2009). From Official Site. Web Site: http://www.eduref.org/.
The Religion and Public Education Resource Center (2009). From Official Site Web site: http://www.csuchico.edu/rs/rperc/proj.html
King, K., & Wang. (2007). Comparative Adult Education Around the Globe: International Portraits and Readings of the History, Practice, Philosophy, and Theiroies of Adult Learning. Zhejiang University Press.
Tuesday, September 29, 2009
Critical Project #2
Rachel Shaw
9/23/09
Critical Topic #2
By working together to collaborate on problem posing curricula and cooperate in the sharing of texts and techniques, educators across the globe can help usher in a new league of critical thinkers who join forces across country borders to help make the world a better place. Friere writes about the banking vs. problem posing methods of teaching. There are countries, such as Thailand, who focus on critical thinking and real world issues in their schools. Other countries, such as the United States, place their focus on standards. Both of these ways of teaching are valid and yet each lacks something the other has. Problem posing curricula must be implemented in countries around the world as our society is becoming more and more affected by large scale problems that need solutions, such as hunger, genocide, and education itself. A problem posing curricula will lead to a more active citizenry and will also help future global leaders begin honing their skills early on. At the same time, global educators must be held accountable to a set of standards that insure that students attain specific reading, writing, math, and science skills.
Global educators should also work with one another in an effort to create a community of learning that will benefit both teachers and students. When teachers share ideas, triumphs, and failures with one another, those sharing benefit from self-reflection and the listeners learn about topics to study and methods to use or not use. By communicating with teachers in other countries, the whole educational community will bond with one another through commonalities and generally be more open to multiculturalism. Educators can also create social action projects to for students for different countries to work on together. Much more than a pen pal program, this would be a chance for students to truly connect by enacting change as a team. Through globalization and problem posing curricula, educators will be making the dream of a prosperous country and global community a reality.
9/23/09
Critical Topic #2
By working together to collaborate on problem posing curricula and cooperate in the sharing of texts and techniques, educators across the globe can help usher in a new league of critical thinkers who join forces across country borders to help make the world a better place. Friere writes about the banking vs. problem posing methods of teaching. There are countries, such as Thailand, who focus on critical thinking and real world issues in their schools. Other countries, such as the United States, place their focus on standards. Both of these ways of teaching are valid and yet each lacks something the other has. Problem posing curricula must be implemented in countries around the world as our society is becoming more and more affected by large scale problems that need solutions, such as hunger, genocide, and education itself. A problem posing curricula will lead to a more active citizenry and will also help future global leaders begin honing their skills early on. At the same time, global educators must be held accountable to a set of standards that insure that students attain specific reading, writing, math, and science skills.
Global educators should also work with one another in an effort to create a community of learning that will benefit both teachers and students. When teachers share ideas, triumphs, and failures with one another, those sharing benefit from self-reflection and the listeners learn about topics to study and methods to use or not use. By communicating with teachers in other countries, the whole educational community will bond with one another through commonalities and generally be more open to multiculturalism. Educators can also create social action projects to for students for different countries to work on together. Much more than a pen pal program, this would be a chance for students to truly connect by enacting change as a team. Through globalization and problem posing curricula, educators will be making the dream of a prosperous country and global community a reality.
Monday, September 28, 2009
Critical Project #1 - Ancestry
The ancestors on my mother's side of the family came from Somalia; St. Croix (my grandparents were born there before Denmark sold it to the United States) and Ireland due to interracial marriages. My father's side of the family is indigenous to the United States. My grandmother never spoke spoke about her side of the family being enslaved but she did mention that her grandmother or great grandmother was a Blackfoot Indian. My grandparents on my mother's side came to the United States during the early 1920's. Several members of my family including myself have experienced racism and discrimination at some point during our lives because we are Black. One incident in particular happened during the 60's when my mother decided to participate in the busing for integration plan in New York City. She decided to have my sister and I bussed to a school located in a white neighborhood which was far from where we lived. I remember seeing people standing outside the school with picket signs and chanting. We did not experience the violence as some children did in the South but it was still made clear that they did not want us there.
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