Young Gifted And Black

Angelina's Post

Pre-Face & Part 1(Theresa Perry)

October 18 2012

Young gifted and black is a book that contains a collection of five different essays written by three distinct writers that bring to light the challenges that African-American children are faced with on a daily basis.  The essays focus in on how students form their identities based on their social and cultural positions in society.  The essays elaborate on how the student’s experiences in school that center around devaluing and stereotyping African-American students is actually one of the major reasons there is an achievement gap. While each author brings a unique perspective to the issue the end idea is the same that teachers and schools need to be aware and understand what forms the self-identities of their students and find a method that helps promote higher achievement for all students regardless of race.

You would think that this is common sense.  The reality is many schools are great at identifying the issues, but not so well at asking why?  It is important that as educators we ask the why questions so we can work on a solution.  We should go to the source when we ask these questions and work together to find solutions to help bridge the inequalities found in education.  There is no limit to which a student can achieve other than the one they impose on themselves, which is often the result of what someone told them they are capable of in the first place.  We need to encourage all students and provide them with the necessary tools to be successful and reach their full potential.  I am attaching a song that I think is a motto for this book. 

The first section of the book is a collection of essays written by Theresa Perry that contains various narratives that addresses many of the misconceptions that are prevalent about African-American students.  The first groups of narratives express how strong the need is for African-Americans to gain an education.  The belief is though freedom for literacy would result in literacy for freedom.  African-Americans contrary to common belief do want a better education and to achieve.  Societies has labeled African- American students as being inferior and after being told for decades that they cannot achieve many students have been imprinted that they are somehow less intelligent.  Even though slavery ended it seems that those in power continue to find ways to prevent African-Americans from reaching their full potential.  The idea that many early African-Americans were punished for trying to learn to read write makes me sick to my stomach.  Perry sites from Cornelius the account of one slave, “The first time you was caught trying to read or write you was whipped with cow hide the next time with a cat-o-nine and the third time they cut the first joint offen your forefinger. (13)  Even though over a century has passed we are still faced with the same issue: African-American’s are being prevented from learning.  Another main issue Perry addresses is the achievement gap that is present between African-American students and their academic peers.  The argument she makes supported by the issues is a valid one.  Why should I try to do better and challenge myself when I am not ever recognized for that achievement?  How many of us would go to work every day and do twice what was expected, and never be acknowledged for our hard work, and continue.  I would say very little, but this what we expect out of African-American students every day.  We want you to work hard, but in return you get nothing.  How long will that last until the student’s give-up and move on to other things?  I think the message I tool from this reading is that it is essential that we find ways to encourage all students especially those who need it most to aim high and realize that what they dream can be a possibility.  We need to do a better job at making sure that we educate parents and students from a young age that their is no limits for success and that their is a support system in place to make sure this success occurs.  If that means we have to work a little harder so be it...because in the end we are supposed to be in it for the children and going the extra distance is expected.  I leave you with these final words that hopefully can prompt a reflection of the importance of getting the message out that being young, gifted, and black is to be celebrated

To Be Young, Gifted & Black

(1969) nina simone, weldon irvine jr

To be young, gifted and black,
Oh what a lovely precious dream
To be young, gifted and black,
Open your heart to what I mean

In the whole world you know
There are billion boys and girls
Who are young, gifted and black,
And that’s a fact!

Young, gifted and black
We must begin to tell our young
There’s a world waiting for you
This is a quest that’s just begun

When you feel really low
Yeah, there’s a great truth you should know
When you’re young, gifted and black
Your soul’s intact

Young, gifted and black
How I long to know the truth
There are times when I look back
And I am haunted by my youth

Oh but my joy of today
Is that we can all be proud to say
To be young, gifted and black
Is where it’s at by All.

The world is full of possibilities and it is time we make them accessible to everyone...everywhere....

 Marla's Response
October 21

I couldn't agree more about needing to believe in the students today-all students.  There is much to undo as far as stereotyping and adjusting expectations and if we each commit as teachers to this, we could be on the way to a just educational system.  I don't have experience in the classroom yet but it just seems so obvious to be treating everyone the same, believing there is a future for everyone but becuase there is so much discussion about it, evidently it is not being done in the classrooms today.  It is sad and it makes me wonder if I will always be able to keep this spirit or will I get worn down like the rest of the teachers......

Sharlyna's Response
October 21
When I read about the challenges of African American's and education, I still grimace when I think about what we have been through and where we have been as African American's, sadly we have some people who are still holding African American's down when it comes to education, but I am a little baffled by the fact that we still have black people who have chosen not to continue to push and move forward.  I would love to see teachers, students and parents treating each other the same.  Unfortunately, I know as an educator I will always be the black teacher.  I can only hope and pray that one day we can all be treated the same even though I am not holding my breath and I can only do my part to bridge the gap.

Angelina’s Reply

October 21, 2012

I don’t think it is about treating everyone the same because we are not the same…we all have individual attributes that make us unique.  I do think though we need to find a way to make sure that everyone has the same opportunities to achieve regardless of where the come from initially.  The end result of education should be to level the playing ground for everyone.  That means some people will need more support and others will need to be challenged.  If we hold all students to a higher level of expectations and let them soar we may be surprised at just how far they can go.  Children should only be limited by the dreams that they have.  We need to provide students with the freedom to achieve and excel in school.  Education should be a form of liberation and freedom not a means to control the population. 

I saw these images and thought they visually convey the message I am trying to speak. -Angelina

Sharlyna’s Post

Part II - Theresa Perry
October 21, 2012

Part II of the essay talks about different theories of group achievement.  The theories discussed were very interesting to say the least.  The language theory caught me by surprise, but I understand how and believe that this attributes to some African American students low scores on standardized test, simply because the test is geared to those who are familiar with standard code, not Black English.  The link below is a great example of the language gap that was depicted, when Michael Evans decided to walk out of a test that he felt was racist.  The most pivotal point in the episode is at 13:00 when Michael discusses the language and culture differences of the test.  Episode of Good Times - The IQ Test.

Through my experiences in life I unfortunately have to admit that I have witnessed the scenarios in the this reading, students that are able to adapt their language and whose families have more social mobility are given the opportunity to succeed more than those who come from less.  I as well as many of my friends have been accused of acting white because we don’t speak in “black English”  Many times people have asked me where do I go to school, and then are quite surprised to find I graduated from a inner city Cleveland Public High School, they always say I “sound like” I went to school in Westlake or somewhere more predominantly white.  This particular reading really made it clear what this meant.  While I did not work to change how people viewed me, I have to wonder if Castelike Immigrants worked to change their attitudes of Education and how they are viewed would their success rate increase.  Personally, I decided a long time ago, I didn’t care what others thought of me, that I would continue to knock on doors until they opened for me.  I would not allow anyone to hold me back.  That attitude I look at the example on page 70 of the students who succeeded because their teachers put in the extra work to take pictures of their homes and to show them how their homes and Greek architecture were related.  This shows that teachers who are willing to put in a little extra work will allow students to learn all sorts of things.  The energy of the teacher plays a huge role in dispelling the issues of language barriers in the classroom.
These readings always make me wonder, how I was perceived as a student in schools.  What did my teachers think of me, was I labeled? Where did I fall within the achievement gap? 
On page 82 of the reading, as I read. . . I marked the word “Shameful” in my book.  In relation to the quote by Laraine Morin in her lived experience. We should be able to love the country that we live in unfortunately we are unable to love the country that we are from, sadly, the country does not love us.  It is  obvious that African American’s must live biculturally in order to succeed in society.  As an African American women I have known that it is necessary to “play the game”; know when and where  in order to get ahead.

Angelina’s response to Sharlyna

October 21, 2012

I think what you are discussing is assimilation.  I think children that are labeled as minority students have felt that they have one of two options assimilate into the culture of the school to be successful or hold true to their own culture and risk being left behind.  I felt that Perry did an excellent job describing the different theories and often went into depth to illustrate the basis of each theory.  The part that contained Bourdieu’s argument about how schools can be set up to either help or hurt children on page 69 provided examples of what can be done.  It is up to schools and teachers to find ways to embrace student’s unique heritage and cultures into their education.  Children should not have to hide who they are in order to achieve.  It would be wonderful if curriculum was designed to embrace all cultures instead of the one that is in control.  I am attaching a link that discussess the cultural bias that is found within standardized test.  It is an easy read and makes one ask the question:Why isnt something being done to address this issue?  http://www.insidehighered.com/news/2010/06/21/sat

Marla's Response to Sharlyna's post
November 1

I think it is the job of the teacher to be mindful of all the cultures they have in their classroom and provide an opportunity for each culture to be honored and recognized.  This can be done in the math and science classrooms as well as the social studies and language arts rooms.  I don't have the experience of being a teacher in the classroom yet but as I am observing in my pre-student teaching I am seeing there are plenty of opportunities for the teacher to connect with the students and it is this time that can be used productivly or be wasted.  I too have thought back to what my teachers must have thought of me when I was in their class.  I was easy, I didn't cause trouble, I did my work well enough and was part of that middle group that got looked over.  And I went to a private school where my class size was 12!  There are many opportunities for a teacher to get into their "zone" and "zone-out" we all need a reminder of what can happen when we do!

 Marla's Post
Part III Perry
October 21

Part three of her essay talks about achieving in a post-civil rights America.  At first thought you may think it would be easy for African-Americans to achieve post civil rights, with all the overt obstructions of racism and inequality removed but this isn't true.  There is much for African Americans to still deal with.   Many people in the larger society still buy into the idea of
African-American intellectual inferiority and as we have seen in all settings of our educational system, these biases, untruths and slants all make it into the school set up, the culture of schools and is reflected on the students, intentionally or not.  I liked what was shared about the Multicultural Assesment Plan that was developed and used by the Association of Independent Schools that helps schools "wanting to help their schools be better places for students of color."  They suggest "offering multiple occassions and contexts in which biculturality and fluency in both African-American language, formal and informal, and standard English are normalized and are seen as complementary rather than oppositional."  The message of the essay was that it is necessary for the community as a whole to encourage achievement from African-Americans, this includes from their home, the schools, churches and community organizations.  We all need to raise the expectations.  I wonder if as the next generations of teachers enter the workforce they will be more enlightened.  Again it seems so simple, so basic.....we need to treat others how we would like to be treated. 

Angelina’s response to Marla

October 21, 2012

I would also hope with all of the research that has been done about the importance of culture being incorporated and embraced in the schools that the new batch of teachers are armed with the correct tools.  I do believe many progressive colleges are incorporating into the curriculum the importance of including the different cultures into the classroom and practical ways in which to do so.  The problem is will those in control of the schools be ready to make the necessary change?  The other aspect you mentioned was the use of Multicultural Assessment Plan.  I am including some highlights from the following website that I feel does a nice job laying out the responsibilities for incorporating a multi-cultural approach to education.  http://www.intime.uni.edu/multiculture/eval/assessment.htm  The website uses information from Day, F.A. (1999) Multicultural voices in contemporary literature: A resource for teachers (1st ed.).

·        Teacher

One should look at the practices of the teacher and classroom environment when assessing a multicultural program.  Some specific questions to address are:

           Does the classroom environment celebrate diversity (e.g., race, gender, ethnicity, age, religion, disabilities) through the use of various items (e.g. books, videos, posters, computer software, games, art)?

            Does the curriculum reflect multiple perspectives?

Does the teacher modify their teaching in ways that will encourage the academic and affective growth of diverse students?  Does the teacher incorporate activities that will facilitate the development of students with a variety of learning styles?

Does the teacher participate in reflective self-analysis by examining the potential of their own subtle biases?  Some questions teachers can ask themselves are: Who do I call on?  Who do I listen to?  Who do I praise?  Who do I choose as helpers?

·        Principal/Building

One should look at the principal and the climate of the building when assessing a multicultural program.  Some specific questions to address are:

Do the interactions of staff and students create a school culture that empowers students, staff, and parents from all cultural groups?

Are building personnel aware of and follow the District Multicultural Education Policy?

Are the racial/ethnic compositions of staff and student populations in balance?

Are inservices on multicultural education provided to the staff? Does the media center provide materials about all groups for all grade levels?

Are assessment materials reflective of an awareness of cultural and language bias?  Are authentic assessments used?

Does the school support dialect and language diversity?

·        Parents

One should examine the school's relationship with parents when assessing a multicultural program.  Some specific questions to address are:

Do parent organizations and groups include members from each of the groups of the community?

Are language interpreters made available for all groups during conferences and meetings?

Is feedback from parents representing all groups considered when making educational decisions?

·        District

One should examine the practices of the district when assessing a multicultural program.  Some specific questions to address are:

Does the district have a multicultural education policy?

Does the multicultural education policy address a variety of areas (e.g., students, religion, curriculum, language, assessment tools, staff development, personnel, parents)?

Does the district have a multicultural education task force or advisory board?  Do the members of this group represent the diverse groups in the district?

I guess the question to ask:  Is everyone doing their part to ensure a multicultural education?



Marla's Reply to Angelina
November 1

I like the information you posted.  It is a good starting point for everyone to take a look at what they could do better and to see how we each play a part.  And it is what is needed to get people in the habit of doing this.  One day I hope it will seem silly we had to once fight for equality of cultures in the classroom.

Sharlyna’s Post

Claude Steele - Stereotype Threat and African American Student Achievement 

October 28, 2012

 

Claude Steele and his colleagues, came up with the “Stereotype Threat” an in the mid-1990’s.  They figured out through their research, a series of test to college students of different cultures, those students’ stereotypes can affect their performance when they are reminded of the stereotype, which directly resulted in their achievement.  Although this concept was not discovered until 1995, it is a concept that has affected all of us in some way or another during our years in school or even during our time as employees, etc.  Let’s just think about how many times someone has said or we have said, “that teacher doesn’t like me” or “it just because I am black” and based on these thoughts we have done things differently changed our perspective.  Students stop trying when they believe the teacher does like them, sad but true.  Truly in racially tense situations or what is believed to be a racially charged situation, African Americans will do things differently simply because they believe they are the underdog whether right or wrong.

Because the factors that we are stereotyped by are personal, stereotype threats often directly interface with issues of self-esteem and self-identity, stereotype threat can have extensive long-term effects. Over the long run continuously stereotyping can cause people to distance themselves either from the situation in question, or from the stereotyped group.  A good example of this, some Black children (and again, especially those who actually have strong academic abilities) may begin to place less emphasis on their academic skills and form their identities around other domains instead. Or, alternately, they may place less emphasis on Black culture and instead form their identity around perceived “White” traits. Either one of these responses is a coping mechanism designed to protect their self-esteem from the long-term effects of stereotype threat. (Additional facts taken from http://www.reducingstereotypethreat.org)  A profound thought on p.120 of the text, "A person has to care about a domain in order to be disturbed by the prospect of being stereotyped in it”.  It is believed that teaching about stereotype threat and allowing students to trust those in authority will be the key to dispelling stereotype threat. Steele asserts there has been clear evidence that an individual can reduce the threat posed by negative ability stereotypes by adopting a self-theory of intelligence as expandable.  Students preparing for test need to understand not only the material on the test as well as the purpose and the “why” of what they are doing, but even when given this information, the information needs to be given from someone the students have come to trust.  Another factor to consider, how the parents are viewing the educators and what the parents have told the students about their teachers, this is less of a factor in college students and adults, however whatever the foundation of the person will weigh into their overall thought process.

Marla's response to Sharlyna's post
November 1

Stereotype threat is so powerful, it is hard to believe that there isn't more time spent on it when preparing teachers to teach.  It is such a strong tool that could be turned around to be used for good.   If we could take it back a few steps and see how powerful words are to who we are, maybe we would all choose our words more carefully.

Angelina’s Reply to Sharlyna

November 1, 2012

Sharlyna, I felt that Steele’s experiments did a nice job of assessing the issue of the effects of stereotyping on test performance.  The informal approach that was taken in delivering the information made it easier to understand and hopefully farther reaching.  The idea that that black students believe they are being judged as a member of a group instead of as individuals can result in the students doing poorer on test makes sense.  It is one of concepts that when laid out so clearly may help provide teachers with an insight on how to approach this issue and address it to make things better.  I can speak from personal experience that in school it was a common belief that boys do better in science and math and there was a real push to encourage females to pursue those fields. If the idea had not been implanted that females were stereotypically inferior to males in mathematics and science maybe we wouldn’t have to fight so hard as teachers to encourage females in regards to mathematics and science. I am attaching a link to a short article that debunks the myth that boys are better than girls at math that is an interesting read.  http://www.uww.edu/news/archive/2011-12-math-gender

Sharlyna's Response
November 5

Now that we know and this stereotype threat has been laid out for us, the question is what do we do with this information.  To me this was yet another reason for educators to be mindful of how they give information to students, even the smallest comments can affect how they react to test.  This almost makes me believe that teachers need to be trained in how they present test.  Sadly, I am not sure that the stereotype threat will go away, simply because we can nor do we want to change our color.  Even though students are "judge" by other factors such as sex, socioeconomic background, race is probably the largest factor.

Angelina’s Post

No Mystery: Closing the Achievement Gap Between Africans and Excellence

October 27, 2012

Asa Hillard goes into depth about false theories related to African American achievement and the misconstrued views that are common place relating to their achievement.  She brings into focus teachers such as Dr. Arthur Jones and Dr. Abdulalim Shabazz that have had success in teaching complex ideas with great success to low-income African Americans.  She also discusses the SEED project that was founded by William Johntz.  This program teaches college level mathematics to diverse, low-income, elementary students.  These teachers have meet great success in spite of working with students that are “language and culturally diverse, poverty, crime and drug-ridden neighborhoods, single-parent mostly female headed households”(133-134).  The reality is that the opportunity to learn was the major factor not the capacity to learn.  She also discusses that achievement or IQ tests cannot effectively determine capacity to learn and therefore are not valid measures of intelligence.  Instead of comparing African Americans achievement to Eurpean descent it makes more sense to compare African Americans to the level of excellence they should strive to achieve.  I agree that if we are to promote growth and learning we need to aim how and not towards a mediocre base.  While reading I was encouraged by what I was reading for the first time.  However, the reality is programs like the SEED project are not well-known in the general population of math teachers.  I can honestly say I have never heard of this program and I teach math.  I also taught in a school that was predominately lower-income African Americans and can speak from experience that this program that has proven success was never mentioned once.  I am going to share a link and then summarize the information in order to give an over view of the project that is successful, but not well known.  http://projectseed.org/

 

Use mathematics and research-based teaching methods to boost learning and academic excellence among urban youth.

• Instill confidence in learning for entire classes of low-achieving students using expert mathematicians.
• Create a dynamic learning environment with our unique Socratic method where class participation cements core skills.
• See incredible results in student achievement. Let our training program empower your teachers to apply our techniques.
• Help your students and teachers master the Common Core Standards for Mathematical Practice.

Why is it that this has been around for over 50 years and I am just now hearing about it?  

The other interesting part of the reading had to do with examining what characteristics are common in programs and teachers that have shown proven results in increasing achievement for at-risk students.  The answer is simply well-educated teachers willing to go the extra mile or two to ensure that they do everything possible to educate their students.  This means that the teachers need to know their content they are teaching and know it well.  They need to be invested in their students to the point that they are successful only when the students they teach are successful.  Carrie Secret is an instructor who exhibits all of these characteristics.  She embraces the culture of all of the students that she teaches.  The students are free to embrace who they are and be proud of their origins and not ashamed of them.  Her students are engaged in critical thinking activities and they embrace the arts.  She has a holistic approach to teaching.  She makes sure all parts of the children are attended to in order to reach the whole child.  The message that I took from this reading is that regardless of where the student comes from the only limit they have is the limit set on them by their educational experiences.  It is a teachers responsibility to engage students and provide them with the knowledge that they are capable to reach any goal they have and to aim high. 







Sharlyna's Reply  - Closing the Gap
October 29, 2012

It's about opportunity not ability! As a teacher, we must create the opportunity for our students to learn all that is possible.  It is the teacher's responsibility to create the opportunity, not to determine the ability of the student.  Students can learn and grow no matter where they are from so they should be given the opportunity to reach for the stars.  Programs like Project Seed are coyly hidden in the depths of some schools, which again shows how unfair education can be.  This sounds like a program that should be shared and talked about globally.  Unfortunately, it never makes the news instead we hear about "Johnny cant read" and "Mary hit the teacher" never any of the true accomplishments that are allowing African American students to soar higher than they could ever dream.  Unfortunately, I would be willing to bet the farm that at the crux of this issue is money.  Some politician thinks it would cost too much to support these types of programs in our schools.  Sad but true. 

Marla's Reply-Closing the Gap
November 1

When reading Hilliard's essay, it was so awful for me to have to believe that African-Americans' capacity was being questioned all these years.  The human race has such a long way to go in uderstanding the human connection and how similar we are opposed to being different.  I love the movie The Blind Side, a true story where a kid without opportunity was given just that, opportunity, no special favors, no back doors, just a loving family that could provide him with an education and an opportunity to be successful at something and the kid was brave enough to take that opportunity. There is so much that is similar between us all and the differences should be celebrated not used as weapons.

Angelina’s Response

November 1, 2012

I couldn’t agree more with both of you.  It is not an issue about what a child can learn it is making sure that the educators do their part to present engaging lessons to all students and to find ways to reach all children.  Every child regardless of race has the same capacity to learn and it sickens me to realize just some people are so ignorant that that they actually believe that race can dictate capacity to learn.  I think it is important that teacher education programs do a better job preparing teachers to embrace all cultures in the classroom and challenge students to reach for their dreams.   I also believe that school systems need to do a better job of educating current teachers about the different programs that are avvailable and have proven success.  We need to take what works and run with it.  We are there for the children and it is about time everyone remember that and make the necessary sacrifices to again put the children first. 



Spring Blog

Friday, September 21, 2012

ED500 Foundations of Education

Spring Blog

Angelina Post
September 11, 2012 12:53 PM

My background is science and math so I tend to over analyze everything. My mind has been wired this way since birth. So it is easier for me to examine a reading without letting my emotions foster a strong point of view. However, I will state that it is appalling how the education system has been used to further subjugate groups even in today's society. Spring's goal to contrast education as a source of freedom and power to that of social control and political deposition is laid out for us in the first chapter. The Western forms of education as a form of social control had radiated out to the far reaches of the world. Max Stirner developed the term "Wheels in the Head” to describe how schools, media, and technology actively implant ideas as a means of controlling society as a whole. The reading made me think about the video by Pink Floyd Another Brick in The Wall and how it is a perfect example of how schools are used to create the ideal citizen based on using a factory model. Somewhere along the line I feel that the powers that be have lost sight of what is important. http://www.youtube.com/watch?v=YR5ApYxkU-U&feature=player_detailpage

 

The first chapter also discusses two classic ideas about education that developed during the same period of time. The first ideas came from China. Confucius believed through filial piety children would learn to obey their superiors and have compassion and empathy for those who were inferior to them. Women were considered second class citizens and of little importance. It was believed that women lacked intelligence and should be considered of the lowest class. The reality is that without women most men would not be able to function. Women can multi-task better than the vast majority of men. The other truth is that women are still treated as second class and inferior to their male counterparts in present day. Based on this information there has been little advancement of equality in modern society. The teaching of filial piety was to start at home and continue at the school of “lesser learning” for boys only. The students were taught how to be obedient during this time. The noble children, government official’s children, and gifted children would later transition to the “Upper Hall”. This created a cast society that is still wide-spread. One of the main differences I found between the Chinese and Greece is that the Chinese felt that everyone was born equal, but later they became unequal based on their schooling. The other classic idea about education was based on Socrates and Plato’s beliefs. Plato’s Republic was based on Socrates ideas that lead to ultimate truths of justice. The current trend during this period is that women were worthless and held little value...so much that homosexuality was justified for males because women were inferior to men. Socrates felt that women did hold a value, but their value was based on what they could breed. He felt that there should be no parents and that children should be raised by the group. He felt that only the best children should be kept and the rest disposed of promptly. This is survival of the fittest in the most barbaric manner. I would like to go back and time and promptly dispose of the men who thought women were like cattle.

 Marla's Reply

September 19, 2012 6:41 AM

While reading the opening chapters, I was blown away by how far back the beginning of the discussion about education goes. From the start, education was seen as a powerful tool. Some could argue as a weapon. A weapon to defend power, to control others. As with any weapon it can be used for good or for evil. I always thought of education as so pure. Teachers and administration were there to facilitate the purity of education, the written word. The readings have definitely opened my mind to consider looking at the history of education in a new light. And leaves me to wonder what my place as a future educator is?

Angelina Response
September 19, 2012 6:41 PM

I think the one thing that we must remember as we read and make judgments is that education initially was only for those who could afford it. It wasn't until compulsory school regulations that everyone was given the ability to learn regardless of social standing. This lead to an era where free appropriate education was introduced without much guidance or research as to what was the best course of action. The result was that education was used to train people for the roles they will play in society instead of further elevating them by knowledge. Semel states on page 23 that education role has been and will continue to be to place people into specific vocations and social roles. I dream of a day when education is used to help every child reach their highest potential without being pigeon holed by their race, gender, or socio-economic standing.

Sharlyna Reply

September 19, 2012 7:29 PM

I truly believe that education is still for those that can afford it. Even though times have changed and we are afforded the right to a free education, socioeconomic status still plays a vital role to the type of education students receive. We like to believe that everyone has been given the ability to learn regardless of social standing, but I don't believe that to be true. Social status will always play a part in who receives the best education. I often wonder if we can get to a place of free education for all who want it. Till we reach that time I am inspired to pursue my license to teach so that I can do my part to reach the students who want to learn.

Marla's Reply

September 20, 2012 2:58 AM

I agree that the best education in the country goes to those who can pay for it. But I don't believe that a poor school system means that you are destined to have no future. I read an article this spring, here is the link http://fox8.com/2012/05/31/cleveland-student-goes-from-homeless-to-harvard-upon-graduation/ that told of a Cleveland boy who was homeless, learned to fend for himself, attended MC2STEM, a New and Innovative Cleveland school where he studied science and technology and this fall he is headed to Harvard with a full scholarship. He is certainly the exception to the rule but a reminder that it can be done. It also makes me wonder about the school MC2STEM. It uses project based learning and demands excellence. It is a college prep high school that utilizes a year round schedule. It has partnered with local colleges so children can earn college credit and also partnered with local companies to provide internships and apprenticeship opportunities. Here is the website to that school https://sites.google.com/site/mcstemhs/

Sharlyna's Reply
September 21, 2012 8:13 AM

Marla I would tend to agree with you, there are quite a few students who come from poor districts that excel, but the politics of it all - makes it difficult.

Angelina Post
September 11, 2012 12:54 PM

 I am attaching a video that summarizes the myth of the metals that is a nice summary. 

Plato felt that education was the key to a virtuous state using the myth of metals. The premise is that everyone is born unequal, must accept social position, that the rulers were gold, soldiers silver, and farmers/workers were iron and brass. The philosopher kings felt that they had the right to propagate myths, censor literature, and manipulate information because they know what is best. That is pretty much what politician are doing currently all around the world. Politicians use schools and media to push their ideas and control society. The other concept that was discussed of reason being important and emotions having little value in society was an area I questioned. I think that emotion is what drives people to stand up for themselves and push for a better existence. I think that is why those that are in authority push for emotions to be downplayed and not important. Overall I felt that the reading shed light on the fact that small groups of power continue to have the ability to decide what is best for the rest of the group. 

Angelina's Post
September 19, 2012 6:47 PM

Upon further reflection, I can't help but think about my experience in an urban charter school. The students were not to think but just do. It was almost like a military state. The children were not free to be expressive or creative...they were just supposed to do what they were told. I found it sickening that these children were not allowed to be children. Our responsibility is to guide children to reach their highest potential...not shut them down from even have their own thoughts.
 

Sharlyna Reply
September 19, 2012 8:16 PM

As charter schools continue to progress, I think we are going to see more and more of the "military state" type of schools, extended hours, extended school year, etc. all things that sound good, but if students are not given the opportunity for creativity, we will continue to follow the "wheels in the head" school system because we are only training students to be obedient to the power to be and to follow the roles of society, if they want to make it in the real world. So much creativity is being stifled by this type of learning. There is a middle ground, but we have not found it yet. We have to begin to take parts and pieces from each philosopher in order to begin to find what truly needs to be done to reform our schools.

Marla's post
September 12, 2012 6:16 PM

I am seeing some of what we discussed in class play out in my children's school district. I am on the PTA executive board which includes a monthly meeting with the superintendent of our district. We hired a new educational director and were given a summary of the year’s plans. It all sounded very impressive, refusing to teach to the "test", fostering imagination and creativity, including technology in the classroom. Even starting a facilities review of our campus to see what needs to be renovated and updated to include what is needed in our 21st century learning. I heard all the buzz words. But at open house the night before, we were given a speech from the teachers about how our current curriculum is being changed to meet the new standards. It made me realize how much teachers are just the messenger. They are told what to teach and when and I'd say even how to teach. It doesn't sound very creative at all. On the other hand I do see the benefits to an established curriculum to ensure different grades aren't teaching the same material and that the material builds on each other. But what happened to the freedom of teachers to ride the wave of their own class and see where it takes them.

 

Angelina's Reply
September 13, 2012 2:08 PM

I think the problem is that the government wants to control the population and what better way to start that control in school. Policy makers control the districts, the district controls the administrators, and the administrators control the teachers, and the teachers the students. Therefore there is very little room left for creativity when there is a set agenda that has to be covered.

Marla's reply
September 19, 2012 6:54 AM

The hierarchy you speak of is described by A.S Neill in Chapter 5 on pages 94/95. He believes that in addition to school imposing ideas on children, the patriarchal family structure promotes inequality and oppression of women. This authoritarian family atmosphere produces a child with an authoritarian personality. It is like a never ending cycle. The parents are taught this and they pass it on to their children and that is how it continues. And like has been pointed out this complete devotion to authority figures, allows for an obedient and subservient population of people that are perfect for a capitalistic economy.

Angelina Reply
September 19, 2012 6:56 PM

Neill felt that Reich's argument discussed in chapter 5 would "plan a system of education and an organization of society that would eliminate hostility and authoritarianism"(96). I wonder why all of the great ideas have never been put into place. I think the reason is that the government would lose its power that it fights so hard to hold onto. We live in a society that states that creativity is to be revered...but the reality is that only occurs if it follows the governments agenda.

Sharlyna Reply
September 21, 2012 8:38 AM

Angelina you are so right. If the "good ideas" were put into place the government would begin to lose power. Without that power they would no longer be able to control the "wheels in the head" of students. While we say that we are free, we are free within the confines of the government. We would not be able to condition future leaders to fit the mold of what is expected.

Sharlyna's Post
September 14, 2012 2:32 PM

It is atrocious that our education system is stuck! As I continue to read Spring’s take on the education system as a system of control of the people, the more I have to agree that Education is nothing more a “factory” of attempting to put out model citizens as defined by the powers that be, or the government’s attempt thereof. I am further intrigued that the foundation for our Education system was rooted in such a one-sided, power-driven manner. Education is power is what I was always told, education will set you free, however the more I learn the more it seems that I am realizing that we are not being set free, but more so being conditioned to do what the “powers that be” have decided is best for me. It is not the job of the government to determine what is best for me. Now that I am a parent, I really don’t believe that it is the job of the government or the educational system to provide morals and values to my children. Especially since I don’t agree with the values and morals that are being taught in the public school system, thus why my children attend private school where the morals and values that I want are being taught, to me this is my choice. I love the reference from Angelina about Pink Floyd, while this was just a cool song; it makes so much more sense after reading this this book. We don't need other people trying to groom us, however we do need to know right and wrong and decide what morals and values are important to us. This has been very enlightening, in what is really important.

Sharlyna Post
September 14, 2012 6:44 PM

Eros, Consciousness and Education are an interesting concept to me, but also a believable concept. The ideology that Eros, according to arguments, drives people to conquer nations for the love of another person, write poetry, or devote their lives to learning (p. 217). Albeit true that the education system must be based on something, I am not sure that Confucius, Socrates, Plato or any of the other philosophers has found what the Foundation of Education should be, it is unfortunate that what they found back during their time still reigns true today.

Angelina Post
September 15, 2012 10:20 PM

Gutman's, Dewey's, and Giroux are flawed because they impose a value system on students that all students may not agree with. The question I would like to ask is there actually a way schools can educate students without imposing a value system on them. The thought of a 'free school' was also discussed and why it was actually worse than better than what was currently in place. I found it interesting the students that were in these settings were actually more restricted. The reason was giving the children the ability to choose not to learn can result in limiting their future freedom. The end result was that the students could more easily be controlled and dominated after being part of a 'free school'. The question posed on how we can make schools sources of freedom and political power in contrast of the current use of social control. I don't think there will ever be an easy solution to this issue. I think a thought to end on would be Freire's conception of education based on "universal human right". If we were to use the education system to ensure universal human rights for all regardless of race, gender, or societal placement would the flaws we are currently faced with in the education system be absolved.

Marla's post
Chapter 4 &5
Molesworth
September 19, 2012 7:09 AM

"Molesworth also claims that the educational system causes people to forget that government is a product of human action-not divine intervention."( Page 68) Molesworth lived in the late 17th century, I think Molesworth is right and this still rings true today. It is amazing how America can claim to be a melting pot, a land of religious freedom when so many religious groups try to push their agenda through politics. And how many of those groups succeed!! For example, the way our history books are written, the way school districts choose which history books to use based on the story they tell, I believe this comes from religious leaders wanting history to be remembered as a divine right.....that we were "given this land" opposed to the truth which is we stole it. History is supposed to be a telling of the facts, not a fairy tale to lead people to believe it happened the way they wanted it to.

Angelina's Reply
September 20, 2012 6:33 PM

I find it amazing that half-truths, lies, and omissions are rampant in current text books. In the article "How Textbooks Obscure and Distort the History of Slavery" Jonathan Burack addresses the issue of racist propaganda in schools. He states, "In the year 869, a group of slaves rose in a great rebellion against the Abbasid Empire -- an empire whose territories now form Iraq, Kuwait and parts of Iran, Jordan, Syria, Egypt and Saudi Arabia. For fourteen years, the slaves fought their Abbasid masters in the marshlands of what is now southern Iraq. And in the end, they were crushed. Their leader's head was paraded through the streets of Baghdad, and their uprising became nothing more than a bloody footnote to the history of Islam. Not even as a footnote, however, does the uprising appear in any of six world-history texts that I have examined during an inquiry into the treatment of slavery in schoolbooks:

Merrill's the Human Experience 1990

McDougal, Littell's Links Across Time and Place 1990

Harcourt Brace Jovanovich's World History: People and Nations 1990

Prentice Hall's World History: Patterns of Civilization 1991

Heath's World History: Perspectives on the Past 1992

Scott, Foresman's History and Life 1993

Viewed in one way, this omission may not seem grave, for the rebellion in 869 had no lasting impact on the development of Islam or on the overall course of history. Viewed in another way, though, the omission illustrates a serious failing of all the books in question, because the slaves who staged that rebellion were blacks. They had been imported from East Africa to drain marshes and to toil under conditions as bad as any that would exist, much later, in Brazil or in Mississippi or on the Caribbean islands." (Burack)I believe that history books have been written to tell the past the way those in authority want it to be remembered. How can the history of entire sub-groups be complete left out or only skimmed over briefly? I wish there was a way that all groups were represented accurately in history books. Maybe we wouldn't keep making the same mistakes if we had the true history of education laid out for us instead of what those in controls want us to know.

This is so true...people try to re-write history to sell what ever image they desire.

Sharlyna Reply
September 21, 2012 9:00 AM

The melting pot can sometimes be classified as a buffet, where we are all kept separate for multiple reasons. The main reason being that everyone believes their culture is better than the other. The culture with the best socioeconomic standing has dominated over the years, just as in the past, present and will probably continue to be in the future. While our history books have some facts, we need to look at who is really determining what goes into these books. Again, economic standing and politics plays a part as to what gets published.

Marla reply
September 27, 2012 5:43 am

So we all agree that there is an issue with the History books.  I can't help but wonder if I had choosen the content area of social studies how would I handle this information?  Would I include in my lessons the truth of the past, even if it isn't in the books?  Would that put me at odds with the administration?  With parents?  Would it put my job in jepordy?  Would I be strong enough to stand up for what is right?

Sharlyna's Post
September 19, 2012 10:33 PM

Chapter 7 & 8 -

These chapters remind me of the schoolhouse rock song, The Great American Melting Pot (http://www.youtube.com/watch?v=H0ck4CQve2M - yes the link will take you to the song). We have so many cultures within our educational systems; the question then becomes whose culture should dominate. As an African American female, I can say that I appreciate learning about different cultures, but I never want to lose sight of my own heritage. Have worked in corporate America for many years, it is definitely a melting pot of different cultures and there is a need to learn tolerance in an effort to succeed in today’s society, however I don’t believe that cultural literacy can come from learning from a bunch of list as suggested by Hirsch, what he describes as cultural literacy, sounds more to me like a gathering of facts to be memorized. The “list of essentials” still neglected to answer the questions, who should determine what should be taught (p. 137).

Multicultural Education programs were supposed to empower minorities; however I can say that I believe these programs have done any more than paint a picture, in most cases negative ones, of minority cultures. In the U.S. minorities have more power than in Great Britain, which leans to the argument that teaching multicultural education will empower cultural traditions in a dominant Euro-American culture and give more “power to the people”? While Allan Bloom believed that the continued existence of the state was dependent upon a national cultural unity. In other words schools teaching one cultural and the “most important”. While change took place in Great Britain, it would not work in the U.S.

We have so many cultures in our society today, it is imperative that we continue to learn all that we can about the cultures around us. On Page 153, Spring talks of assimilation and avoiding it to preserve one’s own culture . . .but the point that is important to remember is that most prejudice is built on economic exploitation, so we must be careful as we stir our melting pot that we call society. The point being made that allegiance to one nation can and will open the door to economic exploitation. So a melting pot, we shall continue to be. Learning one another’s cultures and appreciating one another for all that we are and all that we are not.

Marla's reply
 September 20, 2012 6:59 PM

I think schools should honor all cultures so there doesn't have to be a choice of whom a child should show their allegiance to. America was supposed to be a place where people could come and be free to be who they wanted to be. In ED453, another of Dr. Weems' class we learned so much about what each cultural group went through to get here, why they came and how they were treated once they arrived here. It was moving to see history in its true light.

Angelina's Reply
September 20, 2012 7:01 PM

I think that the American education system does not know how to deal with educating students about different cultures. I can say based on personal experience that when I discuss the plight of the American Indian I feel comfortable with that discussion. The reason is that I am part American Indian and I can relate to both parts of the story. I however find it challenging discussing the issues of racism. I have never been a person who notices the color of a person. I love all humans...because we are all the same with unique personalities. So I find it hard to understand why racism is so rampant. The problem is that racism is occurring in both directions. I taught in an inner city school and the student population was 99.5% African American. I had parents tell their children that they have to just ignore us "white teachers" and some parents and students liked to used other racist language. The one student that was not African American was told by another student that the only thing he was good for was to be feed to his dog. I think we have to do a better job as educators and parents to fix this issue. We should embrace or differences and celebrate all cultures. Assimilation is not the answer...We might as well all be robots if that is the solution.

 Angelina's Reply
 September 21, 2012 5:17 PM

I think that as information becomes more readily available from the internet it will be harder for government to put blinders on the masses. The other important thing to remember is that the only way things will change is if people are made aware of the imbalance in the education system and unite to create the change that is necessary.

Angelina's Post
September 19, 2012 7:56 PM
Chapters 9, 11, 12

There are so many facets to this book that sometimes I feel that certain chapters should be expanded on into a book. Chapter 9 is no exception. Spring discusses the varying views of John Locke and Jean-Jacques Rousseau. Locke felt that children were like wax to me molded as to where Rousseau felt nature is good. Locke's educational method used psychological controls to "shape the child according to the desires of the adult" (179). Locke's focus was on using the rewards and punishments method for education. This method is still used today in homes and schools around the country. Teachers continue to manipulate students by using this system. Children should be motivated to learn not out of fear of punishment...but because they truely have a thirst for knowledge. Rousseau’s focus was on building upon the child's own interest. Spring goes into depth about the education of Emile. During this exploration Emile is values and so are his thoughts. The issue is that the only people who held value were wealthy males. The major flaw is that he did not expand this freedom to all people. I can relate more to Rousseau's ideas because his focus was on the social relationships and freedom found inside oneself. The end result is that both philosophers follow the authoritarian process of education. People sacrifice their desires for the common good of society which is decided by a select few in power. He also goes into depth about the pedagogy of the oppressed and the pedagogy of love to end with the idea of "universal human rights" as the end goal. What I take from this reading is that we really have not progressed as a society. Many people are still oppressed and "universal human rights" is still just an idealistic dream that may never be reached if we don’t start making an effort to do away with all of the suppressive policies in place in today's education system.

Chapters 11 & 12 continued....

Paulo Freire developed instructional methods designed to end oppression. His methods were developed to raise human consciousness in order to escape Stirner's "the wheels in the head" according to Spring. He discusses two types of human consciousness’s which are the necrophilic and the biophillic. The necrophillic feeds off of a love for death. This is seen by the rulers who are only out for themselves and their needs. These people have no love of others...only love for domination and death of free will. He discusses dehumanization as a consequence of necrophillics. These people support injustice, oppression, and exploitation. These types of people do not care about the consequences of their actions on others. Their only priority is themselves. This personality tends to be rampant in capitalistic societies. I am not really sure how a transition can occur, but Freire developed an education program that would help transform necrophillics to biophillics. Biophillics are characterized by a love of life and a desire to be free and ensure that all people are free. The goal is humanization or the ability to think about the world and transform it into something better. Friere discusses how we have become a society of silence. Until we take the necessary steps to break the silence and embrace our abilities to start change we are stuck. Teachers and parents alike are going to have to take a united stand to find a way to fix the current educational system. Children are being tracked from kindergarten and their place in society being decided before they even have all of their teeth. How can we accept the current system and call ourselves educators. We are the voice for the voiceless and it is time to break the silence. We must find a way to elevate the possibilities of all students regardless of where they start out.

What we all should strive for!!!!

Marla's reply
September 20, 2012 3:28 AM

Locke and Rousseau's ideas are from so long ago we have to take what they are saying with a grain of salt. Women’s rights though we still have room to improve are much improved from the 17th and 18th centuries. Putting that aside, the quote "It is the pursuit of rewards and avoidance of punishment that becomes the basis for Western economic systems." page 160 really makes a clear and true statement. We are taught from a young age that if we behave we will be rewarded and if we don't we will be sent to time out or punished. We are taught to conform. It goes back to being an authoritarian family. I try very hard to give my kids the opportunity to be themselves, explore their interests, thoughts, desires. In today’s society, it makes me look like a bad mom sometimes but I know it is what is best for my kids. I also know we have spoken a lot about the pros of a private school education but there are some cons too. The kids I know that go to HB or Hawken, they too seem like they are being molded. They are being molded to have an elitest attitude. They have been exposed to hard work and have lots of adults that believe in them, and they will all go to college but they also seem a little bit rigid, a little bit beaten down. They are clearly taught the idea of punishment and rewards in school. Competition and the demand for excellence are expected. Where is the time for fun, time to be a kid? I think that is an important component of education because it is a critical time in a person’s life when they are deciding who they are in this world.

Angelina's Reply
September 20, 2012 7:04 PM

I agree that private schools still propagate the elitist mentality in some children, but my current experience shows another side. I currently work at a private schools whose major population is international students. These children have been sent to the United States to receive an education that is not highly controlled by a communist state. These children are free to think and express themselves without being afraid of punishment like they would receive in their mother country. The other facet I have seen is that many of the students are at the school on scholarship based on need and not stature or merit. These are students that were in the Riverside and Eastlake school system that continues to be challenged by policies that make education impossible. These children have been provided an opportunity to experience an education that is not restricted by government policy. While it is not perfect it is far better than the alternative they were faced with in the public school setting.